Navigating Special Education Programs in LISD: A Comprehensive Guide for Families

Leander Independent School District (LISD) is dedicated to serving students with disabilities through a variety of special education programs and resources. This article provides a comprehensive overview of these programs, support systems, and services available to families, teachers, and students within LISD, encompassing special education, 504, dyslexia, and intervention services.

Understanding LISD's Commitment to Students with Disabilities

The Department of Special Services at LISD is committed to serving the needs of students with disabilities within the least restrictive environment. This commitment extends to students in Section 504, including those with dyslexia. LISD recognizes that each child's journey is unique, and the district strives to provide individualized support to foster their success.

Identifying and Supporting Students: Child Find and Intervention Systems

Child Find Notice

LISD is responsible for serving students with disabilities from the ages of 3-21. If a child is blind or deaf, they may qualify for services from birth. If you know of a child with a disability who is not in school, please contact the LISD office. For more information on developmental milestones for children, please see the child find notice.

System of Intervention

If you are concerned that your child is experiencing academic difficulties, a system of intervention is available in LISD to proactively implement supports while gathering data to assist in identifying factors that may be interfering with learning. If you suspect that your child may have a disability that impacts their success at school, contact your child’s classroom teacher to discuss your concerns. It would be appropriate for you or the campus support team to recommend him/her for evaluation for 504 or Special Education services.

Requesting an Evaluation

A parent or guardian has the right to request a special education evaluation at any time. Leander ISD adheres to the general timelines outlined by the Individuals with Disabilities Education Act (IDEA) for all evaluations. After the initial request or referral for evaluation has taken place, a team of educators will review your request to determine the appropriate next steps.

Read also: Accessing the LISD Portal

Initial and Annual Meetings

If an evaluation has occurred to consider a student’s eligibility for 504 or special education services, an initial meeting will be held to discuss the data and whether the student qualifies for services. If the student qualifies for services, initial services will be put in place which will be revisited each year in a 504 or ARD meeting. If your child is identified as an individual with a disability and eligible for 504 or special education services, a collaborative meeting will be held each year to determine appropriate supports and services for the next year. The process of implementation of this plan thus begins.

Support Beyond the Classroom: Proportionate Shares

LISD provides some services to students with disabilities who are in private school or home school, ensuring that all eligible students have access to necessary support.

Resources for Families

Special Programs and Services Handbook

The Special Programs and Services Handbook serves as a resource to families, teachers, and students who qualify for services, as well as the general public, to better understand the opportunities we provide. This handbook provides families and staff with information and resources tied to our wrap-around services.

Parent Liaison

The Parent Liaison provides unique assistance to families of students with disabilities. Families seeking assistance or just information about services provided by Leander ISD can reach out to the Parent Liaison to help them establish contacts and assure that they are aware of all applicable services.

Family Workshop Conferences

Every semester LISD hosts a variety of sessions to provide you with tools to assist your family. At every workshop there are opportunities to meet other LISD families, learn from LISD staff and ask questions. The Topics covered at these meetings vary from learning about specific programs and procedures to at-home activities. Event invitations are sent out weekly through our Parent Square. All information about upcoming events can be found in Parent Square or by visiting the Special Programs Parent Advisory Council (SPPAC) Linktree.

Read also: Navigating Professional Learning

Special Programs Advisory Council (PAC)

The purpose of the Special Programs Advisory Council (The PAC) is to provide a coordinated approach and seek feedback on meaningful initiatives to support parents of children with disabilities.

Transition Support: Preparing for Adulthood

The transition to adulthood is complex, and LISD offers various resources to support students and their families in this process.

Transition Fairs and Conferences

The upcoming Destination…Life Regional Transition Fair and Conference event is designed to highlight the supports and resources that are available to individuals with disabilities as they transition from high school into adulthood. It is made possible by special educators from Leander ISD and surrounding school districts.

Transition Resources

LISD Transition Slide Guide: This guide, developed by a grant from the US government and shared with local school districts, supports transition needs in the areas of Self-Determination skills, Post-Secondary Education and Training, Employment, and Independent Living Skills. This guide becomes even more critical as a tool to support the student and the parents of a child with disabilities at the High School level so that there is a vision for the child as they age and that not only academics but also functional performance skills are being addressed in some manner in the IEP.
Texas Transition Resources: Texas created a brochure called "Transition Planning in Texas: Fast Facts for Parents / Adult Students." This information equips each family with an overview of what is important in the areas of transition and how to make sure that transition is within the IEP. Texas set up the Student-Centered Transition Network to support families, educators, and students.
External Transition Guidance: Kansas University has been changing the landscape in the area of transition. Oklahoma University through the Zarrow Center has been providing excellent guidance on the area of transition not only for educators but also for parents and students. This center has led the nation in the area of making sure that IEP’s are Student Directed.

Key Transition Topics

Age of Majority: This topic is of major importance as the child becomes 17 years old.
Medicaid Waivers: If your child has an impairment or suspected impairment that may require long-term assistance in their adulthood, don’t put off placing your child on the Medicaid Waiver program list. Navigate Life Texas will explain all you need to know about Medicaid Wavier services including who to call to get your child on the list today. LISD created a brochure about Medicaid Waivers. The State of Texas has these funding lists to assist families who have children with complex needs as they age. Some of the lists are 13-15 years long. It is best to consider getting on the lists as early as possible in case your child needs the funding. Keeping up with the lists is also important when you change to a new address.
Supported Decision Maker Agreements: Families are urged to consider a Supported Decision Maker agreement. Not sure if your child will need a legal guardian?
Transfer of Rights: Families with a student approaching the age of 18 will want to prepare by reading about Transfer of Rights at Age of Majority to understand what changes when a person with a disability becomes an adult.

Transition Support Across Grade Levels

Elementary School Transition: Ever wonder how your child can be authentically involved in the ARD process at Elementary? Knowing which self-advocacy skills to foster makes a difference in the Elementary years for a child. Students who are aware of their accommodations and/or modifications in Elementary will be able to voice their needs to the staff and develop the confidence to ask in all environments.
Middle School Transition: In the Spring prior to 6th grade, visit the middle school that your child will attend to help your child to transition to a new setting and support. Ever wonder how your child can be authentically involved in the ARD process at the Middle School Level? There are 22 skills needed to be a strong self-advocate. Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life.
High School Transition: In the Spring prior to 9th grade, visit the high school that your child will attend to help your child to transition to a new setting and support services. Ever wonder how your child can be authentically involved in the ARD process at the High School Level? Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life.

Fostering Self-Advocacy

Involving students in their 504 or ARD meetings can be a healthy first step to building self-advocacy skills. Guidance for parents / adult students on “How Can My Child Be Involved in the IEP Process?” will guide you on your role in preparing your child for their meeting. Partner with the Case Manager to start including your child in their 504 or ARD meetings. Partner with the Case Manager to continue including your child in their 504 or ARD meetings at an increased level of participation each year with the goal of allowing the student to lead their meetings.

Preparing for College

Preparation for 8th-grade PSAT by applying for College Board Accommodations. Testing is in October and accommodation requests must be submitted 10 weeks in advance. Post-Secondary Education options that are disability-specific are always an option.

Read also: Find Remote Special Education Jobs

Developing Employment Skills

Starting with ARD prior to the student’s 14th birthday (12 for students with Autism), ARD Committees will discuss transition services which will include a discussion on plans for supporting students as they develop employability and self-help skills. The courses through CTE can be modified, if necessary, by the ARDC. In order to hold and keep a paying job, a researcher found that there are 25 important skills that a person needs. The Vocational Competencies Informal Assessment is the tool that LISD is using to grow those 25 needed skills.

Building Employment Skills Early

Starting early to grow the 25 necessary employment skills will lead to more opportunities for paid employment as the child ages. Grade 3 through age 19 Chore List - a good rule of thumb is to have your child have the same number of chores per week that they are old that are developmentally appropriate (ex. Connect with Texas Workforce Solutions/Vocational Rehabilitation Services; starts by age 14. Consider pre-employment services or paid employment services based on the student’s job readiness.

Independent Living Skills

Independent Living Skills Checklist for any student who is aiming at moving out to a dorm, apartment, duplex, house after graduation. This skill-building must start in Middle School and continue throughout High School.

Workplace Accommodations

ADA Accommodation Letter - An individual with a disability has the choice to disclose their disability or not. An ADA letter is a way to help them organize their thoughts and to advocate for reasonable accommodations and supports in an employment setting. When in a job setting, students with disabilities are protected by the Americans with Disabilities Act.

State Assessments

Students may be eligible for accommodations on state assessments. These accommodations are placed into three categories. Students must meet eligibility criteria in order to receive support on state assessments. Please see the Texas Education Agency’s Accommodation Resources page. To view the TEA STAAR Parent Resources, click here. To view the TEA STAAR ALT 2 Parent Resources, click here.

Additional Tips for Parents

Focus on Strengths: Every parent has dreams for their child. Make sure that your child can state at least 5 of their strengths, preferences, interests, and needs (SPIN). Making sure that your child can state at least 5 of their strengths and interests is also a key to helping them head toward college.
Chore Lists: Grade 3 through age 19 Chore List - a good rule of thumb is to have your child have the same number of chores per week that they are old that are developmentally appropriate (ex.
Address Concerns Early: If you are concerned that your child is not developing at an appropriate rate, LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps.
Watch Informative Videos: Be sure to watch I’m New to Special Education … What do I Need to Know? video. This informative video will guide you on your child’s educational journey through Special Education services.

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