• The elementary Academic and Functional Skills (eAFS) curriculum is a service and support option on a continuum designed to meet the diverse needs of students with significant cognitive disabilities and adaptive disabilities which prevents them from accessing the general education curriculum.

  Students in eAFS will access and participate in the grade level Texas Essential Knowledge and Skills (TEKS) through activities that focus on prerequisite skills. They will demonstrate performance objectives that may include real-life applications of the TEKS as appropriate to the student abilities and needs. Further, they will demonstrate mastery of functional life skills through the implementation of their Individual Education Plan (IEP) by participating in classroom, school, and community-based student-centered activities.

  During a school closure or extended time away from school, services will continue to be provided virtually as determined by the ARD committee.

  Each campus has a Special Education Supervisor who will assist parents and answer specific questions regarding student programs or concerns.

The secondary Academic and Vocational Life Skills (sAVLS) curriculum is a service and support option on a continuum designed to meet the diverse needs of students with significant cognitive disabilities and adaptive disabilities which prevents them from accessing the general education curriculum.

Students in sAVLS will access and participate in the grade level Texas Essential Knowledge and Skills (TEKS) through activities that focus on prerequisite skills. They will demonstrate performance objectives that may include real-life applications of the TEKS as appropriate to the student's abilities and needs. Further, they will demonstrate mastery of functional life skills through the implementation of their Individual Education Plan (IEP) by participating in classroom, school, and community-based student-centered activities.

At the secondary level, focus will be on instruction and training in functional academic, communication, personal management, and social skills; plus, it will incorporate community living, job sampling, and work training.

• Academic Achievement
• Cognitive Functioning
• Emotional / Behavioral Functioning
• Language
• Sensory Needs
• Social Interactions & Relationships

The determination of an appropriate educational approach for a student with ASD must be based on the student's individual needs. Careful assessment by a team of professionals in consultation with parents or guardians will help determine an appropriate educational program for each student. The education program will be provided in the Least Restrictive Environment (LRE) that allows student progress and success.

Students with ASD generally benefit most from a structured, highly rewarding, educational setting with appropriate supports and individualized accommodations and/or modifications. The educational program will utilize research based instructional practices, emphasize the use of visual methodologies with instruction, and will enhance learning by incorporating the specific interests of the student. Teachers are provided training in instructing students with ASD and in providing positive behavioral support.

As is determined by the student's Individual Education Plan Committee (IEPc), the program may include other services, such as adapted physical education, counseling, in-home training, occupational therapy, parent training, social skills training, speech and language services, and/or teacher consultation to address behavior, communication, motor skill development or sensory needs.

There are trained personnel providing services to students with ASD on each Denton ISD campus. Each campus website will provide information about its administrators, counselors, teachers, and special education personnel.

Denton ISD Autism Video Series:

Autism - Positive Potty Training - This works! 

Autism - Where do they go from here?

Autism Across the Life Span 

• The Denton RDSPD serves students from three counties, which include the following school districts:

  Denton County Special Education COOP (940-458-7430) serves:

              Sanger ISD

              Krum ISD

              Aubrey ISD

              Ponder ISD

              Pilot Point ISD

  Cooke County COOP (940-665-0773) serves:

              Valley View ISD

              Era ISD

              Muenster ISD

              Callisburg ISD

              Lindsey ISD

              St. Jo ISD

              Sivells Bend ISD

              Slidell ISD

              Walnut Bend ISD

  Wise County COOP (940-683-8361) serves:

              Bridgeport ISD

              Paradise ISD

              Boyd ISD

              Chico ISD

              Alvord ISD

   

  Argyle ISD Special Education - 940-464-7241

  Decatur ISD Special Education - 940-393-7160

  Northwest ISD Special Education - 817-215-0075

  Little Elm ISD Special Education - 972-947-9340

  Lake Dallas ISD Special Education - 940-497-8455

  Gainesville ISD Special Education - 940-612-0730

  Lewisville ISD Special Education - 469-713-5203

In Denton ISD, a Full Individual and Initial Evaluation (FIIE) is conducted for special education services any time we suspect a student has a disability and a need for special education services under the Individuals with Disabilities Education Act (IDEA).  A parent may also initiate a referral for an initial evaluation of their child when they have concerns about their child's learning or behavior.  The parent should contact their child's teacher or campus administration for additional information about an evaluation for special education.  

Once consent is given by the parent and prior written notice is provided regarding the proposed evaluation, a group of qualified professionals will conduct an evaluation in all areas of suspected disability to determine if the student has a disability and to determine his or her educational needs.  The professionals conducting the evaluation may include educational diagnosticians, licensed specialists in school psychology, speech language pathologists, occupational therapists, physical therapists and the teacher.  Parent input into the evaluation must also be considered.  The evaluation process for the student must:

• Include information about the student's academic, developmental, and functional performance;
• Be administered by trained and knowledgeable personnel;
• Be administered in the student's native language or other mode of communication; and
• Be unbiased, or given in such a way so as not to discriminate against your child, regardless of his or her cultural background, race, or disability.

The initial evaluation and the resulting report must be completed no later than 45 school days from the day the school receives written consent, except if the student has been absent from school during the evaluation period on three or more school days, the evaluation period must be extended by a number of school days equal to the number of school days the student has been absent.  

If the child is under five years of age by September 1st of the school year and not enrolled in public school, or is enrolled in a private or home school setting, regardless of age, the initial evaluation and the resulting report must be completed no later than 45 school days from the day the school receives written consent.  

After completing the evaluation, the multi-disciplinary team will complete a report.  The report will be reviewed with the parent, and they will be provided a copy.  The student's Admission, Dismissal and Review (ARD) Committee will then convene to review the evaluation results and determine whether the student is eligible for special education and related services.  The ARD committee must make the eligibility determination within 30 calendar days from the completion of the initial evaluation report.  The report will also include recommendations and strategies to implement to meet the student's identified needs.

 Reevaluation

Once a student begins receiving special education and related services, periodic reevaluations are required.  The school must make reasonable efforts to obtain your consent for a reevaluation.  A reevaluation is similar to the initial evaluation.  The reevaluation must be comprehensive enough to determine whether the student continues to be a student with a disability and needs special education services.  Unless the parent and the school agree otherwise through the review of existing evaluation data (REED) process, a reevaluation of the student's needs must be done at least every three years.  No more than one reevaluation may occur within a year unless the parent and the school agree.  A REED must take place as part of any reevaluation of a child under IDEA.  A school is not required to obtain parent consent to review existing evaluation data.  The REED must be conducted by the ARD committee, including the parent.  The members must review existing evaluation data about the student, including information from the parent, to determine the scope of the reevaluation.  The ARD committee decides what additional evaluation, if any, is needed to determine whether additions or modifications will be made to the student's special education and related services.  If the ARD committee decides that additional evaluation is not needed to determine whether the student continues to need special education services , the reasons for this decision must be explained to the parent.  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 evaluation to complete a required reevaluation unless the parent requests that the school do so.  

• The Functional Life Skills (FLS) curriculum is a service and support option on a continuum designed to meet the diverse needs of students with significant cognitive disabilities and adaptive disabilities that prevents them from accessing the general education curriculum.

  Students in FLS will access and participate in the grade level Texas Essential Knowledge and Skills (TEKS) through activities that focus on prerequisite skills at an emerging learning level. They will demonstrate performance objectives that may include concrete, real-life applications of the TEKS as appropriate to the student abilities and needs. Further, they will demonstrate mastery of functional life skills through the implementation of their Individual Education Plan (IEP) by participating in classroom, school, and community-based student-centered activities.

   

Homebound services are arranged through an Individual Education Plan Committee (IEPc) for students who are unable to attend classes because of illness, chronic illness or recent injury. These students are served at home and must be expected to be confined for at least four weeks as documented by a medical doctor licensed to practice in the United States and in the State of Texas.

If you would like more information on the Homebound Special Education Services program, please contact your school administrator or your student’s assigned diagnostician.

Music Therapy is the clinical and evidence-based use of music intervention to accomplish individual goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program.

Music Therapists use music within a therapeutic relationship to address physical, emotional, cognitive, and social needs of students. After assessing the strengths of each student, music therapists provide treatments such as creating, singing, moving to, and/or listening to music. Music therapy can provide avenues of communication for students who find it difficult to express themselves in words.

Music Therapy is considered a related service under the Individuals with Disabilities Education Act (IDEA). Music Therapy as a related service is deemed necessary by the IEP team when the child needs the service in order to make progress in their special education program. Music Therapists can also support special education classroom teachers by providing effective ways to incorporate music into their academic curriculum. Involvement in music therapy can stimulate attention and increase motivation to participate more fully in other aspects of the educational setting. Intervention can be through direct services or through consultation by a certified music therapist. Music therapy applies the inherent order of music to set behavioral expectations, provide reassurance, and maintain structure for children with special needs.

Occupational Therapy (OT) is a service provided by a qualified occupational therapist.  OT is a related service deemed necessary by the IEP/ARD committee when a child requires the unique expertise of an occupational therapist to make progress toward academic and/or functional goals in the special and/or general education program.  Related services in the school setting are "developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education." (1)

Occupational Therapy practitioners have specific knowledge and expertise to support a student's ability to successfully participate in daily school routines or "occupations" throughout the day.  "Occupational therapy addresses the physical, cognitive, psychosocial, and sensory components of performance.  In schools, occupational therapy practitioners focus on academics, play and leisure, social participation, self-care skills, and transition/work skills." (2)  The occupational therapist will collaborate with the student's parent/caregivers, teachers, and educational team to identify areas of need and ensure skills are being developed and carried over in the least restrictive environment.

Positive Academic Behavioral Support (PABS) is an option on a continuum designed to meet the diverse needs of students with significant behavioral and emotional disabilities.

The goal is to assist students in developing skills that will enable them to successfully participate in the general education setting and in society by improving self-esteem, confidence, and personal social skills. Individual behavioral interventions are designed to meet the unique needs of students with a strong focus on academic instruction that facilitates both access and ability to participate in the grade level Texas Essential Knowledge and Skills (TEKS).

If you have questions regarding PABS, please contact your campus administrator. 

• Denton ISD boasts an array of psychological services provided to students with eligibility for special education services and who have been identified as having an emotional or behavioral need. The services to be provided to an individual student are determined by the student's Individual Education Plan Committee (IEPc). Psychological services include providing individual evaluation as a member of the Full Individual Evaluation (FIE) team, conducting functional behavioral assessments (FBA), providing direct services to students, such as counseling, crisis intervention, group and individual counseling, and social skills training; collaborating with team members in developing and implementing behavioral interventions, positive behavior supports, and reinforcement systems; conducting training for staff members, providing classroom consultation, and providing short term family-counseling for families of specifically identified students.
  
  Psychological services are provided in conjunction with services for students with any eligibility, providing there is a documented, IEPc determined, emotional or behavioral need.

  The Family Counseling Center (FCC), located at Calhoun Middle School, is a center developed to serve children in special education and their families. The goal is to provide guidance, support, and training to parents so that their student can gain the most from his/her public education. The purpose of the FCC is to bridge the gap between home and school because both are so important in a child’s life. Sessions begin, typically, after the first six weeks of the current school year and run through the month of May. Six to eight “free of charge” weekly hour-long family counseling sessions are currently held on Tuesday evenings. Referrals to the program come from IEPc members through the campus Licensed Specialist in School Psychology (LSSP).