Houston Independent School District

Houston Independent School District

Section 504

Rehabilitation Act of 1973

April 1, 2011

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Agenda

• Overview of Section 504

• ADA Amendments 2009

• Dyslexia and Section 504

• Section 504 in HISD

• Chancery (SMS)

• Campus 504 Coordinator Responsibilities

• Questions and Answers

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“No otherwise qualified individual with handicaps in the United States…shall, solely by reason of his handicap, be excluded from the participation in, be denied benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance…” 3

Section 504The Rehabilitation Act of 1973

Anti-discrimination Law

Purpose of Section 504

The purpose of the act and these procedures is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits comparable to those provided to non-disabled students.

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Who is Eligible for Protection?

Any person who—1. has a physical or mental impairment that

substantially limits one or more major life activities

2. has a record of such impairment, or

3. is regarded as having such an impairment.

The second and third components of this definition cannot be used to provide FAPE to a student. While a student may be eligible under the criteria of having an impairment or being regarded as having an impairment, his eligibility

is limited to the antidiscrimination provisions.

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Mental or Physical Impairment

• Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of body systemsneurological, musculo-skeletal, special sense

organs; respiratory, including speech organs, cardiovascular, reproductive, digestive, genitourinary, hemic and lymphatic, skin and endocrine; or

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Mental or Physical Impairment

Any mental or psychological disorder,

such as mental retardation, organic

brain syndrome, emotional or mental

illness, and specific learning disabilities

Americans with Disabilities Act Amendments Act (ADAAA)

• Effective January 1, 2009, amended the Americans with Disabilities Act of 1990 (ADA)

• Included a conforming amendment to the Rehabilitation Act of 1973 that affects the meaning of disability in Section 504.

• The Amendments Act broadens the interpretation of disability.

• Amendments Act expands the protections of the original ADA to include more individuals with less severe impairments

• The Amendments Act does not require US Dept. of ED to amend its Section 504 regulations

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Americans with Disabilities Act Amendments Act

(ADAAA) Expands definition of "major life activities" to include:• Caring for oneself

• Performing manual tasks

• Seeing

• Hearing

• Eating

• Sleeping

• Walking

• Standing

• Lifting

• Bending

• Speaking

• Breathing

• Learning

• Reading

• Concentrating

• Thinking

• Communicating

• Working

• Major bodily functions

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(ADAAA)• As of January 1, 2009, school districts, in

determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, must not consider the ameliorating effects of

any mitigating measures that student is using.

• Before January 1, 2009, school districts had to consider a student’s use of mitigating measures in determining whether that student had a physical or mental impairment that substantially limited that student in a major life activity.

• Congress did not define the term “mitigating measures” but rather provided a non-exhaustive list of “mitigating measures.”

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(ADAAA)• Medication; medical supplies, equipment or

appliances; low-vision devices (which do not include ordinary eyeglasses or contact lenses); prosthetics (including limbs and devices); hearing aids and cochlear implants or other implantable hearing devices; mobility devices; oxygen therapy equipment and supplies;

• Use of assistive technology;

• Reasonable accommodations or

• Auxiliary aids or services; and • Learned behavioral or adaptive neurological

modifications.

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(ADAAA)• Ameliorative effects of the mitigating

measures of ordinary eyeglasses or contact lenses shall be considered in determining if an impairment substantially limits a major life activity

• “Ordinary eyeglasses or contact lenses” are lenses that are intended to fully correct visual acuity or eliminate refractive error, whereas “low-vision devices” (listed above) are devices that magnify, enhance, or otherwise augment a visual image

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Dyslexia and Section 504

• The State of Texas requires school districts and charter schools to provide assessment and instructional services for students in K-12 identified as at-risk for low reading achievement and as having dyslexia or a related disorder.

• "Dyslexia" means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and socio-cultural opportunity.

• "Related disorders" includes disorders similar to or related to dyslexia such as developmental auditory imperception, dysphasia, specific development dyslexia, developmental dysgraphia, and developmental spelling disability.

• Students identified as having dyslexia or a related disorder may also be protected under Section 504 of the Rehabilitation Act, a federal civil rights law.

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Dyslexia and Section 504

• Requirement to follow federal and state laws

• Legal accountability for students being assessed in a timely manner

• Parent notification of rights, services and options

• Provision of instructional services

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Negligible

Mild

Moderate

Substantial

Extreme

Negligible

Student demonstrates signs of minimal difficulty with specific topics in one or tow subject areas or may benefit from slight accommodations

Mild

Student performance varies from one subject areas to the next, but still is within expectations for a typical student

Moderate

Student has fair amount of difficulty with a number of subject areas however with effective instruction student performs commensurate with typical peers

Substantial

Student experiences great difficulty in several subjects and needs extensive support from teachers and parents. Student performs below expectations of typical peers.

Extreme

Student exhibits little or no success in all subject areas and may need altered curriculum and different standards for instruction and assessment

Dr. Perry Zirkel, Lehigh University, Bethlehem, PA

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Section 504 in Houston ISD

Dyslexia

Non-Dyslexia based disability

Child Find

CRC Report

Consent

Assessment

504 Meeting

Plan

Chancery

Medical

Emotional

Academic/Educational

Outside agency

Facilities/TransportationRelated Disorders

DysgraphiaWritten Spelling

Auditory Imperception

Visual Perception, i.e., Irlen Syndrome

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SECTION 504 – The Referral Process504 Flow Chart Procedures

IAT

Referral Committee

Notice and Consent

Multidisciplinary Assessment Team

Evaluation

504 Campus Meeting

504 Identified Student

Notice and Consent

Evaluation

Multidisciplinary Assessment Team

ARD/IEP Meeting

Special EducationAccommodation Plan

IEP

DNQ

DNQ

Option I504

Option IISpecial

Education

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HOUSTON INDEPENDENT SCHOOL DISTRICTCampus Referral Committee Report

Student: ID#: Birthdate: Grade:

School: Campus #: Sex: Ethnicity:

Referred by: Title:

Parent: Address: Zip Code:

Phone: (home) (work)

Reason for referral: Academic Behavior Other:

Explanation of concern (s):

Reviewed by the Intervention Assistance Team (IAT)? Yes No Date of Meeting(s):

IAT Recommendations:

Has the student been previously referred? Yes No

Grade (s):

Reason for referral:

Has the student ever been retained? Yes No

Grade (s):

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The following attachments are required: Home Language Survey (copy), Language Rating Scale, Behavior Rating Scale, Screening for Adaptive/Assistive Technology, student work samples (5), current grades/,transcript (copy), documentation of RtI (Response to Intervention) or progress monitoring documents, PAC Committee Report (copy) for students identified as LEP

LANGUAGE ATTENDANCE

Home Language Survey: _______________ Date: _______

Current Year: 20____ - 20____

Dominant Language Days Present: _______ Days Absent: _______

IPT English: ____________________ Date: _________ Previous Year: 20____ - 20____

IPT Spanish: ____________________ Date: _________

Days Present: _______ Days Absent: _______

Limited English Proficient Students Number of Schools Attended: _______

LPAC Committee Date: __________________________

Has the student attended schools outside the USA?

LEP Non LEP No If yes, specify. Place: ____________________

Semesters enrolled in: Dates: _____________________

Bilingual: ____ ESL: _____ Regular: ____ Other: ____ Years: ______ Months: _____

Instruction currently presented in: _____________________

HEALTH HISTORY

Vision: ________________________ Date: ___________ Hearing: ________________________ Date: _____________

Left Eye: ______________ Right Eye: ____________ Left Ear: _______________ Right Ear: _______________

__Wears glasses __ Needs glasses __Wears hearing aid(s)

Left Ear: _______________ Right Ear: ______________

School Health Record: (list relevant information)

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Name: ___________________________________Campus Referral Committee Report

Page 2

STUDENT ASSESSMENT

Screening Instruments Language

Grade BegYear

Mid Year

EndYear

Summary of Results

Texas Primary Reading Inventory (TPRI)/Tejas LEE

___ English___ Spanish

High Frequency Word Evaluation (HFWE) ___ English___ Spanish___ Vietnamese

Achievement Tests Reading

GE

%ile

Math GE

%ile Writing

GE

%ile

Language

GE

%ile

Stanford/Aprenda

Texas Assessment of Knowledge and Skills (TAKS)

Limited English Proficiency Listening Speaking

Reading Writing

Summary of Results

Texas English LanguageProficiency Assessment System (TELPAS)

Texas Observation Protocols (TOP)

Reading Proficiency Test in English (RPTE)

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Subject(s) Description of Interventions

Frequency (# of times per

week)

Duration(# of weeks)

Intensity(i.e., increase time, decrease # of students, increase quality of instruction, etc.)

Summary of Results

BEHAVIORAL INTERVENTIONS PROVIDED (e.g., rewards and consequences, gentle verbal reprimand, redirection, praise for behaving responsibly, positive feedback, behavior contract,, point and level system, signals to cue student, teacher/parent meetings, consistent parent contact, teach desired behavior, proximity correction strategies, student discussions or conferences, restitution, detention, demerits, office referral, etc.)

Targeted Behavior(s)

Description of Interventions

Describe frequency, duration, andintensity of interventions

Summary of Results

INSTRUCTIONAL INTERVENTIONS PROVIDED (e.g., Marzano’s Categories of High-Yield Instructional Strategies: comparing, classifying, metaphors, analogies, summarizing, note taking strategies, reinforcing efforts, providing recognition, homework and additional practice, drawing pictures, kinesthetic activities, creating graphic representations, cooperative learning, setting long-term and short-term goals, feedback, explanation of thinking, cues, questions, etc; targeted interventions; regrouping to efficiently serve student; support of other school personnel; etc..)

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Name: ___________________________________Campus Referral Committee Report

Page 3

SERVICES/SPECIAL PROGRAMS PROVIDED

Service/Program Describe frequency, duration, and intensity of interventions

Summary of Results

Counseling

Social Work Services

School Health Services

Title I/Compensatory Services

Bilingual/ESL Services (specify)

Campus Remedial Program

Special Education Services

Other:

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Indicate the committee’s recommendation (s) with a .__ The committee recommends the following interventions to support the student in the general education program: ____________________________________________________ _______________________________________________________________________________________________

Recommended Duration: ____ Date for follow-up meeting: _____________

__ The committee recommends referral to: __ Bilingual Program __ Title I Compensatory Program __ School Health Services __ Vocational Education __ Magnet Program __ Gifted and Talented Program

__ Intervention Assistance Team (IAT) __ Other: _____________________________________

__ The committee suspects the presence of a disability and refers the student for an evaluation to determine eligibility for: __ Special Education Services __ Section 504 Services __ Other: ____________

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Committee Signatures/Titles Date Person responsible for sharing committee’s recommendation with parent/referral source:Received by:Signature/Department: _________________________Date: ________________________________________

Summary of information provided by parent, teachers, IAT, etc.

Yes No Parent initiated referral for Section 504 Services Yes No Parent initiated referral for Special Education Services

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NOTICE OF PARENT AND STUDENT RIGHTS UNDER SECTION 504 REHABILITATION ACT OF 1973

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Eligibility and Placement

• Decisions about eligibility and placement based on evaluation data from a wide variety of sources

• Ensure that placement decision is made by a group of persons knowledgeable aboutstudentmeaning of evaluation dataplacement options

• With consideration of FAPE, LRE, provision of comparable facilities; and LEP status

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Eligibility and Placement

• Eligibility may be based on:

Academic (learning) issues

Non-academic (medical, behavioral, mobility, counseling, athletics) issues

Educational Need

Educational Need

• Is not limited to academic problems stemming from the student’s disability

• Encompasses behavior problems that are linked to the disability; even if the student’s academic performance is within an acceptable range

• May have no learning or behavior problems but require insulin shots, asthma treatments, or similar procedures that must be administered at school

• A mobility-impaired student who needs a wheelchair ramp may also be eligible

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What are Some Do’s and Don'ts When Determining Eligibility?

• Do:consider all

relevant datause the three-part

test• impairment• substantial

limitation• major life activity

• Don’t:assume that one

or more failing grades is the only criterion for eligibility

assume that a label or a diagnosis automatically establishes eligibility

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Eligibility and PlacementStudents with Dyslexia or A Related Disorder

• Made by the §504 Committee

• Determines identification and eligibility after reviewing all accumulated data from Step 1 – Data Gathering and Step 2 – Formal Assessment

• Three areas to consider:Has a disability in one or more major life

activities under §504?Substantial limitation?Educational need?

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Eligibility and PlacementStudents with Dyslexia or a Related Disorder

• Additional §504 Committee Decisions1. Can the student be identified with

dyslexia? If yes, the student receives dyslexia instruction (TEC §38.003)2. Does the student have a

disability under §504?

If yes, the committee discusses appropriate accommodations

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• Additional §504 Committee Decisions:3. The §504 Committee must NOT consider

the ameliorating effects of any mitigating measures that the student is using.

The §504 Committee discusses appropriate accommodations.

4. If the §504 Committee does not identify dyslexia, but the student has another disability that substantially limits the student’s learning, eligibility should be considered.

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• At times, students will display additional factors/ areas complicating their dyslexia and will require more support than what is available through the General Education Dyslexia Program.

• At other times, students with dyslexia or related disorders will be unable to make adequate academic progress within any of the programs related to dyslexia.

• In such cases, a referral to Special Education for evaluation and possible identification within the meaning of IDEA 2004 should be made as needed.

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SECTION 504 EVALUATION REPORT

Date: _________________________Name: ________________________________ Campus: ________________________ DOB:__________________ ID:___________________ Grade: ____________________ Referral Source: __________________ Date of Referral/Last 504 Evaluation: _____________

Procedural Checklist: All must be checked before the evaluation may occur:___ Verify parent consent for §504 initial evaluation.___ Verify the parent has received Notice Of Parent Rights under §504.___ Verify the parent has been informed [__in writing __by phone __in person]

of the date time and place of this evaluation meeting.___ Verify membership of the §504 Committee, which must include persons with

knowledge of each of the following three areas: (1) the student, (2) the meaning

of the evaluation data, (3) the placement options.

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List Committee Members and check area of knowledge (attach an additional page if necessary)

NAME TITLE/POSITION KNOWLEDGE OF

___Child___Evaluation Data___Placement Options___ Reading Process*

________________________ ________________________ ___ Dyslexia and Related Disorders*







* Required when considering Section 504 eligibility for Dyslexia Program Support Services


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The Committee reviewed and carefully considered the following data which was gathered from a variety of sources, including the Referral Document. (Please check each that applies and attach copies of data)

__Grade Reports __Teacher/Administrator Information/Report__Full and Individual Evaluation __Student work portfolio__Dyslexia Assessment Summary __Standardized Test Results (TAKS, Stanford 10, TPRI, etc.)__Disciplinary records/referrals __Intervention Assistance Team reports__School Health Information __Special Education records__Medical evaluations/diagnoses __Progress Monitoring__Parent Information/Report __Other____________________________________


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Summary of the Evaluation Results ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Based on the evaluation data gathered from a variety of sources, Section 504 Committee answered the following questions to determine Section 504 eligibility:

❏ YES NO❏ (1) Does the student have a physical or mental impairment? If so, please identify the impairment. Note: This is an educational determination only, not a medicaldiagnosis for the purposes of treatment.

______________________________________________________________________________________________________

❏ YES NO❏ (2) Does the physical or mental impairment affect one or more major life activities. If so, which major life activity or activities is/are affected? ______________________________________________________________________________________________________

❏ YES NO❏ (3) Does the physical or mental impairment substantially limit a major life activity? That is, As a result of the physical or mental impairment, is the student significantly restricted as to the condition, manner or duration under which the student can perform a particular major life activity as compared to the condition, manner, or duration by which the average student of the same age/grade level in the general population can perform that same major life activity? If yes, describe the substantial limitation.______________________________________________________________________________________________________

❏ YES NO❏ (4) Does the student need Section 504 services in order for his/her educational needs to be met as adequately as those of non-disabled peers? (Note: If the student’s needs are so extreme as to require special education and related services, a referral to special education should be considered.)

If all four questions are answered Yes, the student is eligible for a free, appropriate public education under Section 504, and an Accommodations Plan should be developed. If any answer is No, the student is not eligible. 39


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Signatures of 504 Evaluation Committee Date

____________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ ___________________________


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Section 504 Accommodations Plan Meeting

• The Section 504 Campus Committee meets to confirm eligibility (or non-eligibility)

• The parents are invited to the Section 504 Accommodations Plan Meeting

• Determine necessary accommodations

• Dyslexia Instructional Support Teacher assists in writing the instructional programmingdisseminating accommodation plans to other

teachers along with the 504 Coordinator

SECTION 504 MEETING AGENDA

I. Purpose of Meeting

II. Introductions

III. Documentation of Knowledgeable Area

IV. Review of Assessment Data (School and Parent Data)

V. Teacher Information

VI. Parent Information

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VII. Input from Other Participants

VIII. Discussion and Questions

IX. Determination of Disability, if any

X. Determination Regarding Substantial Limitation

XI. Decision Regarding Eligibility under Section 504

If eligible, go to XII; otherwise skip to XIII

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XII. Develop Accommodations Plana. Describe Characteristics of Disabilityb. Determine Needed Accommodationsc. Recommend Settings for Accommodationsd. Identify Person/Position Responsible for Monitoring

Accommodationse. Identify Staff Responsible for Implementing

Accommodation Planf. Discuss Any Needed Test Accommodations for

Common Assessments, End Of Course, TAKS, Dyslexia Bundled Accommodations, and etc.

g. Assurance of Least Restrictive Environment (LRE) Placement

h. Questions, Concerns, etc.

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XIII. Review Section 504 Minutes

XIV.Provide Copy of 504 Parents Rights

XV. Obtain Signatures from all Participants

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SECTION 504 ACCOMMODATION PLAN

Page 2

Name _______________________ Date of Meeting ______________

List Committee Members and check area of knowledge (attach an additional page if necessary)

NAME TITLE/POSITION KNOWLEDGE OF


________________________ ___________________ ___ Dyslexia and Related Disorders*









* Required when considering Section 504 eligibility for Dyslexia Program Support Services50

SECTION 504 ACCOMMODATION PLAN REPORT

Name: _____________________________________ Date: __________________Deliberations of the 504 Accommodation Committee ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Signatures of 504 Placement Committee Date____________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ________________________

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What About Discipline?

• Manifestation determination must be conducted prior to any expulsion or suspension

that constitutes a significant change in placement

made by a knowledgeable group of people that decides if there is a direct link between the behavior and the disability

.

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What About Discipline?

• Student may be expelled or disciplined in a manner consistent with non-disabled peers, if there is no link between the behavior and the disability.

• Student may not be expelled if there is a link between the behavior and the disability.

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Chancery(SMS) Data Entry

• The Chancery Student Information System (SIS) data provides information for desk audit of student’s ‘folders’ for Documentation of Referral and Pre-Referral Interventions Compliance with mandated referral and Assessment

Timelines Compliance with Domains of Assessment and their

results Parent Notifications and Consents §504 Initial and Annual meetings Student Eligibility & Program Placement Provision of Dyslexia Services Student Progress Monitoring Reevaluations

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Chancery(SMS) Data Entry

• SECTION 504 ACTION TABS504 Program Status504 Event Information504 Accommodation Plan InformationBehavior Plan InformationNew 504 Record in order to EXIT an

existing serviceDyslexia Accommodations504 Manifestation Determination

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Section 504 Action Tabs & Edit Event Information

Chancery (SMS) Report

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Chancery (SMS) Reports

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§504 & Dyslexia ProgramStudent Reports

Campus 504 Coordinator Responsibilities

• Attend Campus Referral Committee or Intervention Assistance Team meeting, as necessary

• Be knowledgeable about federal mandates, Texas laws and HISD Section 504 procedures

• Be familiar with The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders and HISD Dyslexia Procedures Handbook

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• Be knowledgeable about dyslexia and related disorders, HISD guidelines and procedures regarding dyslexia and related disorders, program descriptors, instructional approaches

• Collaborate with Evaluation Specialists and Dyslexia Instructional Support Teacher regarding appropriate referrals

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• Disseminate Information to Parents Regarding the Section 504 Process Regarding HISD Dyslexia Procedures Regarding the services and options available Parent and Student Rights Notification of Evaluation & Consent Invitation to Section 504 Placement Meeting Section 504 Brochures, Dyslexia Parent’s Guide,

etc.

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Campus 504 Coordinator Responsibilities• Train campus staff on Section 504 and dyslexia

procedures

• Invite appropriate persons to Section 504 Placement Meeting, including a LPAC representative when appropriate

• Schedule, attend and facilitate annual 504 Placement Meetings

• Distribute individual 504 Accommodations Plans to appropriate staff

• Monitor 504 Plan implementation and student progress

• Maintain Section 504 records for students 70


• Collaborate with Campus Dyslexia Contact Person and Campus Dyslexia Instructional Support Teacher

• Maintain and update Chancery to reflect evaluation date, 504 Accommodations Plan, and Dyslexia Program Support Services

• Collaborate with Evaluation Specialist, Campus Dyslexia Contact Person and other staff to ensure data quality and accountability for 504 students in Chancery – SIS

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• Coordinate campus requests for Section 504 transfers and reevaluations with Campus Dyslexia Contact Person and Evaluation Specialist or Dyslexia Evaluation Specialist, as appropriate

• Direct parents or others to Elementary or South Field Office or district 504 Coordinator or Dyslexia Program Support Services, as appropriate

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• Intervention Assistance Team (IAT) Coordinator

____________________________________ Phone/Ext# _______________

• Campus Referral Committee (CRC) Chairperson

____________________________________ Phone/Ext# _______________

• Section 504 Campus Coordinator

____________________________________ Phone/Ext# _______________

• Dyslexia Contact

____________________________________ Phone/Ext# _______________

• Dyslexia Intervention Teacher

____________________________________ Phone/Ext# _______________

• Evaluation Specialist (ES)

____________________________________ Phone/Ext# _______________

• Dyslexia Evaluation Specialist (DES)

____________________________________ Phone/Ext# _______________73

• Field Office Intervention Assistance Team (IAT) Support____________________________________ Phone # _______________

• Field Office 504 Support____________________________________ Phone # _______________

• Field Office Dyslexia Support____________________________________ Phone # _______________

• H.I.S.D. Intervention Assistance Team SupportPeter Messiah, Ph.D. Phone # (713) 556-7020

• District Lead Evaluation Specialist, Child StudyDarcy Thompson Phone # (713) 293-1000

• H.I.S.D., Manager, Dyslexia Program Support ServicesA Nell Williams, M.A. Phone # (713) 556-6906

• Senior Manager, Child Study/H.I.S.D. Section 504 CoordinatorMichael Webb, Ph.D. Phone # (713) 293-1000

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Dyslexia Program Support Services Office of Special Populations

A. Nell Williams, Manager [email protected]

Hattie Mae White ESC2 East, Route 10(713) 556-6906 (Phone)(713) 556-7236 (Fax)

[email protected] (Email)

www.houstonisd.org/portal/site/specialpopulations (Website)

DYSLEXIA EVALUATION SPECIALISTS (DES)

James August (Dow/Mouton/Villarreal)

Rebecca Sallans(Cavazos/Loria/De La Guardia)

Carolyn Smith(Fonteno/Spencer/Watson)

Evelyn White-BuchananMiddle Schools

High School VacancyHigh Schools

Elementary Vacancy(Crowe/Scott/Sledge)

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Child Study Department Office of Special Education Services

Michael Webb, Senior Manager, Child Study [email protected]

Darcy Thompson, District Lead Evaluation [email protected]

Child Study DepartmentHouston Independent School District812 West 28thHouston, Texas 77008HISD Route 6Office: (713) 293-1000Fax: (713) 293-9771

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Houston Independent School District

Documents

Transcript of Houston Independent School District