Programs and Services

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.

Mission

The Adapted Physical Education (APE) specialists are committed to function as an integral part within the Special Education Services (SES) and learning community of the Denton Independent School District (DISD) designed to make lasting contributions to the lives of all students, especially those with disabilities, through programs that contribute positively to the optimal development of those students while promoting safe, active, healthy lifestyles to utilize and interact in their surrounding communities.

Vision

Special Olympics Information
The district appreciates the many staff members who serve as volunteers for the Special Olympics events in the area. For more information regarding Special Olympics, please contact your child's special education teacher or the campus administrator. 

• increase the district’s APE Services visibility within the learning community
• develop initiatives, teachers, and individual schools that recognize and showcase programs
• advocate for strong pedagogical emphasis in all district APE Service programs
• focus on quality instruction and a coordinated approach to program development
• provide content specific presentations for district professional development, as well as, the broader communities at state, regional, national, and international conferences
• encourage professional relationships within the learning community

Encouraging ALL students to become more active!

• Adapted Physical Education Services

  APE is a physical education program designed to provide students with disabilities activities that are adapted and/or modified to allow them to perform at their best capabilities. According to Public Law 108-446, the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and previous amendments, adapted physical education is provided for students in kindergarten thru 12th grades who qualify and are receiving Special Education Services. Students must have an educational need for modifications to benefit from general physical education (GPE) instruction. Based on the law, the areas that may be targeted include:

  • physical and motor fitness;
  • fundamental motor skills and patterns;
  • health related physical fitness;
  • motor fitness; and
  • skills in aquatics, dance, individual and
  • group games and sports.

  APE is also an integral part of the definition of special education resulting in specially designed instruction for a student with a disability at no cost to parents or guardians. Not all students receiving special education services qualify for APE. To qualify for APE services, an extensive assessment must be conducted to determine appropriate placement.

  Assessment Process

  APE services are initiated through the referral process. Parents can request a referral for an assessment for their child at an Individual Education Plan Committee (IEPc) meeting. Consent to conduct an assessment must be obtained from a parent or guardian.

  Assessment of a student’s gross motor capabilities may include gathering information from a variety of sources: observations, screenings, standardized tests, ecological/community-based surveys, consultation with other service providers, parent/guardian, paraeducators, student, and review of records. Assessments are conducted by qualified APE and general physical educators. After the assessment, the IEPc determines eligibility and appropriate placement.

  Individualized Education Program (IEP)

  If a student is determined eligible for services, an IEP is constructed. The IEP document contains goals, objectives with modifications/adaptations to be used in the physical education setting. The amount of APE service, frequency, and durations are determined/agreed by the IEPc. Measurable goals and objectives represent meaningful physical education curriculum content that correlate with the Texas Essential Knowledge and Skills (TEKS). Progress on goals and objectives is monitored using district, state, and federal guidelines.

  Instructional Setting

  The delivery of APE services occur in a variety of class placements or instructional settings. Services may be implemented in a classroom or in the GPE setting. More specifically, the delivery of services may occur in the following settings/manners:

  • within the GPE class,
  • the GPE class with a teaching assistant/peer,
  • a separate class with peers,
  • a separate class with assistants, and
  • a one-on-one setting with student (s) with disabilities

  Students may receive direct or consult services from qualified professionals in APE to support the inclusion of students with disabilities when needed.

The Educational Programs for students with Autism Spectrum Disorders (ASD) are provided in a continuum of settings/service arrangements and include interventions that address:

• 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 

Additional ASD Resources

Autism Internet Modules (AIM)

Autism Speaks

Parent Companion

Texas Statewide Leadership for Autism Training

Region 11 Education Service Center (ASD)

• Serving students with hearing impairments in Denton, Cooke, and Wise counties

• The Denton Regional Day School Program for the Deaf (RDSPD) was established by Denton ISD and the Texas Education Agency (TEA) in 1974 to provide services to students, ages birth to 21, who are eligible for special education services based on a hearing loss and educational need. These students reside in Denton, Cooke, or Wise County. We offer a variety of services to assist both students with hearing loss and their families. 

  Communication

   The Denton RDSPD stresses English acquisition for language development, listening skills, and oral speech development using a total communication approach.  In this communication approach, students may utilize some type of hearing technology, a signing system, gestures, and lip reading to communicate and receive instruction.

   The Denton RDSPD Communication Philosophy

   The Denton Regional Day School Program for the Deaf believes all students, birth through 21 years, should be given the skills to succeed by developing their ability to communicate proficiently within their home, school, and community.

   The areas we believe contribute to the success of our students include advocacy, literacy, communication, and developing proficiency in the English language.  

   Should you have any questions about the Denton RDSPD, please feel free to contact our office for further assistance (kmartin6@dentonisd.org).  We look forward to serving students with hearing loss and their families.

  Services and Supports

   The Denton RDSPD provides a full continuum of services based upon each child’s individual needs as determined by the Admission, Review and Dismissal (ARD) committee. Services may include:

   Parent/Infant Advisor (0-3 year old) services are provided through a memorandum of understanding between Denton RDSPD and the Early Childhood Intervention Program (ECI) that serves the location of your residence.  Please contact Early Childhood Intervention of North Central Texas (817-446-8000).  Once enrolled with ECI, the following services may be recommended and provided by our Parent/Infant Advisor - parent education and training and facilitation of early communication in the home.

  • Services are available for early childhood through high school (ages 3-21) in centralized classrooms on a regular education campus for students who need instruction by certified teachers of the deaf and/or access to interpreting services. The determination of instructional options will be determined by the ARD committee on an individual basis. Centralized campuses include Ann Windle School for Young Children, McNair Elementary, McMath Middle School, and Denton High School.
  • Itinerant teachers of the deaf provide support to students with hearing loss who are enrolled in general education or basic special education programs on their home campus.
  • Intensive speech and language evaluations, direct intervention, and consultation are provided to qualifying students by certified speech-language pathologists and certified teachers of the deaf.
  • Sign language interpreting/transliterating is provided for students whose mode of communication is sign language for instructional and extracurricular activities. 
  • Additional supports and related services are available to students if recommended through evaluation and the ARD process.
  •  Note:  During a school closure for extended time away from school special education services will continue to be provided virtually as determined by the student's ARD committee.

  Eligibility for Services

   As a student with hearing loss (DHH), a student (0-21 years old) must meet the following criteria:

  • Have a hearing loss that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification, and that adversely affects a child’s educational performance, or
  • Hearing loss, whether permanent or fluctuating, that adversely affects a child’s educational performance.
  • Have an educational need for specially designed instruction
  • • A multidisciplinary team must review information from:
      • An otological examination
      • An audiological examination
      • A communication assessment addressing the implications of the hearing loss for the student’s hearing in a variety of circumstances.  

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

Children receive early childhood special education services based on Individual Education Plan Committee (IEPc) recommendations following evaluation. Preschool services are individualized to meet each child's needs. Students work on goals and objectives that reduce gaps in developmental areas.

Once a child becomes eligible for services, the IEPc determines what support the individual student needs in order to access the Prekindergarten curriculum guidelines. Some service examples include Prekindergarten with Inclusion Support, Self-Contained Classroom, Resource, and Walk-In Speech Services. The Special Education Department works to collaborate with families who have preschool children with special needs.

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.

Physical Therapy (PT) is a service provided by a qualified physical therapist.  In the educational setting, physical therapy is considered a related service.  Related services are "developmental, corrective and other supportive services as are required to assist a child with a disability to benefit from special education."(1) Physical therapy in the education setting focuses specifically on assisting the student in accessing and participating in their education.  The IEP/ARD committee makes the decision as to whether physical therapy is needed for the student to make progress in their special and/or general education setting upon review of evaluation reports, student data, and input from the team members.  A prescription for physical therapy services must be obtained from a qualified healthcare practitioner before direct PT treatment can occur.  

In addition to academics, educational benefit includes any school function that the IEP team decides is essential for the student's educational experience.(2)  Mobility concerns may occur throughout the student's daily school routine.  Areas of participation that are evaluated are the classroom, transitions, bathroom, mealtime, recess, playground, and transportation.  The whole school can become an opportunity for practice and participation.  Most often practice is maximized by creating opportunities in the student's regular school routine.  The physical therapist collaborates with educational staff to afford daily opportunities for practice 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).

Section 504 Information

On campus, the role is defined as the communication specialist providing services that include case management, collaboration with parents, teachers, and other required persons, comprehensive evaluation, intervention and remediation of communication disorders for identified students, and report writing.

Denton ISD provides speech-language services to children 3-22 years of age who are considered to demonstrate "speech impairment."

Speech Impairment means a communication disorder, such as stuttering, impaired articulation, language impairment, or voice impairment that adversely affects a child's educational performance and needs the services of a Speech–speech-language pathologist.

Transition is the process of preparing students for life after they leave high school, including community living, employment, and participation in post-secondary education or training.

Transition Services Defined
Transition services under the Individuals with Disabilities Education Act (IDEA) are a coordinated set of activities that are designed as a results-oriented process that promotes movement from school to post-school activities, including independent living, integrated services, post-secondary education, vocational training, or community participation based on the individual student’s needs, taking into account the student’s preference and interests. This includes community experiences, development of employment and other post-school adult living objectives, instruction, related services, and acquisition of daily living skills and functional vocational evaluation.

Transition Planning Team
The Transition Planning Team includes the student, family, administrators, agency representatives (if given written permission by family or adult student), general and special education teachers, other appropriate school staff (such as counselors, transition specialists, or vocational adjustment coordinators), and any other person the student or family feel know the educational needs of the student.

Role of the Parent(s)/Guardian(s) in the Transition Process
Help your child identify goals in further education, employment and independent living. Before your child turns 18, be an active participant in the development of the Individual Education Plan (IEP). After they turn 18, support your child in the decision-making process.

Preparing for Transition
Parent(s)/Guardian(s) should begin preparing a child to make choices and decisions long before the child reaches the age of majority. For many parents of children with disabilities, this step may be difficult because, as a parent, you spent years advocating and speaking on behalf of your children. As a result, it is not easy to step back and begin to allow your child to speak on his or her behalf. However, recognizing the need for this stage in the life of your child is essential. In order to prepare your student with a disability for the transfer of rights, it is necessary for a parent to begin to step back, listen, and involve the student in the decision-making processes early.

Transition Tips

18+ Classes
The Denton ISD 18+ Classes seek to provide services for young adults ages 18 to 21 as they progress from an educational setting towards living and working as independently as possible in the community.  Students will address life skills goals through individual and community-based interactions, which lead to the acquisition of work skills, independent living skills and vocational-based experiences.

Parent Resources
Transition in Texas provides knowledge of the secondary transition process to facilitate student progress toward the attainment of their postsecondary goals. On this site, you will find resources for students, parents, educators and agency resources.

The Texas Transition and Employment Guide (En Español), required by House Bill 617, is intended to provide information for students and their parents on statewide services and programs that assist in the transition to life outside the public school system.

• Involve your child in IEP and transition planning early and make sure his/her voice is heard
• Discuss important decisions with your child ahead of meetings so that he/she is informed and prepared to participate
• Encourage your child to develop good relationships with school personnel and other agencies and/or service providers
• Make sure educators and other agencies and/or service providers listen to your child and avoid pressuring him/her
• Include your child in all decisions that impact his/her life, in and out of school.

Visual Impairment

The VI team supports classroom teachers and evaluates students to determine their educational needs. The team also provides direct instruction of the Expanded Core Curriculum to students who qualify as students with visual impairment. The Expanded Core Curriculum (ECC) is a disability-specific set of skills that compensates for vision loss and is foundational to all other learning. The ECC covers Compensatory Access, Assistive Technology, Sensory Efficiency, Career Education, Recreation and Leisure, Self-determination, Social Interaction, Independent Living, and Orientation and Mobility.

What is the ECC? TSBVI http://www.tsbvi.edu/seehear/winter01/core.htm

 Orientation and Mobility (O&M) is a profession specific to blindness and low vision that teaches safe, efficient, and effective travel skills. Orientation refers to the ability to know where you are and where you want to go, whether you're moving from one room to another, or walking downtown for a shopping trip. Mobility refers to the ability to move safely, efficiently, and effectively from one place to another, such as being able to walk without tripping or falling, cross streets, and use public transportation. An O&M Specialist provides instruction that can help develop or re-learn the skills and concepts needed to travel safely and independently within the home and in the community.

Orientation and Mobility is a related service and is provided only if deemed necessary by an IEP/ARD committee. It is based on the student’s individual needs.

Deafblind Services are provided by our team in close collaboration with professionals for students with Auditory Impairments. 

Eligibility Statement

 Eligibility is determined by an individualized family service plan (IFSP) or by an admission, review, and dismissal (ARD) committee. It is based on an eye medical report, functional vision evaluation, a learning media assessment, and an orientation and mobility evaluation.

  Students generally considered eligible as visually impaired (eligibility is determined by the ARD committee) include:

1. Infants and toddlers (birth to three) who are blind or have a “serious visual loss” after correction, which is interfering or is expected to interfere with normal patterns of development.
2. Students (ages three through 21) whose visual loss, after correction, is so severe that it adversely affects their educational performance in regular or special education classes.
3. Students (birth through 21) who have a progressive medical condition that will result in no vision or serious visual loss after correction.