Vision
Index
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.
Special Programs Process
Resources
Roles & Responsibilities
Click on the graphic below to see the details for each position and role.
Special Education Teacher
- Support and implement authentic inclusive practices that facilitate the participation and learning of each student. Provide specially-designed instruction based on the student’s Individual Education Program (IEP).
- Collaborate with families, all service providers and General Education staff on student progress.
- Maintain communication with students, parents/guardians.
- Be an active member of grade level and/or Content Area Professional Learning Community (PLC).
- Review IEP and share accommodations and modifications; ensure they are understood by others and fully implemented.
- Provide direct guidance/supervision to Instructional Assistants.
- Assist the General Education teacher in accommodating assignments and instructional materials. Model strategies for General Educators to implement with students.
- Be knowledgeable of district curriculum.
- Write meaningful, and measurable IEPs including student, parent and staff voice.
- Collect (weekly), track and report IEP goal data.
- Know and communicate student eligibility area(s) and the impact on student learning.
- Understand and communicate student learning styles, strengths, challenges, and present levels with the General Education teacher and parent.
- Promote student self-determination.
Case Manager
- Collaborate with families, service providers and General Education staff on student progress; ensure that all services are being provided and expected progress is being made.
- Engage parents, General Education teachers and service providers in collaboration prior to the Admission, Review or Dismissal (ARD) meeting.
- Analyze student data and work collaboratively with staff, parents and student to develop student’s IEP goals and objectives. Monitor these goals for progress at regular intervals.
- Collaborate and communicate with parents regularly.
- Promote student self-determination skills; Support students in becoming meaningful members in their IEP meetings.
- Advocate for and communicate student needs.
General Education Teacher
- Collaborate with all service providers and Special Education staff on student progress.
- Support and implement authentic inclusive practices. Develop and implement learning opportunities that facilitate the participation and learning of each individual student. Ensure accommodations and modifications are provided with fidelity.
- Participate in the ARD meeting process; provide input on student progress and class participation.
- Implement instructional and behavioral support under the supervision of the teacher.
- Be an active participant In the ARD meeting process to provide input on the student’s present levels, progress, instruction, goals, etc.
- Collaborate and communicate with parents regularly.
- Understand the strengths, challenges, and present levels of instruction of each student.
Instructional Assistant (IA)
- Support students in the classroom as they access accommodations, modifications and instruction.
- Assist the teacher in observing student progress and collecting IEP goal and accommodation data.
- Read, understand, and follow the IEP such as goals/objectives, Behavior Intervention plan, Health Services, personal care and be familiar with accommodations/modifications. Ask for clarification as needed.
- Deliver personal care services as indicated by the student’s IEP.
- Assist with classroom instruction as communicated by the teacher.
- Help promote self-determination and independence within each student.
- Advocate for student needs
Special Programs Providers (Dyslexia, Supplemental Reading Program, Intervention, Special Education Related Services)
- Engage students in meaningful learning experiences tailored to their individual needs.
- Collaborate and communicate with parents regularly.
- Be a part of growing self-determination skills in an authentic way.
- Teach students their accommodations and help them practice asking for them.Share community resources or agency supports
Campus Administrator
- Partner with Special Programs leaders about student, staff and campus needs.
- Collaborate and communicate with Special Education Team Leader and Special Education Department.
- Collaborate and communicate with parents regarding Special Education programs and services.
- Ensure meaningful, ongoing, professional learning is provided to staff in regard to Special Programs and Services
Parent/Guardian
- Advocate for your child’s needs.
- Become familiar with community resources and agencies that support your child as they age.
- Support your child’s development of self-determination skills.
- Become familiar with post-secondary possibilities.
- Become familiar with details related to your child’s disability.
- Collaborate and communicate with your child’s teachers.
- Participate in the ARD meeting process
Student
- Be actively engaged in learning.
- Be familiar/communicate with your strengths and needs.
- Communicate your needs to your teachers and campus staff.
- Learn about self-determination and practice these skills often.
- Be part of the vision for your future and participate in the goals set for your post-secondary outcomes.
- Understand all course of study options and work to keep all desired options open.
- Build awareness about agencies in your community. For example:
- Texas Workforce Commission
- Vocational Rehabilitation Services
- Bluebonnet Trails Community Services
- Austin Travis County Integral Care
Student
- Be actively engaged in learning.
- Be familiar/communicate with your strengths and needs.
- Communicate your needs to your teachers and campus staff.
- Learn about self-determination and practice these skills often.
- Be part of the vision for your future and participate in the goals set for your post-secondary outcomes.
- Understand all course of study options and work to keep all desired options open.
- Build awareness about agencies in your community. For example:
- Texas Workforce Commission
- Vocational Rehabilitation Services
- Bluebonnet Trails Community Services
- Austin Travis County Integral Care
Special Education Teacher
- Support and implement authentic inclusive practices that facilitate the participation and learning of each student. Provide specially-designed instruction based on the student’s Individual Education Program (IEP).
- Collaborate with families, all service providers and General Education staff on student progress.
- Maintain communication with students, parents/guardians.
- Be an active member of grade level and/or Content Area Professional Learning Community (PLC).
- Review IEP and share accommodations and modifications; ensure they are understood by others and fully implemented.
- Provide direct guidance/supervision to Instructional Assistants.
- Assist the General Education teacher in accommodating assignments and instructional materials. Model strategies for General Educators to implement with students.
- Be knowledgeable of district curriculum.
- Write meaningful, and measurable IEPs including student, parent and staff voice.
- Collect (weekly), track and report IEP goal data.
- Know and communicate student eligibility area(s) and the impact on student learning.
- Understand and communicate student learning styles, strengths, challenges, and present levels with the General Education teacher and parent.
- Promote student self-determination.
Parent / Guardian
- Advocate for your child’s needs.
- Become familiar with community resources and agencies that support your child as they age.
- Support your child’s development of self-determination skills.
- Become familiar with post-secondary possibilities.
- Become familiar with details related to your child’s disability.
- Collaborate and communicate with your child’s teachers.
- Participate in the ARD meeting process
Campus Administrator
- Partner with Special Programs leaders about student, staff and campus needs.
- Collaborate and communicate with Special Education Team Leader and Special Education Department.
- Collaborate and communicate with parents / adult students regarding Special Education programs and services.
- Ensure meaningful, ongoing, professional learning is provided to staff in regard to Special Programs and Services
Special Programs Providers (Dyslexia, Supplemental Reading Program, Intervention, Special Education Related Services)
- Engage students in meaningful learning experiences tailored to their individual needs.
- Collaborate and communicate with parents / adult students regularly.
- Be a part of growing self-determination skills in an authentic way.
- Teach students their accommodations and help them practice asking for them.Share community resources or agency supports
Instructional Assistant (IA)
- Support students in the classroom as they access accommodations, modifications and instruction.
- Assist the teacher in observing student progress and collecting IEP goal and accommodation data.
- Read, understand, and follow the IEP such as goals/objectives, Behavior Intervention plan, Health Services, personal care and be familiar with accommodations/modifications. Ask for clarification as needed.
- Deliver personal care services as indicated by the student’s IEP.
- Assist with classroom instruction as communicated by the teacher.
- Help promote self-determination and independence within each student.
- Advocate for student needs
General Education Teacher
- Collaborate with all service providers and Special Education staff on student progress.
- Support and implement authentic inclusive practices. Develop and implement learning opportunities that facilitate the participation and learning of each individual student. Ensure accommodations and modifications are provided with fidelity.
- Participate in the ARD meeting process; provide input on student progress and class participation.
- Implement instructional and behavioral support under the supervision of the teacher.
- Be an active participant In the ARD meeting process to provide input on the student’s present levels, progress, instruction, goals, etc.
- Collaborate and communicate with parents / adult students regularly.
- Understand the strengths, challenges, and present levels of instruction of each student.
Case Manager
- Collaborate with families, service providers and General Education staff on student progress; ensure that all services are being provided and expected progress is being made.
- Engage parents / adult students, General Education teachers and service providers in collaboration prior to the Admission, Review & Dismissal (ARD) meeting.
- Analyze student data and work collaboratively with staff, parents and student to develop student’s IEP goals and objectives. Monitor these goals for progress at regular intervals.
- Collaborate and communicate with parents / adult students regularly.
- Promote student self-determination skills; Support students in becoming meaningful members in their IEP meetings.
- Advocate for and communicate student needs.
Our Special Programs team includes special education, 504, dyslexia, and intervention services. This handbook provides families and staff with information and resources tied to our wrap-around services.
Step 1: Pre-Referral & Referral
If you are concerned that your child is experiencing academic difficulties, a system of intervention is available in Leander ISD (LISD) to proactively implement supports while gathering data to assist in identifying factors that may be interfering with learning:
Intervention Support for Students Enrolled in LISD
Response to Intervention (RTI) takes into account that all students learn differently and proactively implements support while gathering evidence to assist in determining whether the challenges can be attributed to factors such as developmental differences, environmental factors, or language acquisition. A Multi-Tiered System of Supports (MTSS) is a systemic, continuous-improvement framework in which data-based problem solving and decision-making is practiced across all levels of the educational system to ensure that each student learns at high levels. It is important to note that a student is not required to participate in the RTI/MTSS continuum prior to referral for evaluation but that it can be a proactive tool to receive information that supports decision-making for students. For more detailed information, view Leander ISD’s Response to Intervention: Multi-tiered System of Support overview for parents / adult students. For student-specific assistance, please contact your campus RTI Coordinator.
If you’re concerned about your child’s academic success, contact your campus’ Response to Intervention (RTI) Coordinator.
Evaluation for Students Residing in LISD, but Not Enrolled
The overarching purpose of Child Find is to locate, identify and evaluate children:
- Children birth through age 21 who require Special Education support
- Children transferring to our district with an existing Special Education plan
- Students that live in LISD but are not enrolled in LISD schools
The purpose of evaluation is to assess their possible need for special education and related services. Child Find is a free referral and information service available through local education agencies and Service Center Region XIII.
Child Find’s focus is based on the fact that children learn at different rates but some children have significant difficulty. We’re here to help you access services to meet the unique learning needs of your child. If you are concerned your child may be learning, playing, or interacting differently from others, please call our office at 512-570-0350 or email us at [email protected]. For more information on students with an existing special education plan transferring into our district, students who live in the district but attend private school, charter school, or are homeschooled, see this Leander ISD Child Find FAQ.
Comparing Special Education to Section 504
This illustration shows the progression of federal legislative provisions for students. In order to qualify for Special Education under IDEA (in the very center of the graphic), the student must be identified as having at least one of the 13 disability criteria and additionally display a need for specialized instruction. At the next level you will see that Section 504 is broader in that it is an anti-discrimination law, protecting all individuals with disabilities, whether or not they require specialized instruction under the IDEA; a Section 504 accommodation plan; or simply ADA protections/assurances. As you can see in this graphic, students served in special education are also protected by Section 504.
Step 2: Evaluation
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. Leander ISD adheres to the general timelines outlined by the Individuals with Disabilities Education Act (IDEA) for all evaluations. Please know that you can request an evaluation at any time.
To Submit a Request for Evaluation
When requesting an evaluation for your child, be sure to include:
- Student’s full and complete name
- Grade
- Campus
- Describe your area of concern
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:
Evaluation for 504 Services
Referrals
A Section 504 referral can be initiated by a parent, a teacher, RTI team, or by other school staff as appropriate (such as the nurse or counselor).
Data/Information Sources
No formalized testing is required. The evaluation must include data from a variety of sources but tailored to the specific needs of each student. The Office of Civil Rights (OCR) requires that Section 504 evaluations draw upon a variety of sources.
Sources may include grades over the past several years, teacher reports, information from parents / adult students or other agencies, state assessment scores or other school-administered tests, observations, discipline reports, attendance records, health records, and adaptive behavior information
We cannot consider mitigating measures under Section 504 (i.e. ADHD medication). (*Mitigating measures are medications and assistive devices that an individual uses to eliminate or reduce the effects of an impairment.)
504 Committee Participants
- A school representative that can make placement decisions.
- A representative knowledgeable about the child.
- A representative that can interpret evaluation data.
*As part of best practices, LISD encourages parents and students to participate in all 504 meetings.
Qualifying Questions Answered by the Section 504 Committee
- Does the student have a physical or mental impairment?
- Does the impairment substantially limit one or more of the major life activities?*
* Major life activities include walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, performing manual eating, sleeping, standing, lifting, bending, learning, reading, concentrating, thinking, and communicating. 504 periodic re-evaluations occur every three years.
Evaluation for Special Education Services
Referral for Evaluation for Special Education Services
A referral for evaluation for special education services can be initiated by a parent or an adult student, a teacher, the Response to Intervention (RTI) team, or by other school staff as appropriate (such as the nurse or counselor). There is a 45-school day evaluation timeline for all initial evaluations.
A parent may make a written request for an evaluation to the director of special education services or to an administrative employee of the district including campus Response to Intervention Coordinator. If a parent makes a request for evaluation, the school must respond within 15 school days after receiving the request and provide you one of the following:
- Prior written notice of its proposal to conduct an evaluation, a copy of the Procedural Safeguards and the opportunity to give written consent for the evaluation, or
- Prior written notice of its refusal to evaluate your child and a copy of the Notice of Procedural Safeguards.
A request for a special education evaluation may be made verbally and does not need to be in writing. There is not a specific timeline requirement for responding to verbal requests, however, schools are encouraged to follow the same 15-school-day timeline described above.
Data
Data collected and reviewed as part of a special education evaluation comes from both informal and formal sources. Examples of informal data sources may include:
- Parent and teacher information forms
- Attendance information
- Health screenings (vision/hearing)
- Grades
- Benchmark assessments
- Academic and behavior intervention records
- Discipline records.
Examples of formal data sources may include:
- Standardized tests that compare a student to his/her age and/or grade-level peers to determine how they are performing in comparison to what is expected for their age or grade.
- Structured interviews and checklists with parents, teachers and students
- Observations of the student
Once the FIE is completed, the evaluation report will be shared with parents / adult students. Parents / adult students should have adequate time prior to the ARD meeting to review the report and ask questions of the evaluation staff.
If a parent obtains a private evaluation and shares it with the school district, the evaluation should be considered by an ARD committee and recommendations need to be reviewed in order to determine if updates to the IEP are needed. If the evaluation meets district standards and TEA evaluation criteria, a disability condition could be accepted by the ARD committee or additional assessments may be recommended if a disability condition is suspected.
A parent or an adult student has the right to an Independent Educational Evaluation at public expense if the parent or adult student disagrees with an evaluation conducted by the district. Once an Independent Educational Evaluation has been completed, the evaluation will be reviewed by the ARD committee and recommendations will be considered to determine if updates to the IEP or disability condition(s) are needed.
Not all struggling learners are eligible for special education and related services. If a child’s challenges are primarily from lack of appropriate instruction or due to limited English proficiency, they may not be determined to be a child with a disability under IDEA.
Eligibility for Special Education Services under the Individuals with Disabilities in Education Act (IDEA)
Special education eligibility is dependent on the student meeting the following two criteria:
- Does the child have a disability as defined by IDEA?
The Full and Individual Evaluation (FIE) report addresses these seven areas:- Language (Communicative Status)
- Physical (Motor Abilities, Health, Vision, Hearing)
- Emotional/Behavioral
- Sociological
- Intellectual/Adaptive Behavior
- Educational Learning Competencies (Academic Performance)
- The need for Assistive Technology (AT)
- Does the child need specially designed instruction as a result of their disability condition?
There must be a demonstrated need for adapting as appropriate the content, methodology, or delivery of instruction to address the needs resulting from the disability and ensure access to the general curriculum so that the child can meet the education standards that apply to all children. (34 CFR 300.26(b)(3))
The FIE determines whether state disability criteria are met. Eligibility for specially designed instruction as a result of the disability is determined by the ARD Committee within 30 calendar days of the date of the FIE. An ARD meeting must be held at least once a year (Annual ARD); however, a revision ARD or an Amendment can be held at any time if changes to the IEP are necessary.
Once your child begins receiving special education and related services, periodic reevaluations are required. A reevaluation is similar to the initial evaluation. The reevaluation must be comprehensive enough to determine whether your child continues to be a child with a disability and the educational needs of your child. Unless you and the school agree otherwise, a reevaluation of your child’s needs must be done at least every three years. The ARD committee will conduct a review of existing evaluation data (REED) to determine what additional data, if any, is needed to determine whether additions or modifications will be made to your child’s special education and related services.
If the ARD committee decides that an additional formal evaluation is not needed to determine whether your child continues to need special education and related services, the reason for this decision must be explained to you. After explaining the reasons why the ARD committee has concluded that existing evaluation data are sufficient, the school does not have to conduct a new formal evaluation to complete a required reevaluation unless you request that the school do so.
As a parent, you can initiate a conversation about evaluation at any time and request that the ARD committee considers updated evaluations. If any member of the ARD committee suspects that an unidentified disability is present an evaluation should be considered.
Step 3: Collaborative 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:
504 Meeting
The scope of the evaluation is determined by the multidisciplinary committee gathered to evaluate the student. The following are components that are included in a Section 504 initial meeting:
504 Meeting Types
*A 504 meeting can be called by a parent or staff member.
Annual Meetings
- Reviews of current Section 504 plans will be completed between evaluations to make sure that the accommodations are appropriate and based on current individual needs.
- The accommodation plan may be revised at any time during the school year if needed.
Re-evaluation Meetings
- Re-evaluation consideration meeting will occur every three years or with a significant change in placement. At this meeting, the 504 committee will review available data to decide if additional information is needed to re-determine eligibility status.
- If no additional information is needed for the team to conclude that the student is still eligible, then the student will still be regarded as a student with a disability under Section 504, and the plan will continue as appropriate.
504 Committee Members
Who should attend the Section 504 Meeting?
Section 504 regulations require members who:
- Can make placement decisions
- Examples: Principal, assistant principal, counselor, district 504 coordinator, campus 504 coordinator
- Are knowledgeable about the student
- Examples: Students, parents or guardians, teachers, counselor, behavior specialist, campus 504 coordinator, or other related services provided
- Can interpret the meaning of the evaluation data
- Examples: school nurse, diagnostician, licensed specialist in school psychology, reading interventionist, dyslexia teacher, language proficiency assessment representative, related service providers, or Texas Workforce Commission representative.
504 Meeting Agenda
- Introduction of Committee Members/Consent for Collaboration (if applicable)
- Review of Rights & Signatures
- Review Expectations
- Specification of Student’s Suspected Impairment(s)
- Review of Data
- Determination of Qualification
- Consideration of Accommodations
- Non-District Accommodation Information
- Committee Decisions Summary
- Assurances/Document Sharing
504 Plan Components
- Documentation of all data sources used to build the plan
- Document all committee discussion
- Describe the physical or mental impairment
- List major life activities substantially limited
- Accommodations including: classroom, testing, behavior
- Who will monitor the plan?
- Signatures, Procedural Safeguards, Addendums
What does an eligible student receive under Section 504? Eligible students receive:
- Nondiscrimination protection
- Procedural safeguards
- FAPE: a free, appropriate education in the least restrictive environment, which may or may not include a service plan with accommodations
- Periodic re-evaluations
- Manifestation Determination Reviews: a meeting that is held if the student receives a disciplinary consequence that causes them to be out of placement in excess of 10 days.
Special Education Admission, Review & Dismissal (ARD) meeting
Determination of Special Education Services & Supports
An initial Admission, Review & Dismissal (ARD) meeting will be held to determine if the student meets the two qualifying criteria:
- Does the child have a disability as defined by the Individuals with Disabilities Education Act (IDEA)?
- Does the child need specially designed instruction as a result of their disability condition?
An Initial ARD will be held to develop an Individual Education Plan (IEP). Each year, an Annual Review meeting will be held to review the student’s progress and to plan for the student’s services for the next IEP year.
The ARD Committee Members include:
- Parent or Adult Student
- General Education Teacher
- Special Education Teacher
- Local Education Agency Representative who acts as Administrator
- Individual who can interpret instructional implications of evaluation results
- Additional participants who may be invited to attend based on student needs or eligibility
A Parent/Adult Student Conference will be offered at least 5 days prior to the ARD meeting date to support collaboration between parents, the student, and service provider(s).
ARD Meeting Overview
The ARD meeting agenda will help you follow the steps needed to develop your child’s IEP. Your child’s present levels of academic achievement and functional performance (PLAAFP) will be reviewed and will inform the development of annual goals for the next IEP year. Goals must be measurable and address your child’s needs so that he or she can be involved and progress in the general curriculum. The IEP must also describe how your child’s progress toward the annual goals will be measured as well as when the progress reports will be provided to you.
Accommodations (and modifications if appropriate) will be put in place to enable the student to make progress on their goals. A schedule of services will be established to define the location, duration, and frequency of special education services.
ARD meetings are held at least annually; however, an ARD can be requested at any point by a parent or staff member. If you believe that there is an urgent need for an ARD, please communicate this to your child’s teacher or the campus administrator and every effort will be made to schedule a meeting as soon as possible at a mutually agreeable time.
Step 4: Service Implementation & Delivery
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.
504 Implementation of Services
If your child is identified as an individual with a disability under Section 504, placement decisions about your child will be made by the District’s Section 504 Committee, which will include persons knowledgeable about your child, the meaning of the evaluation data, and the placement options. Eligible students are provided reasonable accommodations to give those students the same access to the benefit of a public education as all other students.
504 Accommodations
Accommodations must be specific to the student and must be directly related to the qualifying disability. Accommodations should be reasonable and necessary to provide Free and Appropriate Public Education (FAPE) while not compromising academic rigor and age-appropriate expectations. Accommodations must be appropriate for the student’s current situation and data; as such, the educational committee cannot put accommodations into place based on a prediction of future needs. Reviews are held to ensure that accommodations remain appropriate throughout their education.
Accommodations under Section 504 provide access only; they cannot modify the curriculum, exempt a student from mastering the state TEKS, or fundamentally alter the nature of a program or class. Therefore, accommodations cannot be made to exempt a student from assessments that show mastery, such as STAAR or high school final exams.
Districts must provide equal opportunity in areas such as counseling, physical education and/or athletics, transportation, health services, recreational activities, field trips, and special interest groups or clubs. Accessibility to participation in these activities will be considered when creating an accommodation plan. Please note that accommodations in competitive teams cannot fundamentally alter the nature of the program.
At the beginning of each school year, the Campus 504 Coordinator gives teachers a copy of the student’s accommodation plan. If a plan is developed mid-year, the teachers are informed shortly after the Section 504 meeting. Communication between parents, teachers, and students is encouraged.
Special Education Implementation of Services
Implementation
At this point, your child’s Individualized Education Plan (IEP) is complete and ready to be implemented. Every child’s IEP is individualized to provide special education services and supports based on their specific needs to enable them to access and make progress in the general education curriculum. Individualizing the existing supports and services to meet students’ unique needs is important and adjustments can and will be made as needed.
Every staff member who is responsible for implementing services is provided with a copy of their respective portions of the IEP (i.e. General Education Teachers receive goals, accommodations & Behavior Intervention Plan). The Case Manager will check in with the service providers to ensure that services are being implemented, data is collected routinely and that adjustments to the IEP are made if there is a need to add or reduce supports.
Monitoring Your Child’s Progress
This is an essential part of the IEP process. IEP goals were written in the IEP to target critical need areas that will enable your child to access and make progress in the general education curriculum. Each goal has a target for mastery based on the growth that your child could reasonably be expected to achieve in one year’s time. Data will be collected routinely on how your child is progressing on their IEP goals.
Part of the monitoring process includes monitoring the effectiveness of the services as they were written into the IEP. If a child is not making progress due to a component in the IEP, then that would warrant making adjustment(s) to the IEP. This can be done in a Revision ARD or an Amendment to the IEP, depending on the degree of the changes.
Reporting Progress
A report on how your child is progressing on his/her IEP goals will be issued concurrently with their report card. If the IEP services and supports are working, your child should be approaching mastery of the target skills over the course of the year. If your child is not making reasonable progress, the team should discuss whether different or additional, strategies and supports might be appropriate.
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.
Students who do not qualify for 504 or special education services will continue to be monitored by their campus response to intervention (RTI) team. The recommendations provided on the student’s Full and Individual Evaluation (FIE) will provide guidance on appropriate interventions and supports.
Descriptions of Services
Early Childhood (Ages 3–5)
Preschool Speech and Language Program (PSLP) is a service provided by a Speech Language Pathologist (SLP) for 2 hours / 2 days a week. Services are designed to address the needs of students who have significant speech/phonological delay or disorder and require interventions to address communication needs.
Walk-in Speech Services: This service is provided for 3–5 year olds who qualify as having a Speech Impairment in the area of articulation, fluency or voice. Students usually have goals that address 1–2 speech sound errors, stuttering, or voice concerns. The students usually come to school to receive direct speech therapy provided by the Speech/Language Pathologist (SLP).
Early Learning Environment (ELE) is a service designed for students ages 3–5 years old. The ELE classroom has both General Education and Special Education peers. Ratios may fluctuate throughout the year according to enrollment of Special Education peers. Instruction includes:
- communication/language skills
- cognitive/pre‐academic skills
- fine/gross motor skills
- self‐help and social/emotional skills
Bilingual Early Learning Environment (BiELE) is a service designed for students ages 3–5 years old. Ratios may fluctuate throughout the year according to enrollment of Special Education peers. Instruction includes:
- communication/language skills
- cognitive/pre‐academic skills
- fine/gross motor skills
- self‐help and social/emotional skills
Early Structured Learning Environment (ESLE) is a service designed for students ages 3–5 years old who typically present with Autism Spectrum Disorder and who have intensive communication needs. This class provides a highly structured environment with a low staff to student ratio where a variety of research‐based methodologies are used to meet the needs of students. Developmentally appropriate functional skills with an emphasis on communication and positive behavior are addressed through intensive, hands-on learning.
Consultative Services: Special Education support through collaboration with teachers and service providers regarding the implementation of services in the General Education classroom.
In-Class Support is a service that provides Special Education support in the General Education classroom. In-Class Support is individually determined with a focus on student independence, fading reliance on adults over time. These services may include, but are not limited to, small group and individualized instruction, collaborative teaching, curricular and instructional accommodations, modifications, supplemental aids, materials and/or equipment.
Elementary, Middle & High School
Consultative Services: Special Education support through collaboration with teachers and service providers regarding the implementation of services in the General Education classroom.
In-Class Support is a service that provides Special Education support in the General Education classroom. In-Class Support is individually determined with a focus on student independence, fading reliance on adults over time. These services may include, but are not limited to, small group and individualized instruction, collaborative teaching, curricular and instructional accommodations, modifications, supplemental aids, materials and/or equipment.
Resource Services provide Special Education and related services in a setting other than the General Education classroom with a member of the Special Education department. Students may receive direct, regularly scheduled instruction as required in the student’s IEP. These services in the Special Education instructional setting include, but are not limited to, direct instruction, small group and individualized instruction, lower students to instructional staff ratio, curricular and instructional accommodations and modifications, supplemental aids, materials and/or equipment.
Individual Community Academic Program (ICAP) is a service which focuses on academic and developmentally appropriate functional skills. This service addresses skills through intensive, hands-on learning and the use of researched-based strategies to meet the needs of individual students. Instruction is delivered with a low staff-to-student ratio. Opportunities for teaching generalization of skills into other settings and environments are available.
Social Communication Supports and Services (SCSS) is a service that supports students with Autism Spectrum Disorders and/or other social-communication, emotional needs. This service provides targeted social and behavioral instruction with opportunities for teaching/facilitating generalization of skills into other environments. Individualized environmental accommodations and structure are provided throughout the school day.
Dyslexia Services provides a short-term, intensive reading intervention for children who qualify for services, based upon district and state qualification criteria. Services are offered to qualifying students in grades K–12. Students are instructed using systematic, sequential, multi-sensory instruction in a small group environment. The goal of these services is to provide students with the tools needed to access the general education curriculum.
Homebound Services for students who are confined to home or hospital for four or more school weeks. The weeks need not be consecutive. Services are available to students served in both general education and special education based on certain criteria per TEA. The student must have a current medical condition that is documented by a physician licensed to practice in the United States. Over the period of his or her confinement, the student will be provided instruction in all core academic subject area courses in which the student is enrolled. For most students, the focus of homebound instruction is on maintaining the student’s progress in classes during a specific period of illness or recovery from injury.
Elementary Only (Preschool – Grade 5)
Instructional & Related Services: Speech therapy, Physical therapy, Occupational therapy, Orientation and Mobility services, services for students that are visually impaired or deaf/hard of hearing are available at each campus based on individual student need.
Structured Learning Environment (SLE) is a service designed for students who typically present with Autism Spectrum Disorder and who have intensive communication needs. This classroom provides a highly structured environment with a low staff‐to‐student ratio where a variety of research‐based methodologies are used to meet the needs of students. Academics and developmentally appropriate functional skills (emphasis on communication and positive behavior) are addressed through intensive, hands-on learning.
Intensive Behavior Continuum (IBC) is a service of behavior interventions for students demonstrating chronic behaviors which adversely affect educational performance in the school setting and have not improved with previous interventions and services. The IBC service provides a range of positive behavior supports that are individualized and based on the needs of the student. The IBC team supports the student in the General Education setting and consults frequently with General Education teachers and the campus Licensed Specialist in School Psychology (LSSP).
Structured Behavior Supports (SBS) provide special education services for students who struggle with coping skills, self-regulation and behavior that have impacted educational progress and learning. Services may include:
- social skills
- check-in
- check-out
- self-regulation breaks
- Behavior Intervention Plan specially designed for each student
Middle & High Schools Only (Grades 6–12)
Individual Community Academic Program-Communication (ICAP-C) is a service designed for students who have intensive communication and behavioral needs at the secondary level. This classroom provides a highly structured environment with a low staff-to-student ratio where a variety of research-based methodologies are used to meet the individual needs of students. Academics and developmentally appropriate functional skills (emphasis on communication and positive behavior) are addressed through intensive, hands-on learning.
Growing Ownership, Awareness, Lifelong Learning, and Social Skills (GOALS) is a service provided at the Middle School Level designed to help students generalize positive behavior to the classroom and school environment. When students have difficulties maintaining appropriate behaviors in the general education environment, structured behavioral supports are provided to assist with emotional regulation. While in the GOALS classroom, the student may receive academic instruction from GOALS staff. If student’s behaviors are escalated or chronically disruptive to the General Education learning environment they may be instructed in the GOALS classroom with a focus on regaining emotional/behavioral control before reintegrating into their original schedule.
Accessing Student Potential with Integrity, Responsibility and Engagement (ASPIRE) is a service provided at the High School Level, designed to help students generalize positive behavior to the classroom and school environment. Structured behavioral supports focus on increasing responsible behavior in a school setting and self-management skills in all areas of their lives, such as increasing problem-solving skills, guidance with conflict resolution, task completion, self-control strategies, acceptable ways of giving and receiving feedback, and compliance to rules. Special Education support includes close monitoring of academics as well as behaviors, in-class support, and/or the opportunity to receive behavior support in a Special Education setting.
Vocational Services are provided at the High School Level to support students whose transition assessments show significant needs in the Life Domain of Employability. Vocational services could consist of Work Based Learning (WBL), Supported Employment (SE) or Vocational Adjustment Class (VAC) based on their individual needs. WBL is a service where students are out in the community at authentic work sites for unpaid job training. SE services are given to students who obtain paid work but continue to need Job Coach support to obtain the job, training and consistent check-ins. VAC services are provided when a student has a paid job and needs support to maintain the job over time. An Occupational Prep lab class my be considered on campus in order to engage the students in topics necessary for work including career exploration, employability soft skills and skills to acquire a job.
SELF (Skills for Enhancing Lifelong Fulfillment) Services for students who complete graduation credits and require continued support in transition. Transition services occur in age-appropriate community settings, including services for adult living skills, vocational supports, exploring post-secondary options, and life management with a detailed schedule to be determined by individual student transition needs.
SELF-Project Search: Intern/student participates in Transition Services through an internship in an age-appropriate environment at the Ascension Seton Northwest Hospital for 30 hours a week to include services in vocational skills to obtain competitive employment. A job coach is provided daily as needed. There are three authentic rotations within different departments of the hospital over the course of the school year.
Resources
LISD Child Find FAQs
I am moving to Leander ISD and my child has special education services through our current district. What is the enrollment process?
- All campuses in Leander ISD are equipped to provide a range of special education services.
- You may also contact the district’s Child Find Department at 512-570-0350 or [email protected] for further assistance.
- Begin by enrolling your child at the home campus based on your address.
- Reach out to the campus Registrar to let them know your child accesses special education services. If you can provide the most recent evaluation (Full Individual Evaluation or FIE) and/or paperwork from the most recent IEP/ARD meeting, that would be helpful!
- The team on your child’s home campus will work to determine the services that can most closely match services to the most recent recommendations from your last school. If a specialized classroom is required, but not available on the home campus, the home campus will coordinate with parents / adult students to identify the closest available classroom and transportation will be available.
- Parents / adult students will be invited to a meeting with the campus staff to review recommendations and discuss any further information that is required. This meeting is referred to as a Transfer Admission, Review & Dismissal (ARD) meeting.
My family lives in the Leander school district but homeschools/attends a local private (or charter) school. What services/supports are available to us?
- Proportionate Share is a program where a student can access a portion of the services on their IEP (Individual Education Program) while continuing to access homeschool or private school. Please contact the Child Find Department with Leander ISD at 512-570-0350 or [email protected]
- If a student resides in Leander ISD and attends a private school within Leander ISD boundaries, Leander ISD is responsible for the special education evaluation.
- If a student resides outside of Leander ISD boundaries but attends a private school within Leander ISD boundaries, Leander ISD is responsible for the evaluation.
- If a student resides within Leander ISD but the private school is physically located within another district’s boundaries, the school district that the private school resides in completes the special education evaluation.
My child attends a charter school and we live in Leander ISD boundaries. What services/supports are available to us?
- Charter schools are public schools that receive federal funding. Special education services should be addressed by charter school staff.
ARD Campus Contacts
Please use the “Location | School” dropdown below to filter by campus.
RTI Campus Contacts
Please use the “Location | School” dropdown below to filter by campus.
Section 504 Campus Contacts
Please use the “Location | School” dropdown below to filter by campus.
Commonly Asked Questions
Click on your child’s age to view questions and answers pertaining to their needs.
Commonly Asked Questions
Infant – Grade 2
My child just started getting special education services, what do I need to know?
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. Please visit the LISD Special Program’s website for resources and additional information.
I’m concerned that my child is not developing at an appropriate rate. What should I do?
LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps. Contact the district Child Find department.
Additional resources include:
Little Texans Big Futures – guidance on developmental levels for infants to children 3 years of age.
- Little Texans Big Futures – English
- Little Texans Big Futures – Spanish
- Little Texans Big Futures – Vietnamese
Agency services are available to assist you with Early Childhood Intervention (ECI) services during your child’s early developmental years:
- Bluebonnet Trails ECI Services Williamson County residences
- Any Baby Can Services Travis County residences
My child is struggling and I suspect he/she has a disability. Who should I contact?
If you have concerns regarding your child’s development or suspect a disability, a system of intervention is available in LISD. To request an evaluation for your child, contact the district Child Find department, your campus RTI Coordinator, or contact your campus administrator.
What services can be provided for my child that qualifies for services?
Please review the description of all Leander ISD Special Education Services.
How can I prepare my child for a smooth transition to a new school or program?
In Spring prior to Kindergarten, visit the elementary school that you will attend. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Supporting Early Childhood Transitions is an invaluable resource to support families as they work to build independence and self-determination skills in our early childhood grade students.”
Kindergarten Transition Resources
My child has a disability (or I suspect he/she has a disability). What kind of support will be available when my child becomes an adult?
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. The list is long, so don’t delay!
LISD has a brochure to summarize Medicaid Waiver Services.
Are there any LISD resources that will help me plan for my child’s transition to adulthood?
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. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
How can I help my child develop self-advocacy skills?
Involving students in their 504 or ARD meetings can be a healthy first step to building self-advocacy skills. Guidance for parents 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. Our best practice is to begin student involvement in their 504 or ARD meetings as early as possible, but no later than 3rd grade.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
LISD created a brochure on Self-Determination Skills to inform parents on what it takes to support their child to “feel capable and act that way” as they age.
What are my options for supporting my child when they turn 18 and become a legal adult?
LISD created a brochure about Medicaid Waivers. Getting on the lists early is the key if you know that your child has complex disabilities and will need support services as he/she ages.
Will my child be able to attend college?
Encouraging your child to assume age-appropriate responsibilities early in life is the first step to putting your child on the road to post-secondary education and employment success.
Every parent has dreams for their child. In this Student Outcomes section, the writer lists common hopes that most families are aiming at for their children.
How do I get my son/daughter ready for employment?
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Grades 3 – 5
My child just started getting special education services, what do I need to know?
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. Please visit the LISD Special Program’s website for resources and additional information.
I’m concerned that my child is not developing at an appropriate rate. What should I do?
LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps. Contact the district Child Find department.
Additional resources include:
Little Texans Big Futures – guidance on developmental levels for infants to children 3 years of age.
- Little Texans Big Futures – English
- Little Texans Big Futures – Spanish
- Little Texans Big Futures – Vietnamese
Agency services are available to assist you with Early Childhood Intervention (ECI) services during your child’s early developmental years:
- Bluebonnet Trails ECI Services Williamson County residences
- Any Baby Can Services Travis County residences
My child is struggling and I suspect he/she has a disability. Who should I contact?
If you have concerns regarding your child’s development or suspect a disability, a system of intervention is available in LISD. To request an evaluation for your child, contact the district Child Find department, your campus RTI Coordinator, or contact your campus administrator.
What services can be provided for my child that qualifies for services?
Please review the description of all Leander ISD Special Education Services.
How can I prepare my child for a smooth transition to a new school or program?
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. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…”
My child has a disability (or I suspect he/she has a disability). What kind of support services will be available when my child becomes an adult?
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. The list is long, so don’t delay!
LISD has a brochure to summarize Medicaid Waiver Services.
Are there any LISD resources that will help me plan for my child’s transition to adulthood?
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
LISD Transition Slide Guide – developed by a grant from the US government and shared with local school districts, this guide supports transition needs in the areas of Self-Determination skills, Post-Secondary Education and Training, Employment, and Independent Living Skills. A very good document to print and utilize from age 10 to age 22.
Texas created a brochure called Transition Planning in Texas: Fast Facts for Parents. 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. This brochure is helpful in starting to navigate the complexities found within transition as the child ages.
Texas set up the Student-Centered Transition Network to support families, educators, and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
How can I help my child develop self-advocacy skills?
Involving students in their 504 or ARD meetings can be a healthy first step to building self-advocacy skills. Guidance for parents 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. LISD best practice is to begin student involvement in their 504 or ARD meetings no later than 3rd grade.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports a self-determination website and it has a plethora of resources and ideas.
Ever wonder how your child can be authentically involved in the ARD process at Elementary? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
Knowing which self-advocacy skills to foster makes a difference in the Elementary years for a child. This Self-Advocacy Checklist highlights the 10 most important skills to grow at this age range.
Check out these ideas to use from 4th grade to middle school as your child makes those transitions.
LISD created a brochure on Self-Determination Skills to inform parents on what it takes to support their child to “feel capable and act that way” as they age.
What are my options for supporting my child when they turn 18 and become a legal adult?
LISD created a brochure about Medicaid Waivers. Getting on the funding lists early is the key if you know that your child has complex disabilities and will need support as he/she ages.
Will my child be able to attend college?
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. 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. Use this SPIN sheet to support positive conversation about your child’s abilities.
Every parent has dreams for their child. In this Student Outcomes document, the writer lists common hopes that most families are aiming at for their children.
How do I get my son/daughter ready for employment?
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Starting early to grow the 25 necessary employment skills will lead to more opportunities for paid employment as the child ages. The Vocational Competencies Informal Assessment is an effective tool to start small and find up to 3 skills a year to grow in order to give your child the most opportunity to achieve into the career areas that vibrantly match with their strengths and interests.
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. age 7 = 7 chores per week).
Grades 6 – 8
My child just started getting special education services, what do I need to know?
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. Please visit the LISD Special Program’s website for resources and additional information.
I’m concerned that my child is not developing at an appropriate rate. What should I do?
LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps. Contact the district Child Find department.
My child is struggling and I suspect he/she has a disability. Who should I contact?
If you have concerns regarding your child’s development or suspect a disability, a system of intervention is available in LISD. To request an evaluation for your child, contact the district Child Find department, your campus RTI Coordinator, or contact your campus administrator.
What services can be provided for my child that qualifies for services?
Please review the description of all Leander ISD Special Education Services.
How can I prepare my child for a smooth transition to a new school or program?
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. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
My child has a disability (or I suspect he/she has a disability). What kind of support services will be available when my child becomes an adult?
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. The list is long, so don’t delay!
Texas Parent 2 Parent has a Transition To Adulthood series and many resources that are supportive of the family as the child ages.
LISD has a brochure to summarize Medicaid Waiver Services.
Are there any LISD resources that will help me plan for my child’s transition to adulthood?
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
Meeting schedules are on the Special Education website and are sent through Remind.
LISD Transition Slide Guide – developed by a grant from the US government and shared with local school districts, this guide supports transition needs in the areas of Self-Determination skills, Post-Secondary Education and Training, Employment and Independent Living Skills. A very good document to print and utilize from Middle School to age 22.
LISD created a brochure on Modified Curriculum and implications for the future
Texas created a brochure called Transition Planning in Texas: Fast Facts for Parents. 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. This brochure is helpful in starting to navigate the complexities found within transition as the child ages.
Texas set up the Student-Centered Transition Network to support families, educators and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Kansas University has been changing the landscape in the area of transition. The KU website is full of great materials on transition planning, college, work, and student independence.
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. The new Sooner Works post-secondary program at OU supports adults with IDD to attend college.
LISD created an Agency Supports in Texas brochure.
Texas Transition & Employment Guide
How can I help my child develop self-advocacy skills?
Involving students in their 504 or ARD meetings can be a healthy first step to building self-advocacy skills. Guidance for parents on How Can My Child Be Involved in the IEP Process? Partner with the Case Manager to continue including your child in their 504 or ARD meetings at an increased level of participation each year. Students are required to attend and participate in their ARD meetings in the annual ARD prior to their 14th birthday (12 for students with Autism).
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports this website on self-determination and it has a plethora of resources and ideas.
Ever wonder how your child can be authentically involved in the ARD process at the Middle School Level? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
There are 22 skills needed to be a strong self-advocate. Use of this self-advocacy checklist can support the conversations with the team on specific skills that are still concerning to the adult student and to the parents.
Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life. This roommate skills checklist gives you a list of critical skills to develop over time that will help your child manage many different kinds of roommate situations.
LISD created a brochure on Self-Determination Skills to inform parents on what it takes to support their child to “feel capable and act that way” as they age.
What are my options for supporting my child when they turn 18 and become a legal adult?
LISD created a brochure about Medicaid Waivers. Getting on the funding lists early is the key if you know that your child has complex disabilities and will need support services as he/she ages.
Will my child be able to attend 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. Be on the lookout for a district email reminder. To request accommodations, contact the campus Special Education Team Leader or apply online where additional information can be found.
The following resources can provide families and adult students with information for planning beyond high school years and beyond:
Make sure that your child can state at least 5 of their strengths, preferences, interests, and needs (SPIN).
Every parent has dreams for their child. In this Student Outcomes document, the writer lists common hopes that most families are aiming at for their children.
For more information, contact your child’s Case Manager.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students for guidance on topics including:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc …
How do I get my son/daughter ready for employment?
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Connect with Texas Workforce Solutions/Vocational Rehabilitation Services; starts by age 14. Consider Work Experience services to build pre-employment skills by age 14.
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 Texas Transition and Employment Guide is a comprehensive resource to assist you and your child as they prepare to enter the workplace and plan for post-secondary education.
Starting early to grow the 25 necessary employment skills will lead to more opportunities for paid employment as the child ages. The Vocational Competencies Informal Assessment is an effective tool to start small and find up to 3 skills a year to grow in order to give your child the most opportunity to achieve into the career areas that vibrantly match with their strengths and interests.
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. age 13 = 13 chores per week)
Independent Living Skills Checklist – This list was created by the College Living Experience team in order to support the backward growth of the essential skills needed in order to move out upon graduating from High School.
An excellent book to read when a person has high functioning Autism: Developing Talents by Temple Grandin
Grades 9 – 12
My child just started getting special education services, what do I need to know?
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. Please visit the LISD Special Program’s website for resources and additional information.
I’m concerned that my child is not developing at an appropriate rate. What should I do?
LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps. Contact the district Child Find department.
My child is struggling and I suspect he/she has a disability. Who should I contact?
If you have concerns regarding your child’s development or suspect a disability, a system of intervention is available in LISD. To request an evaluation for your child, contact the district Child Find department, the campus RTI Coordinator, or contact your campus administrator.
What services can be provided for my child that qualifies for services?
Please review the description of all Leander ISD Special Education Services.
How can I prepare my child for a smooth transition to a new school or program?
In 11th and 12th grade, consider attending tours and informational meetings to understand eligibility for transition services offered after a student completes their graduation requirements:
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc…
My child has a disability (or I suspect he/she has a disability). What kind of support will be available when my child becomes an adult?
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. The list is long, so don’t delay!
Texas Parent 2 Parent has a Transition To Adulthood series and many resources that are supportive of the family as the child ages.
LISD has a brochure to summarize Medicaid Waiver Services.
Are there any LISD resources that will help me plan for my child’s transition to adulthood?
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc…
Meeting schedules are on the Special Education page and are sent through Remind.
LISD Transition Slide Guide – 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. This tool gives purpose to the conversation of transition while planning with the ARDC.
Texas created a brochure called Transition Planning in Texas: Fast Facts for Parents. 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. This brochure has key information to support an easier transition into adulthood.
Texas set up the Student-Centered Transition Network to support families, educators and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Age of Majority – this topic is of major importance as the child becomes 17 years old. Whether the student can serve as their own guardian at age 18 or will need to have guardianship considered is a focus of this topic.
Kansas University has led the charge in the area of transition. The KU website is full of great materials on transition planning, college, work and student independence
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. The new Sooner Works post-secondary program at OU supports adults with IDD to attend college.
Texas Transition & Employment Guide
How can I help my child develop self-advocacy skills?
Guidance for parents on How Can My Child Be Involved in the IEP Process? 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. By age 18 student is expected to fully participate and advocate for their needs in their 504 and ARD meetings.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports a self-determination website, and it has a plethora of resources and ideas.
LISD created a brochure on the Self-Determination Skills to inform parents on what it takes to support your child to “feeling capable and acting that way” as they age
There are 22 skills needed to be a strong self-advocate. Use of this self-advocacy checklist can support the conversations with the team on specific skills that are still concerning to the adult student and to the parents.
Ever wonder how your child can be authentically involved in the ARD process at the High School Level? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life. This roommate skills checklist gives you a list of critical skills to develop over time that will help your child manage many different kinds of roommate situations.
What are my options for supporting my child when they turn 18 and become a legal adult?
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. Student involvement in learning about the concepts of Age of Majority is essential as the person ages.
Families are urged to consider a Supported Decision Maker agreement. This agreement provides parents/guardians with the ability to be involved and offer guidance in legal decisions:
- Medical
- Financial
- Educational
Not sure if your child will need a legal guardian? This Texas Guide to Adult Guardianship will guide you on the various options or alternatives to guardianship.
LISD created a brochure to explain more 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. If you move out of the State of Texas, then your child is removed from the State of Texas Medicaid Waiver lists and you will need to find out what to do in the state in which you moved.
Will my child be able to attend college?
Explore your student’s post-secondary education opportunities:
- SAT Testing Information
- Apply for College Board Accommodations
- College Application Process
- Reasonable College Accommodations Explained
- Think College – inclusive college opportunities for individuals with intellectual disabilities
The following resources can provide families and adult students with information for planning beyond high school years and beyond:
- Higher Education Resource Guide for Students with Disabilities
- TEA Graduation Toolkit – English | TEA Graduation Toolkit – Spanish
Difference between High School and College when a person has a disability
Make sure that your child can state at least 5 of their strengths, preferences, interests, and needs (SPIN). By 9th grade, this list should expand to 10 or more in the area of strengths.
Statewide college programs specifically for students with Developmental and Intellectual Disabilities:
- PATHS Program at Texas A & M
- E4Texas
- Aggie Achieve at Texas A & M
- TU CASA at UTSA;
- UNT ELEVAR
- ACC STEPS
- nonPareil -Austin
Every parent has dreams for their child. In this Student Outcomes document, the writer lists common hopes that most families are aiming at for their child.
For more information, contact your child’s Case Manager.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students for guidance on topics including:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
How do I get my son/daughter ready for employment?
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Connect with Texas Workforce Solutions/Vocational Rehabilitation Services. Consider pre-employment services or paid employment services based on the student’s job readiness. Consider the Summer Earn and Learn (SEAL) 5 week paid internship with a Job Coach at a community business provided by TWS, if your child qualifies for this opportunity.
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 Texas Transition and Employment Guide is a comprehensive resource to assist you and your child as they prepare to enter the workplace and plan for post-secondary education.
Career and Technical Education (CTE) courses are offered at each High School in Leander ISD. TEA’s website on CTE is very informative. The courses through CTE can be modified, if necessary, by the ARDC. A student could earn an Endorsement by completing the sequence of courses specified in the LISD Course Catalog.
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. Yearly, the ARDC should target 3 to 5 skills a year that are thoughtfully discussed and infused into the child’s week in some way whether it is in general education or in specialized classes through Special Education.
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. 17 years old = 17 chores per week)
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. Emphasizing each of these skill areas at home will greatly improve the child’s ability to maneuver adulthood.
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. They can either hand it to an employer or provide it to the HR department once they are hired. Guidance for Writing an ADA Letter (Sample ADA Letters)
An excellent book to read when a person has high functioning Autism: Developing Talents by Temple Grandin
Will my child qualify for disability benefits as an adult?
If your child has an impairment that will require long-term assistance in their adulthood, consider applying for SSI at age 18 with adult standards. Social Security PASS Plan will allow an adult on SSI to hold a job and earn income.
Ages 18 – 22
My child just started getting special education services, what do I need to know?
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. Please visit the LISD Special Program’s website for resources and additional information.
My child is struggling and I suspect he/she has a disability. Who should I contact?
If you have questions regarding services for students between the ages of 18-22 who have a disability, contact the district Child Find department.
What services can be provided for my child that qualifies for services?
Please review the description of all Leander ISD Special Education Services.
How can I prepare my child for a smooth transition to a new school or program?
The transition to adulthood is complex. Planning for further education, employment, adult living skills, transportation, community integration, and social skills are all areas to focus on with any student, graduating or staying for 18+ Transition Services.
Independent Living Checklist – created by College Living Experience to support the smooth transition to adulthood with the skills needed to manage adult life as independently as possible
Post-Secondary Education options that are disability-specific are always an option. Take a look at the Think College website and information specific to the Austin/Cedar Park/Leander area.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
My child has a disability (or I suspect he/she has a disability). What kind of support will be available when my child becomes an adult?
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. The list is long, so don’t delay!
Texas Parent 2 Parent has a Transition To Adulthood series and many resources that are supportive of the family as the child ages.
LISD has a brochure to summarize Medicaid Waiver Services.
Are there any LISD resources that will help me plan for my child’s transition to adulthood?
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc…
Meeting schedules are on the Special Education page and are sent through Remind.
LISD Transition Slide Guide – 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. This tool gives purpose to the conversation of transition while planning with the ARDC.
Texas created a brochure called Transition Planning in Texas: Fast Facts for Parents. 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. This brochure has key information to support an easier transition into adulthood.
Texas set up the Student-Centered Transition Network to support families, educators and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Age of Majority – this topic is of major importance as the child becomes 17 years old. Whether the student can serve as their own guardian at age 18 or will need to have guardianship considered is a focus of this topic.
Kansas University has led the charge in the area of transition. The KU website is full of great materials on transition planning, college, work and student independence
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. The new Sooner Works post-secondary program at OU supports adults with IDD to attend college.
Texas Transition & Employment Guide
How can I help my child develop self-advocacy skills?
Guidance for parents on How Can My Child Be Involved in the IEP Process? 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. By age 18 student is expected to fully participate and advocate for their needs in their 504 and ARD meetings.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports a self-determination website and it has a plethora of resources and ideas.
LISD created a brochure on the Self-Determination Skills to inform parents on what it takes to support your child to “feeling capable and acting that way” as they age
There are 22 skills needed to be a strong self-advocate. Use of this self-advocacy checklist can support the conversations with the team on specific skills that are still concerning to the adult student and to the parents.
Ever wonder how your child can be authentically involved in the ARD process at the High School Level? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life. This roommate skills checklist gives you a list of critical skills to develop over time that will help your child manage many different kinds of roommate situations.
What are my options for supporting my child when they turn 18 and become a legal adult?
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. Student involvement in learning about the concepts of Age of Majority is essential as the person gets older.
Families are urged to consider a Supported Decision Maker agreement. This agreement provides parents/guardians with the ability to be involved and offer guidance in legal decisions:
- Medical
- Financial
- Educational
Not sure if your child will need a legal guardian? This Texas Guide to Adult Guardianship will guide you on the various options or alternatives to guardianship.
LISD created a brochure to explain more about Medicaid Waivers. The waiver lists don’t have an age when you have to get your adult child “on the lists” but it is advisable to consider getting on the funding lists sooner than later. These funding lists support adults with complex needs as the person ages.
Will my child be able to attend college?
Explore your student’s post-secondary education opportunities:
- SAT Testing Information
- Apply for College Board Accommodations
- College Application Process
- Reasonable College Accommodations Explained
- Think College – inclusive college opportunities for individuals with intellectual disabilities
The following resources can provide families and adult students with information for planning beyond high school years and beyond:
- Higher Education Resource Guide for Students with Disabilities
- TEA Graduation Toolkit – English | TEA Graduation Toolkit – Spanish
Difference between High School and College when a person has a disability
Make sure that your child can state at least 5 of their strengths, preferences, interests, and needs (SPIN). By 9th grade, this list should expand to 10 or more in the area of strengths.
Statewide college programs specifically for students with Developmental and Intellectual Disabilities:
- PATHS Program at Texas A & M
- E4Texas
- Aggie Achieve at Texas A & M
- TU CASA at UTSA;
- UNT ELEVAR
- ACC STEPS
- nonPareil -Austin
Every parent has dreams for their child. In this Student Outcomes document, the writer lists common hopes that most families are aiming at for their child.
For more information, contact your child’s Case Manager.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students for guidance on topics including:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
How do I get my son/daughter ready for employment?
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Connect with Texas Workforce Solutions/Vocational Rehabilitation Services. Consider pre-employment services or paid employment services based on the student’s job readiness. Consider the Summer Earn and Learn (SEAL) 5-week paid internship with a Job Coach at a community business provided by TWS, if your child qualifies for this opportunity.
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 Texas Transition and Employment Guide is a comprehensive resource to assist you and your child as they prepare to enter the workplace and plan for post-secondary education.
Career and Technical Education (CTE) courses are offered at each High School in Leander ISD. TEA’s website on CTE is very informative. The courses through CTE can be modified, if necessary, by the ARDC. A student could earn an Endorsement by completing the sequence of courses specified in the LISD Course Catalog.
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. Yearly, the ARDC should target 3 to 5 skills a year that are thoughtfully discussed and infused into the child’s week in some way whether it is in general education or in specialized classes through Special Education.
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. 17 years old = 17 chores per week)
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. Emphasizing each of these skill areas at home will greatly improve the child’s ability to maneuver adulthood.
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. They can either hand it to an employer or provide it to the HR department once they are hired. Guidance for Writing an ADA Letter (Sample ADA Letters)
An excellent book to read when a person has high functioning Autism: Developing Talents by Temple Grandin
Will my child qualify for disability benefits as an adult?
If your child has an impairment that will require long-term assistance in their adulthood, consider applying for SSI at age 18 with adult standards. Social Security PASS Plan will allow an adult on SSI to hold a job and earn income.
Will my child’s future employers provide him/her with support while on the job?
When in a job setting, students with disabilities are protected by the Americans with Disabilities Act. Access the Job Accommodation Network (JAN) for an overview of reasonable accommodations your child could receive in a job setting.
The Office of Disability Employment Policy is a website that has all of the up-to-date information on employment for adults with disabilities.
My child just started getting special education services, what do I need to know?
All Levels
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. Please visit the LISD Special Program’s website for resources and additional information.
I’m concerned that my child is not developing at an appropriate rate. What should I do?
Infant – Grade 2; Grades 3-5
LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps. Contact the district Child Find department.
Additional resources include:
Little Texans Big Futures – guidance on developmental levels for infants to children 3 years of age.
- Little Texans Big Futures – English
- Little Texans Big Futures – Spanish
- Little Texans Big Futures – Vietnamese
Agency services are available to assist you with Early Childhood Intervention (ECI) services during your child’s early developmental years:
- Bluebonnet Trails ECI Services Williamson County residences
- Any Baby Can Services Travis County residences
Grades 6-8; Grades 9-12
LISD Child Find department can assist by conducting a Pre-Referral for Evaluation to determine the appropriate next steps. Contact the district Child Find department.
My child is struggling and I suspect he/she has a disability. Who should I contact?
Infant – Grade 2; Grades 3-5; Grades 6-8; Grades 9-12
If you have concerns regarding your child’s development or suspect a disability, a system of intervention is available in LISD. To request an evaluation for your child, contact the district Child Find department, your campus RTI Coordinator, or contact your campus administrator.
Ages 18-22
If you have questions regarding services for students between the ages of 18-22 who have a disability, contact the district Child Find department.
What services can be provided for my child that qualifies for services?
All Levels
Please review the description of all Leander ISD Special Education Services.
How can I prepare my child for a smooth transition to a new school or program?
Infant – Grade 2
In Spring prior to Kindergarten, visit the elementary school that you will attend. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Supporting Early Childhood Transitions is an invaluable resource to support families as they work to build independence and self-determination skills in our early childhood grade students.”
Kindergarten Transition Resources
Grades 3-5
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. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…”
Grades 6-8
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. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
Grades 9-12
In 11th and 12th grade, consider attending tours and informational meetings to understand eligibility for transition services offered after a student completes their graduation requirements:
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc…
Ages 18-22
The transition to adulthood is complex. Planning for further education, employment, adult living skills, transportation, community integration, and social skills are all areas to focus on with any student, graduating or staying for 18+ Transition Services.
Independent Living Checklist – created by College Living Experience to support the smooth transition to adulthood with the skills needed to manage adult life as independently as possible
Post-Secondary Education options that are disability-specific are always an option. Take a look at the Think College website and information specific to the Austin/Cedar Park/Leander area.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
My child has a disability (or I suspect he/she has a disability). What kind of support will be available when my child becomes an adult?
Infant – Grade 2; Grades 3-5
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. The list is long, so don’t delay!
LISD has a brochure to summarize Medicaid Waiver Services.
Grades 6-8; Grades 9-12; Ages 18-22
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. The list is long, so don’t delay!
Texas Parent 2 Parent has a Transition To Adulthood series and many resources that are supportive of the family as the child ages.
LISD has a brochure to summarize Medicaid Waiver Services.
Are there any LISD resources that will help me plan for my child’s transition to adulthood?
Infant – Grade 2
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. Check the campus website for campus tours, welcome events, open houses, campus visits, etc. Reach out to the campus administration to arrange a tour by a staff member who the student will be working with at their new school.
Person-Centered Planning Transition Tools are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
Grades 3-5
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
LISD Transition Slide Guide – developed by a grant from the US government and shared with local school districts, this guide supports transition needs in the areas of Self-Determination skills, Post-Secondary Education and Training, Employment, and Independent Living Skills. A very good document to print and utilize from age 10 to age 22.
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. This brochure is helpful in starting to navigate the complexities found within transition as the child ages.
Texas set up the Student-Centered Transition Network to support families, educators, and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Grades 6-8
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
Meeting schedules are on the Special Education website and are sent through Remind.
LISD Transition Slide Guide – developed by a grant from the US government and shared with local school districts, this guide supports transition needs in the areas of Self-Determination skills, Post-Secondary Education and Training, Employment and Independent Living Skills. A very good document to print and utilize from Middle School to age 22.
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. This brochure is helpful in starting to navigate the complexities found within transition as the child ages.
Texas set up the Student-Centered Transition Network to support families, educators and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Kansas University has been changing the landscape in the area of transition. The KU website is full of great materials on transition planning, college, work, and student independence.
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. The new Sooner Works post-secondary program at OU supports adults with IDD to attend college.
LISD created an Agency Supports in Texas brochure.
Texas Transition & Employment Guide
Grades 9-12
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc…
Meeting schedules are on the Special Education page and are sent through Remind.
LISD Transition Slide Guide – 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. This tool gives purpose to the conversation of transition while planning with the ARDC.
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. This brochure has key information to support an easier transition into adulthood.
Texas set up the Student-Centered Transition Network to support families, educators and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Age of Majority – this topic is of major importance as the child becomes 17 years old. Whether the student can serve as their own guardian at age 18 or will need to have guardianship considered is a focus of this topic.
Kansas University has led the charge in the area of transition. The KU website is full of great materials on transition planning, college, work and student independence
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. The new Sooner Works post-secondary program at OU supports adults with IDD to attend college.
Texas Transition & Employment Guide
Ages 18-22
Person-Centered Planning Transition Tools in LISD are student-centered processes to support higher independence and self-determination.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students to:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc…
Meeting schedules are on the Special Education page and are sent through Remind.
LISD Transition Slide Guide – 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. This tool gives purpose to the conversation of transition while planning with the ARDC.
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. This brochure has key information to support an easier transition into adulthood.
Texas set up the Student-Centered Transition Network to support families, educators and students. This network provides up-to-date information on all topics important to making sure students in Texas have every door open and good transition planning as the basis.
Age of Majority – this topic is of major importance as the child becomes 17 years old. Whether the student can serve as their own guardian at age 18 or will need to have guardianship considered is a focus of this topic.
Kansas University has led the charge in the area of transition. The KU website is full of great materials on transition planning, college, work and student independence
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. The new Sooner Works post-secondary program at OU supports adults with IDD to attend college.
Texas Transition & Employment Guide
How can I help my child develop self-advocacy skills?
Infant – Grade 2
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. Our best practice is to begin student involvement in their 504 or ARD meetings as early as possible, but no later than 3rd grade.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
LISD created a brochure on Self-Determination Skills to inform parents / adult students on what it takes to support their child to “feel capable and act that way” as they age.
Grades 3-5
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. LISD best practice is to begin student involvement in their 504 or ARD meetings no later than 3rd grade.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports a self-determination website and it has a plethora of resources and ideas.
Ever wonder how your child can be authentically involved in the ARD process at Elementary? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
Knowing which self-advocacy skills to foster makes a difference in the Elementary years for a child. This Self-Advocacy Checklist highlights the 10 most important skills to grow at this age range.
Check out these ideas to use from 4th grade to middle school as your child makes those transitions.
LISD created a brochure on Self-Determination Skills to inform parents on what it takes to support their child to “feel capable and act that way” as they age.
Grades 6-8
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? Partner with the Case Manager to continue including your child in their 504 or ARD meetings at an increased level of participation each year. Students are required to attend and participate in their ARD meetings in the annual ARD prior to their 14th birthday (12 for students with Autism).
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports this website on self-determination and it has a plethora of resources and ideas.
Ever wonder how your child can be authentically involved in the ARD process at the Middle School Level? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
There are 22 skills needed to be a strong self-advocate. Use of this self-advocacy checklist can support the conversations with the team on specific skills that are still concerning to the adult student and to the parents.
Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life. This roommate skills checklist gives you a list of critical skills to develop over time that will help your child manage many different kinds of roommate situations.
LISD created a brochure on Self-Determination Skills to inform parents on what it takes to support their child to “feel capable and act that way” as they age.
Grades 9-12; Ages 18-22
Guidance for parents / adult students on How Can My Child Be Involved in the IEP Process? 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. By age 18 student is expected to fully participate and advocate for their needs in their 504 and ARD meetings.
Self-Determination Skill of the Month provides families with guidance on how to build self-determination skills throughout a child’s educational years.
The US government supports a self-determination website, and it has a plethora of resources and ideas.
LISD created a brochure on the Self-Determination Skills to inform parents on what it takes to support your child to “feeling capable and acting that way” as they age
There are 22 skills needed to be a strong self-advocate. Use of this self-advocacy checklist can support the conversations with the team on specific skills that are still concerning to the adult student and to the parents.
Ever wonder how your child can be authentically involved in the ARD process at the High School Level? This Student Involvement in the ARD Continuum provides ideas to grow skills to empower your child and honor his/her voice and choice.
Developing good roommate skills will positively impact your child over their lifetime no matter who they will live within life. This roommate skills checklist gives you a list of critical skills to develop over time that will help your child manage many different kinds of roommate situations.
What are my options for supporting my child when they turn 18 and become a legal adult?
Infant – Grade 2; Grades 3-5; Grades 6-8
LISD created a brochure about Medicaid Waivers. Getting on the funding lists early is the key if you know that your child has complex disabilities and will need support as he/she ages.
Grades 9-12; Ages 18-22
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. Student involvement in learning about the concepts of Age of Majority is essential as the person ages.
Families are urged to consider a Supported Decision Maker agreement. This agreement provides parents/guardians with the ability to be involved and offer guidance in legal decisions:
- Medical
- Financial
- Educational
Not sure if your child will need a legal guardian? This Texas Guide to Adult Guardianship will guide you on the various options or alternatives to guardianship.
LISD created a brochure to explain more 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. If you move out of the State of Texas, then your child is removed from the State of Texas Medicaid Waiver lists and you will need to find out what to do in the state in which you moved.
Will my child be able to attend college?
Infant – Grade 2
Encouraging your child to assume age-appropriate responsibilities early in life is the first step to putting your child on the road to post-secondary education and employment success.
Every parent has dreams for their child. In this Student Outcomes section, the writer lists common hopes that most families are aiming at for their children.
Grades 3-5
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. 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. Use this SPIN sheet to support positive conversation about your child’s abilities.
Every parent has dreams for their child. In this Student Outcomes section, the writer lists common hopes that most families are aiming at for their children.
Grades 6-8
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. Be on the lookout for a district email reminder. To request accommodations, contact the campus Special Education Team Leader or apply online where additional information can be found.
The following resources can provide families and adult students with information for planning beyond high school years and beyond:
- Higher Education Resource Guide for Students with Disabilities
- TEA Graduation Toolkit – English | TEA Graduation Toolkit – Spanish
Make sure that your child can state at least 5 of their strengths, preferences, interests, and needs (SPIN).
Every parent has dreams for their child. In this Student Outcomes section, the writer lists common hopes that most families are aiming at for their children.
For more information, contact your child’s Case Manager.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students for guidance on topics including:
- vocational services,
- agency services,
- housing options,
- post-secondary educational opportunities,
- graduation
- etc …
Grades 9-12; Ages 18-22
Explore your student’s post-secondary education opportunities:
- SAT Testing Information
- Apply for College Board Accommodations
- College Application Process
- Reasonable College Accommodations Explained
- Think College – inclusive college opportunities for individuals with intellectual disabilities
The following resources can provide families and adult students with information for planning beyond high school years and beyond:
- Higher Education Resource Guide for Students with Disabilities
- TEA Graduation Toolkit – English | TEA Graduation Toolkit – Spanish
Difference between High School and College when a person has a disability
Make sure that your child can state at least 5 of their strengths, preferences, interests, and needs (SPIN). By 9th grade, this list should expand to 10 or more in the area of strengths.
Statewide college programs specifically for students with Developmental and Intellectual Disabilities:
- PATHS Program at Texas A & M
- E4Texas
- Aggie Achieve at Texas A & M
- TU CASA at UTSA;
- UNT ELEVAR
- ACC STEPS
- nonPareil -Austin
Every parent has dreams for their child. In this Student Outcomes document, the writer lists common hopes that most families are aiming at for their child.
For more information, contact your child’s Case Manager.
Don’t miss LISD’s Transition to Adulthood Meetings for parents and students for guidance on topics including:
- vocational services,
- agency services,
- housing options,
- post secondary educational opportunities,
- graduation
- etc…
How do I get my son/daughter ready for employment?
Infant – Grade 2
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Grades 3-5
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Starting early to grow the 25 necessary employment skills will lead to more opportunities for paid employment as the child ages. The Vocational Competencies Informal Assessment is an effective tool to start small and find up to 3 skills a year to grow in order to give your child the most opportunity to achieve into the career areas that vibrantly match with their strengths and interests.
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. age 7 = 7 chores per week).
Grades 6-8
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Connect with Texas Workforce Solutions/Vocational Rehabilitation Services; starts by age 14. Consider Work Experience services to build pre-employment skills by age 14.
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 Texas Transition and Employment Guide is a comprehensive resource to assist you and your child as they prepare to enter the workplace and plan for post-secondary education.
Starting early to grow the 25 necessary employment skills will lead to more opportunities for paid employment as the child ages. The Vocational Competencies Informal Assessment is an effective tool to start small and find up to 3 skills a year to grow in order to give your child the most opportunity to achieve into the career areas that vibrantly match with their strengths and interests.
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. age 13 = 13 chores per week)
Independent Living Skills Checklist – This list was created by the College Living Experience team in order to support the backward growth of the essential skills needed in order to move out upon graduating from High School.
An excellent book to read when a person has high functioning Autism: Developing Talents by Temple Grandin
Grades 9-12; Ages 18-22
Building self-determination skills each and every month will set your child on their path to a future of meaningful employment.
Connect with Texas Workforce Solutions/Vocational Rehabilitation Services. Consider pre-employment services or paid employment services based on the student’s job readiness. Consider the Summer Earn and Learn (SEAL) 5 week paid internship with a Job Coach at a community business provided by TWS, if your child qualifies for this opportunity.
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 Texas Transition and Employment Guide is a comprehensive resource to assist you and your child as they prepare to enter the workplace and plan for post-secondary education.
Career and Technical Education (CTE) courses are offered at each High School in Leander ISD. TEA’s website on CTE is very informative. The courses through CTE can be modified, if necessary, by the ARDC. A student could earn an Endorsement by completing the sequence of courses specified in the LISD Course Catalog.
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. Yearly, the ARDC should target 3 to 5 skills a year that are thoughtfully discussed and infused into the child’s week in some way whether it is in general education or in specialized classes through Special Education.
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. 17 years old = 17 chores per week)
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. Emphasizing each of these skill areas at home will greatly improve the child’s ability to maneuver adulthood.
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. They can either hand it to an employer or provide it to the HR department once they are hired. Guidance for Writing an ADA Letter (Sample ADA Letters)
An excellent book to read when a person has high functioning Autism: Developing Talents by Temple Grandin.
Will my child qualify for disability benefits as an adult?
Grades 9-12; Ages 18-22
If your child has an impairment that will require long-term assistance in their adulthood, consider applying for SSI at age 18 with adult standards. Social Security PASS Plan will allow an adult on SSI to hold a job and earn income.
Will my child’s future employers provide him/her with support while on the job?
Ages 18-22
When in a job setting, students with disabilities are protected by the Americans with Disabilities Act. Access the Job Accommodation Network (JAN) for an overview of reasonable accommodations your child could receive in a job setting.
The Office of Disability Employment Policy is a website that has all of the up-to-date information on employment for adults with disabilities.
Additional Resources
Student Outcomes
ASK YOURSELF: When my child leaves school … will they have the following in place?
- A place to live where they feel safe and valued
- A place to go every day where they can be productive doing things they enjoy and do well in those endeavors
- A friend, family member or advocate who knows them well enough to protect their interests
- Opportunities to choose and participate in leisure activities they enjoy
- Enough income to maintain their chosen lifestyle
- Access to health and medical services
- A way to communicate their needs, choices, and opinions effectively to friends and strangers
- Opportunities to continue to learn and grow
- Skills they need to develop and maintain positive relationships with their friends and family and the people they meet and work with
- Opportunities to be an active member of their community
- Skills they need to access and use technology that will help improve their lifestyle
- Friends who understand them, share their interests and provide natural supports
- Skills they need to access and understand the information available through the media
- A packet of information including names and telephone numbers of the adult providers who can help them when they leave school
- A diploma that confirms that they have completed the requirements of their educational program
1994 Wildwood Programs, Inc.