Welcome to Chisum ISD Special Education Department
Chisum ISD will provide a full continuum of services and supports in order to educate and inspire all students to achieve their unique potential.
For information regarding Individuals with Disabilities Educaiton Act (IDEA), Dyslexia, Multi-Tiered Systems of Support and Section 504 of the Rehabilitation Act of 1973: Please click the link below.
Special Education Department Directory
|Special Education Director and Secondary Diagnostician
|Speech Language Pathologist
|Speech Language Pathologist
|Licensed Specialist in School Psychology
RECORDS REQUEST: PLEASE CONTACT THE CURRENT CAMPUS FOR SPECIAL EDUCATION RECORDS.
The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
Live Chat: www.spedtex.org
For more information please contact:
Transition Employment Designee
Transition Services is a coordinated set of activities for a student designed within an outcome – oriented process, which promotes movement from school to post-secondary activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community preparation. The coordinated set of activities must (1) be based upon the individual student’s needs; (2) take into account student preferences and interests; and (3) include instruction, community experiences, the development of employment and other post – school adult living objectives, and if appropriate, the acquisition of daily living skills and functional vocational evaluation. Individual transition planning shall begin on or before the student’s 14th birthday for each student receiving special education services. On or before the student’s 14th birthday, parents/guardians of students in special education are provided information about transition planning. Transition information is provided to the parent at the first Annual ARD transition is discussed. Each year thereafter, the transition information is offered to the parent. When addressing transition service needs, the IEP must include activities in the areas of: Instruction, Related Services, Community Experiences, Employment, Other Post-Secondary Adult Living Objectives, and Acquisition of Daily Living Skills and a Functional Vocational Evaluation (when appropriate).
Once transition planning services begin, the student is a required member of the meeting. Every effort should be made to ensure that the student is present. The purpose of this requirement is to focus attention on how the student’s educational program will be planned to help the student make a successful transition to his/her goals for life after high school. If the student does not attend the meeting, the special education teacher should:
1. Take steps to ensure that information reflecting the interests and preferences of the student is obtained and considered by the ARD/IEP Committee
2. Provide clear documentation to the ARD/IEP committee of the attempts to have the student present at the meeting
3. Provide to the ARD/IEP committee the reasons the student is not present
The transition information is revised yearly at the Annual ARD/IEP meeting taking into account the progress the student is making on goals and objectives contained in the IEP. If the student is leaving the school setting, the transition plan must include, if appropriate, information about the adult service agencies that the student will be linked with and/or an explanation of the agency’s responsibilities towards providing services for the student.
Special Education Services during COVID-19 Shutdown
Response to Intervention
Response to Intervention is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction, and guided by child outcome data.
Chisum ISD practices the Response to Intervention (RTI) model when making decisions concerning interventions for individual students. Each campus is led by a core team along with other appropriate team members based on the child and the needs of the child. Child performance data is documented and used in making intervention decisions for each child.
Supplemental Special Education Services (SSES) are $1,500 one-time on-line grants for eligible parents/caregivers of eligible students served by special education that have been impacted by COVID-19 school closures.
Families of eligible students can use the on-line accounts to obtain educational materials and resources and/or services such as additional therapy, tutoring, or other specific services.
Beginning November 1, 2021, to be eligible for the SSES grant, students must currently be:
Families are encouraged to apply beginning November 1st for the next round of grant allocations beginning January 2022. If you already applied and were previously awarded an SSES $1500 grant, you will not be eligible.