Welcome to the Special Education Home Page! 

What was our process?  Research. Collaborate. Train. Communicate & Commit to Continuous Improvement.

Research: 

The first phase of the process involved conducting research on best practices in special education and the latest advancements in the field. We sought insights from educational research, evidence-based interventions, and studies focused on inclusive classroom practices. We conducted a thorough review of our special education continuum of services, which included gathering input from teachers, parents and administrators. We reviewed our performance data on state and local assessments. We reviewed the Special Education Texas Legal Framework.

This research was essential in understanding the diverse needs of students with disabilities and identifying effective strategies to support their academic and social-emotional development. As part of our annual needs assessment process, we sought to identify areas of improvement within our current special education programs. This assessment helped us pinpoint specific challenges and opportunities for growth, guiding us in tailoring the changes to meet the unique needs of our students.

Collaborate:

We met with our Special Programs Parent Advisory Committee.   We had conversations with students, parents and teachers during ARD committee meetings.  We also considered the best ways to communicate our efforts to the Texas Education Agency during our upcoming cyclical review, scheduled for January 2025. We reached out to other districts to gather information about their instructional and service delivery models. By engaging various stakeholders, we considered multiple perspectives to ensure that the changes reflected our vision and mission and the needs and aspirations of our school community.

Train:

To effectively implement the changes, we recognized the importance of providing professional development opportunities for our educators and support staff.  We provide professional development sessions throughout the year and this summer. Workshops, seminars, and training sessions were organized to equip teachers and paraprofessionals with the necessary knowledge and skills to deliver high-quality services. The professional development focused on topics such as inclusive classroom practices, differentiated instruction, behavior management strategies, and individualized support

Communicate & Commit to Continuous Improvement: 

To effectively implement the changes, we recognized the importance of providing professional development opportunities. The change process is ongoing, and we are committed to continuous improvement. We will continuously assess the effectiveness of the changes, seek feedback from stakeholders, and make necessary adjustments to ensure that our special education programs reflect our values of creating confident learners and change makers!

Through research, collaboration, and professional development, we have created a strong foundation for our improved special education programs. These changes aim to foster an inclusive and supportive learning environment where every student can thrive and reach their full potential.

The full continuum of in class support (ICS), behavior training continuum (BTC) and pull-out (P/O) services are available on all campuses. Each student's ARD committee makes the determination of the student's least restrictive environment for his/her learning needs.

The 18+ transition program is housed at Silbernagel Elementary.

The centralized medical/fragile unit locations:

• PK-3rd is located at Calder Road Elementary
• Middle school is at Dunbar Middle School.
• Junior high: Dickinson Junior High
• High School:  Dickinson High School

These changes are effective beginning with the start of 2024-25 school year in August. 

 We are eager to get the school year started and we appreciate your feedback, questions, and ongoing support as we work together to create an inclusive and supportive learning environment. Your child's campus compliance facilitator can answer many of your questions and you can also email Laura Batson or Laurie Rodriguez.

Why did we make these changes?  We want to clearly communicate the DISD Continuum of Special Education Services and Support.

Maya Angelou is quoted as saying, "Do the best you can until you know better. Then when you know better, do better."  We know that the continuum of special education services is a vital framework that ensures students with disabilities receive tailored support to meet their unique needs. It is our job to effectively communicate those services to parents, teachers and other service providers.

DISD has a 25+ years history of using an acronym to designate a specific program or set of services, e.g. WAVE at the high school, which stood for Woven Academics and Vocational Education.  The problem is, no one could really remember what the acronym stood for, and there was a temptation to make the “student fit the program” rather than design services to meet the needs of the students. During initial or transfer ARD meetings, parents would question the meanings behind the acronyms.  Other school districts would continually call us and ask what the acronyms meant. 

Therefore, we focused on three key goals of 1) addressing diverse needs, 2) personalizing education and 3) creating an inclusive environment.

Addressing Diverse Needs: One of the primary motivations for the changes in our special education programs is to address the diverse needs of our student population. We recognize that each student is unique, with varying strengths and challenges. The new changes aim to provide a more individualized approach, offering support services that cater to specific learning styles, abilities, and disabilities.

Personalizing Education: Our commitment to personalized education guides these changes. We firmly believe that tailoring instruction to each student's needs can significantly improve their academic progress and overall well-being. By offering a continuum of services, we can create a learning environment where every student receives the appropriate level of support required to succeed.

Creating an Inclusive Environment: Inclusion lies at the heart of our educational philosophy - “Inclusive of all” is the first phrase in our District’s vision statement. We want every student to feel welcomed and valued within our school community. The changes in our special education services seek to promote inclusive classroom practices, encouraging the participation and collaboration of students with disabilities alongside their non-disabled peers.

The changes in our special education programs have been driven by a strong commitment to meeting the unique needs of all students. By enhancing the continuum of services, personalizing education, promoting inclusion, and fostering parental involvement, we aim to create an educational environment where every student can reach their full potential. We believe that these improvements will contribute significantly to the success and well-being of all students in our school community.