SINTON ISD

In accordance with the Individuals with Disabilities Education Act (IDEA), a student qualifies for services if the ARD committee determines they meet two criteria: they must have a documented disability, and that disability must create a need for "specially designed instruction" to help them progress in school. If you, a teacher, or a school leader believe a student needs support, you can initiate the process by contacting the school.

To receive special education services, a student must meet the specific criteria for one or more of the 13 disability categories defined by federal and state law. These categories include:

• Autism (AU)
• Deaf or Hard of Hearing (DHH)
• Developmental Delay (DD)
• Deaf-Blindness (DB)
• Emotional Disability (ED)
• Intellectual Disability (ID)
• Multiple Disabilities (MD)
• Orthopedic Impairment (OI)
• Other Health Impairment (OHI) — this often includes ADHD
• Specific Learning Disability (SLD) — this includes Dyslexia and Dysgraphia
• Speech or Language Impairment (SI)
• Traumatic Brain Injury (TBI)
• Visual Impairment (VI)
• Non-Categorical Early Childhood (NCEC) — for children ages 3-5, (category is being phased out and is no longer used for new evaluations)

​​​​​​​You can view the detailed state definitions and eligibility requirements for each condition here, provided by Texas SPED Support.

If you suspect your child has a disability that affects their learning, you can submit a written request for an evaluation to your child’s school. We will then meet with you to discuss your concerns and determine the next steps.

No. The school must obtain informed written consent from a parent or guardian before conducting an initial evaluation.

Under Texas law, once you submit a written request for evaluation, the district has 15 school days to provide you with a proposal to evaluate or a written notice explaining why they are declining the request. 

1. 15 School Days: To respond to your initial request.
2. 45 School Days: To complete the Full and Individual Initial Evaluation (FIIE) report.
3. 30 Calendar Days: To hold the initial ARD meeting after the report is finished to determine eligibility.

In Texas, the group responsible for making official decisions about your child’s special education services is the Admission, Review, and Dismissal (ARD) committee. You may also hear this referred to as the IEP Team.This committee—which includes you, your child's teachers, and school administrators—works together to:

• Determine if your child is eligible for services.
• Develop and update the Individualized Education Program (IEP).
• Decide on the placement and specific supports your child needs.

Think of "IEP" as the document and "ARD" as the meeting or the people. 

An IEP (Individualized Education Program) is for students who require specialized instruction to make progress. A 504 Plan provides accommodations and modifications to the environment or curriculum to ensure a student with a disability has equal access to education, but does not necessarily involve specialized instruction.

We follow the principle of Least Restrictive Environment (LRE). This means your child will be educated with their non-disabled peers as much as possible. Services may be provided within the general education classroom (inclusion) or in a separate resource setting, depending on your child's specific needs.

If your child does not qualify for special education, the school may still recommend support through general education interventions or a Section 504 plan.

If you and the school disagree on an IEP/ARD decision, Texas offers a unique, free service called Facilitated IEP (FIEP). An independent, neutral third party helps the committee communicate and reach an agreement without the need for a formal legal hearing.

By law, the IEP must be reviewed and updated at least once a year. However, a meeting can be requested at any time by a parent or teacher if concerns arise.

In Texas, a dyslexia evaluation is no longer "separate and apart." As of recent state updates, if a student is suspected of having dyslexia, they must be evaluated through the Full and Individual Initial Evaluation (FIIE) process under Special Education. This ensures the student receives all protections under the Individuals with Disabilities Education Act (IDEA). 

Resources:

• Dyslexia Handbook - 2024 
• Dyslexia Handbook FAQs - page 5-6
• Dyslexia and Related Disorders - Texas Education Agency
• Dyslexia and Related Disorders: Information for Parents

State law requires all Texas public school students to be screened for dyslexia at the end of Kindergarten and again by the end of First Grade. Screening is not a formal evaluation; rather, it is a quick "check-up" on foundational reading skills to identify students who may be at risk and provide them with early intervention as soon as possible. 

Resources:

• Dyslexia Handbook FAQs - page 3
• Dyslexia Handbook
• Dyslexia and Related Disorders - Texas Education Agency

Extended School Year (ESY) services are special education services provided beyond the normal school year (such as during summer break). ESY is not "summer school." A student qualifies if the ARD committee determines that a break in school services will cause a significant regression in a critical skill that the child cannot recoup in a reasonable amount of time once school restarts. ​​​​​​​

Resources:

• Extended School Year Services – Legal Framework