Adaptive Physical Education (APE) is a part of the comprehensive program offered through special education services. In keeping with the district philosophy, the Adaptive Physical Education Program strives to provide each student with an opportunity to develop skills and understanding through a variety of exercise, sport, and leisure activities that will serve them throughout their life.

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• To allow students with disabilities an opportunity to be successful in a physical education setting unique to their individual needs.
• To provide students with disabilities with alternative physical education activities adapted to their unique abilities, interests, and cognitive styles.
• To cooperatively work with mainstream education in planning physical education programs and supervising integrated activities.
• To evaluate equipment, materials, and curriculum so as to appropriately plan individualized or group programs for students with disabilities.
• To develop fitness skills in students with disabilities that will serve them throughout their lifespan.
• To provide consultation services to physical education teachers in general education classes who are working with individualized programming for students with disabilities.
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ASSISTIVE TECHNOLOGY refers not only to high-tech devices and computers, but also to everyday items used in daily living that enhance and maintain functional capabilities. These include: positioning, computer access, environmental control, augmentative communication, assisted listening, visual aids, mobility, computer-based instruction, physical education/play, recreation/leisure, and self-care.

300.5 Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially or off a shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities. The term does not include a surgically implanted medical device or the replacement of a medical device (e.g., glasses, hearing aid). 

Assistive technology is explored continuously and adjusted as students' needs change to meet the curriculum.   Areas for consideration include:  communication, self-help, mobility/motor, academics, access, technology, sensory, physical/medical, organization, motivation, PE/Rec/Leisure, and transition planning. 

Assistive technology is considered in every evaluation and IEP meeting. Additional considerations can be completed through an AT staffing, which determines the need for a trial and/or screening. If a screening is indicated, parental consent is obtained to determine what is interfering with learning and access, and whether an assistive technology evaluation is warranted.   The screening process includes observation of the student, review of student records, interviews with teachers and parents regarding the reason for referral, review of what has been tried, and completion of a screening document designed to identify problems that interfere with school function and participation. 

If an evaluation is warranted, it is implemented in accordance with district policy and procedures. Assessment data is gathered from a variety of sources, including a review of existing evaluation data, formal and informal evaluations, observation of students, and interviews with students, teachers, and parents. Once the evaluation is complete, the AT team uses clinical judgment and evidence-based decision-making to determine whether assistive technology is indicated. All determinations pertaining to eligibility, educational planning, placements, and services to be provided remain the sole responsibility of the IEP committee.

Assistive Technology staffing, screening, and/or evaluation are completed by a multi-disciplinary team that has received training in assistive technology. Recommendations are made using evidence-based decision-making guidelines. 

Senate Bill 507 was enacted to ensure the safety of students with disabilities in school. The bill requires that school districts install video/audio cameras in special education classes where more than 50% of students in attendance are students with disabilities who attend the class for more than half their school day. A parent, Administrator, or staff member, may request that video and audio equipment be installed in a self-contained classroom or other special education setting. 

To read the Commissioner's Rules Concerning Video Surveillance of Certain Special Education Settings, TAC §103.1301.

Before the district installs video and audio recording equipment in a self-contained classroom or other special education setting in accordance with Education Code 29.022, we are required to provide written notice to all staff at the school and to the parents of the students receiving special education services in the classroom. For more information, see Board policy EHBAF(LEGAL).

The District will maintain the video footage from these recordings for at least three (3) months, as required by law.

Request Form to add a Camera to a Special Education Classroom

Incident Report and Request to View

The term “child with a disability” means a child with intellectual disability, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to as “emotional disturbance”), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services (34 CFR§ 300.8).

All individuals develop at their own pace, but some have more difficulty than others. Early identification and intervention can prevent failure and frustration. Special attention to teaching and learning strategies may help individuals overcome barriers to learning. Often, these strategies can be provided through general education programs. The Child Find Framework of the Legal Framework for the Child Centered Process (www.esc18.net) provides additional information and outlines mandates.

Under the No Child Left Behind Act (NCLB), 2001, each LEA must have a district improvement plan developed to guide district and campus staff in the improvement of student performance for all student groups in order to attain state standards. The district improvement plan must include strategies for improvement of student performance, such as: instructional methods designed based on the needs of student groups not achieving; processes for addressing the needs of children in special programs; integration of technology in instructional and administrative programs; positive behavior supports; staff development for educators; and accelerated instruction.

The child may be referred for a full individual evaluation (FIE) to help determine eligibility for special education and related services. School personnel will review available data to determine whether an evaluation is needed. The same group may develop an evaluation plan designed to assess areas of concern. If appropriate, an evaluation will be conducted by qualified personnel from the school district/agency. The parents and evaluation personnel will meet to discuss evaluation results and eligibility for special education and related services.

Each child’s individual need(s) will be addressed on an individualized basis by a team consisting of: a public agency representative, parent(s) or guardian, a person who can interpret the evaluation, teacher(s), and the student (if appropriate). The team will review evaluation information, discuss eligibility, identify area(s) of need for specialized instruction, including related services (such as occupational therapy, physical therapy, or counseling), and develop a plan to fit the needs of the child.

All services provided by Local Education Agencies (school districts and charter schools) through IDEA 2004 (Part B) Special Education and Related Services (Part B) are at no cost to the individual or parents.

ECSE serves children ages 3 through 5 years who have been identified as disabled and determined to be at-risk of not achieving academic and life skills without intervention.  Referrals for screening of students are made through the Department of Special Education. Intake information is obtained from the parent(s) and the information is given to the Evaluation Team. Screenings and comprehensive assessments are then scheduled for the first available ECSE evaluation appointment.  Parents are encouraged to make the referral call two to three months prior to their child’s third birthday. Children are eligible if they are determined by a multi-disciplinary team to meet state criteria as a child with a disability.  There is no fee for services.

Classes are offered Monday through Friday, half-day for three-year-olds (AM 7:40-11:25 or PM-11:35-3:20) and full-day services for those in their Pre-Kindergarten year, or as deemed appropriate by the Admission, Review and Dismissal(ARD) Committee . GPISD ECSE classes use the Frog Street Pre-K curriculum for instruction within the ECSE classroom, and we focus on five major curriculum areas:  Cognition, Communication, Self-Help, Fine/Gross Motor, and Social/Emotional Development.  If children have an educational need for related services, they are delivered during the assigned session as part of the child’s daily program.  Eligible students may be served or included in Pre-Kindergarten classes as appropriate.  On a daily basis, students receiving ECSE services have opportunities to interact with their non-disabled peers in age-appropriate settings. These settings may consist of ancillary or elective courses identified by the ARD/IEP Committee. Additional opportunities include the breakfast and lunch programs, during non-academic school functions and school-wide events.

Staffing is provided to accomplish small class groupings of children per session with a teacher and an instructional aide at each program. Itinerant support and therapists assist in servicing children as needed.  Services for children in ECSE include daily structured activities to develop language (expressive and receptive), cognitive, social/emotional, motor (fine and gross motor), and self-help skills.  Additional services may include transportation, assistive technology, counseling, or occupational, physical, or speech therapy, if recommended by the Admission, Review, and Dismissal (ARD) Committee. (Some children who only need speech services may be recommended for speech services without the entire ECSE program at their zoned campus). 

A variety of performance assessment techniques are used to evaluate and report student progress, including teacher observation, anecdotal records, student verbal and non-verbal interactions with teachers and other students, skills checklists, and student work samples. Parents receive periodic reports of their child’s progress on the Individual Education Plan (IEP) goals and objectives.

To schedule an ECSE evaluation appointment, please contact:

Amy Sterling
Special Education Coordinator for Speech and Language Services 
832-386-1156
asterling@galenaparkisd.com

For more information about ECSE, please contact:

Kristin Nguyen
District Program Specialist, ECSE 
832-386-1363
kngyuen@galenaparkisd.com

English Spanish

          **Note: An LEA may not deny a referral or delay an initial evaluation because MTSS or other  interventions have not been implemented with a student.

• If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request.
• At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards.  
• If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation. 

  **Note: A request for a special education evaluation may be made verbally and does not need to be in writing. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline. Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. 

A child must have an FIIE to determine whether he or she has a disability and may be eligible to receive special education services. An FIIE must be completed before the provision of any special education or related services to a student. 

• To determine if the child is a “child with a disability”, as defined by IDEA; 
• To gather information that will help determine the child’s educational needs;
• To guide decision making about appropriate educational programming for the child. 

• For children ages 3 through 21, the FIIE and resulting report must be completed no later than 45 school days from the day the school receives written consent. However, if the child has been absent from school during the evaluation period on three or more school days, the evaluation period may be extended by the number of school days equal to the number of school days that the child has been absent.
• When written consent for evaluation is received with less than 35 school days before the last instructional day of the year, the 45-school day evaluation timeline extends into the following school year. 
• If a child is under five years of age by September 1 of the school year and not enrolled in public school or is enrolled in a private or home school setting regardless of age, the initial evaluation and the resulting report must be completed no later than 45 school days from the day the school receives written parental consent. 
•  If the school receives the written consent for the initial evaluation request at least 35 but less than 45 school days before the last instructional day of the school year, the written report of the FIIE must be completed and provided to the parent by June 30th of that year. However, if the child is absent from school on three or more days during this evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.

**Note: If the parent does not consent to the initial evaluation, the school may, but is not required to, pursue the evaluation by asking for mediation or requesting a due process hearing. If the school decides not to pursue the evaluation, the school does not violate the IDEA Child Find duty.

Homebound Services are designed to enable students with disabilities to continue their coursework while temporarily unable to attend school.  The Special Education ARD Committee considers homebound services for students who are currently enrolled in school and will be confined to a home or hospital setting for (4) or more consecutive weeks as per a licensed physician’s statement.  A request for Homebound Services should be initiated at your child’s campus through the counselor’s office.

Students who will be absent from school for a minimum of four consecutive weeks of instruction due to illness, injury, or surgery as documented by a licensed physician, may be considered for homebound services.  Homebound may also be considered for chronically ill students who are expected to be confined for a minimum of four weeks total over the course of the school year as documented by a licensed physician.

Occupational Therapy (OT) helps students with disabilities take part in school activities by building important everyday skills. These may include:

• Self-care (like feeding or dressing)
• Moving around the classroom
• Using their hands for writing or cutting
• Processing and responding to sensory information

OT services are provided through the Texas Education Agency (TEA) as a related service under special education. A student must first be evaluated, and then the ARD (Admission, Review, and Dismissal) committee decides if OT is needed to help the student meet their Individualized Education Program (IEP) goals.

Physical Therapy (PT) supports students with disabilities by helping them move safely and independently at school. This might include help with:

• Walking or using mobility devices
• Sitting, standing, or changing positions
• Moving around the school building
• Participating in physical activities like PE or recess

PT services are provided through the Texas Education Agency (TEA) as a related service under special education. A student must first be evaluated, and then the ARD (Admission, Review, and Dismissal) committee decides if PT is needed to help the student meet their Individualized Education Program (IEP) goals.

The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.

Contact information:

Phone: 1-855-773-3839
Email: inquire@spedtex.org
Live Chat: www.spedtex.org

English  Spanish

English  Spanish

English  Spanish

In-class support is a team of general and special education teachers and paraprofessionals collaborating within the general education classroom to provide specially designed instruction and accommodations for students with disabilities, ensuring they have access to the general curriculum. 

Co-teaching is an instructional approach where a general education teacher and a special education teacher jointly plan, instruct, and assess a mixed-ability classroom of students, including those with disabilities, to ensure greater access to the general education curriculum and specialized support. 

**At the secondary level, in-class support is only offered for science and social studies classes. 

SLC is a self-contained program for elementary, middle, and high school students who require more significant sensory interventions and a focus on "ready to learn" behaviors along with structure, support, one on one instruction for new skill acquisition, behavioral interventions, and communication interventions other than those found in a typical special education setting.

Resource refers to a resource room, a specialized learning environment where students with disabilities receive targeted, one-on-one or small-group instruction from a special education teacher. These rooms provide a structured yet flexible space for students who spend most of their day in general education classes but need specialized support for their unique learning needs, as outlined in their Individualized Education Plan (IEP).

BEST is a structured behavior support program for elementary, middle, and high school students. This program supports students with significant behavioral, emotional, or social skill deficits BEST focuses on embedded instruction, reinforcement, and tiered supports. 

The children who receive Life Skills services are those who have moderate to severe developmental disabilities, whose Individual Educational Program (IEP) requires significantly off-level and modified, functional academic instruction, and who need additional instruction in daily living skills. For some, performance is significantly affected by more than one disability. Students range in age from 5 - 22 years and are served on elementary, middle and high school campuses. 

For more information about special education programs, please contact:

Tammy Takeda,
Director of Special Education-Elementary Services, 832-386-1069

Ray Smith
Director of Special Education-Secondary Services, 832-386-1080

Galena Park ISD strives to make all students successful communicators within the academic setting and prepare them to communicate successfully as future adults. GPISD provides speech and language services to students ages 3-21 that qualify with a communication disorder on all GPISD campuses. Speech therapy services are provided for students with various communication impairments; including Articulation, Language, Pragmatic Skills (social communication), Fluency (stuttering), Voice, Auditory Habilitation/Rehabilitation and Swallowing Disorders by Speech Language Pathologists and Speech Language Pathologist Assistants.

The Visually Impaired program provides services to students that may include Braille instruction; use of low vision devices; special training using computer software; modification of instructional materials; consultation with students, classroom teachers, and family members; and possible orientation and Mobility.

Orientation defined for our purposes means knowing where you are, in relationship to the environment around you. Mobility is the ability to get from where you are to where you want to be, in a safe and efficient manner.

Students who may qualify for vision services, orientation and mobility service, or both must have the following in order to be considered eligible:

• Texas State Eye Report from an ophthalmologist or optometrist
• Functional Vision Evaluation conducted by a certified teacher for the visually impaired
• Learning Media Assessment conducted by a certified teacher for the visually impaired
• Orientation and Mobility Assessment conducted by an orientation and mobility specialist

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• Houston Lighthouse - Family Support Options
• Wonderbaby - Family Support Options
• Texas School for the Blind and Visually Impaired
• Texas Workforce Solutions (TWC)-Vocational Rehabilitation Services/Division of Blind Services
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800-628-5115
customers@twc.tx.us

Transition is a process of preparing students for adult life after they leave high school. Transition planning begins at age 14, or younger if deemed appropriate by the IEP team. 

The transition process is designed to assist students with disabilities to achieve their postsecondary goals in the areas of education, employment and adult living. Through transition planning, annual goals and a coordinated set of activities focus on academic and functional skills to facilitate progress towards the identified postsecondary goals. 

Texas Transition and Employment Guide - English
https://4.files.edl.io/9dc3/10/06/21/153556-251ee074-5864-460e-989b-6e85602bf981.pdf

Texas Transition and Employment Guide  - Spanish
https://4.files.edl.io/b6a0/11/10/21/173112-235ef523-d599-41cc-a102-0659bdc7ff24.pdf

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• Transition in Texas
• The purpose of the website is to provide viewers with knowledge of the secondary transition process to facilitate student progress toward attainment of their postsecondary goals. 
• 211 Helpline
• 2 1 1 Texas, a program of Texas Health and Human Services Commission, is committed to helping Texas citizens connect with the services they need. No matter where you live in Texas, you can dial 2 1 1 and find information about resources in your local community. Both the website and the phone are accessible in many languages. 
• Supplemental Security Income (SSI) Benefits
• The Supplemental Security Income (SSI) pays benefits to disabled adults and children who have limited income and resources.
• Texas Health and Human Services
• Community Living Assistance and Support Services (CLASS) Provider Resources 
• People who are limited in one or more major life activities are said to have a disability. These people may be eligible for a range of state and federal services. Texas Health and Human Services are ready to meet the challenge of providing these services. 
• The Harris Center for Mental Health and IDD
• Assists parents/families of students with a diagnosis of mental illness and/or intellectual disabilities including Autism.
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• Transition in Texas
  The purpose of this website is to provide viewers with knowledge of the secondary transition process to facilitate student progress toward attainment of their postsecondary goals. On this site, you will find resources for students, parents, educators and agency resources. 
• Region 11 ESC Livebinder
  Region 11 Education Service Center (ESC) provides statewide leadership for Texas Secondary Transition. The focus of the network is to promote communication and collaboration between stakeholders and a comprehensive, coordinated, transition service delivery system in Texas that leads to attainment of identified post-school goals for every student. 
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• Disability Rights Texas
  Disability Rights Texas believes in advancing the rights of Texans with disabilities. They also believe in protecting and advocating for the rights of Texans with disabilities because all people have diginity and worth.
• The Arc of Texas
  Founded in 1950 by a group of parents of children with intellectual and developmental disabilities, The Arc has been instrumental in the creation of virtually every program, service, right, and benefit that is now available to more than half a million Texans with intellectual and developmental disabilities. Today, The Arc continues to advocate for including people with intellectual and developmental disabilities in all aspects of society.
• Guardianship Alternatives
  The Texas Council for Developmental Disabilities helps people with developmental disabilities achieve their potential for independence, productivity and integration into their communities by working to develop a comprehensive system of service and supports in Texas. The TCDD provides information for families and adults in search of alternatives to guardianship.
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Rey Smith
Director of Special Education Curriculum and Instruction
(832) 386-1000

Eric Kirchner,
Program Director of Special Education
(832) 386-1000