The Texas Transition and Employment Guide is a guide developed by the Texas Education Agency that provides helpful information for parents and students who have received special education services due to a disability. The guide has steps for students to find the right work or educational choices and services you may need after high school.
Transition and Employment Guide - English
Transition and Employment Guide - Spanish
Legal Framework Annual Assurance
What is Child Find?
Legacy the School of Sport Sciences has systems in place to locate, evaluate, and identify students with disabilities. If you suspect that your child has a disability, please contact our campus and we can explain the evaluation process.
Special Populations Assistant
Senate Bill 139, Notice to Families
Senate Bill 139, Notice to Families
In 2019, the 86th Texas Legislature passed Senate Bill 139 (SB 139), which requires Texas local education agencies (LEAs) to distribute the following notice to parents:
SB 139 Notice to Families (English version)
SB 139 Notice to Families (Spanish version)
Legacy must complete the customizable sections of the documents found at the links listed above and distribute them to all parents or families of children enrolled in our school. TEA has provided the notice in English and Spanish. Legacy is required to make a good faith effort to provide the notice in the parent or family’s native language, if the parent of family’s native language is a language other than English or Spanish.
These notices contain the following information:
-Changes made from 2016 to 2017 in reporting requirements for LEAs regarding special education enrollment in the
-Performance Based Monitoring Analysis System
-The rights of a child regarding the provision of special education services under both state and federal law
-The process and procedures for initiating a referral for evaluation for special education services under the Individuals with Disabilities Education Act (IDEA) and TEC Sec. 29.004.
-Where to find local policies and procedures related to initiating a referral for evaluation under IDEA
For more information regarding the Individuals with Disabilities Education Act (IDEA), Dyslexia, Multi-Tiered Systems of Support, and Section 504 of the Rehabilitation Act of 1973, please visit the Texas Education Agency (TEA) link below:
ARD-IEP Process Framework
Each local educational agency (LEA) must establish an admission, review and dismissal (ARD) committee for each eligible child with a disability and for each child for whom an initial Full and Individual Evaluation is conducted, 19 TAC §89.1050(a). The ARD committee is the: (1) Eligibility team defined in 34 CFR §300.306 Individualized education program (IEP) team defined in 34 CFR §300.321 . Placement team defined in 34 CFR §300.116. The term IEP means a written statement for each child with a disability that is developed, reviewed and revised in accordance with the ARD committee framework. The ARD committee must review the child's IEP periodically, but not less frequently than annually, to determine whether the annual goals are being achieved. The ARD committee must determine the child's placement at least annually, 34 CFR §300.116 (b)(1).
The ARD committee may meet more often than annually to revise the student’s IEP, as appropriate, to address: (a) any lack of expected progress toward the annual goals, (b) the results of any reevaluation, (c) information about the student provided to, or by the parents, (d) anticipated needs of the student or (e) other concerns, 34 CFR §300.324(b)(1)(ii).
The ARD committee means a group of individuals composed of:
The parents of a child with a disability
Not less than one regular education teacher of the child
Not less than one special education teacher
A representative of the local education agency (LEA)
An individual who can interpret the instructional implications of the evaluation
Other individuals who have knowledge or special expertise regarding the child
The child with a disability, whenever appropriate
A teacher who is certified in the education of children with auditory impairments for a child with a suspected or documented auditory impairment including suspected or documented deaf-blindness
A member of the language proficiency assessment committee (LPAC) when determining participation in state and district-wide assessments for a child with limited English proficiency, to address the child's language needs; and
A representative from Career and Technical Education (CTE), preferably the teacher when considering initial or continued placement of a child in CTE.
The IEP must be in effect at the beginning of each school year for every student with a disability and addressed at least annually.
METHODS (WHAT WE DO)
A parent may request an ARD committee meeting (at a mutually agreeable time) at any time to discuss educational concerns such as placement, IEP goals and objectives, and the extent of services being provided to the student,19 TAC §89.1050(e). The school must either grant the parent’s request to have a meeting or contact the TEA Special Education Mediation Program to ask for assistance through mediation.
The Homeless Education Program
The McKinney Vento Act is designed to address problems that homeless children and youth have faced in enrolling, attending, and succeeding in school. Under The Homeless Education Program, State Education Agencies (SEAs) must ensure that each homeless child and youth has equal access to the same free and appropriate public education, including a preschool education, as other children and youth. Homeless children and youth should have access to the educational services that they need to enable them to meet the same challenging state student academic achievement standards to which all students are held. Every School District is required to have a Homeless Education Liaison.
Homeless Education Program Services Included
Provide support and guidance to homeless children and youth who are in transition, who lack a “fixed, regular, and adequate nighttime residence”
Provide uniforms, school supplies, shoes, undergarments and personal hygiene items for identified students who qualify
Assist with enrollment, obtaining school, medical records and immunizations
Collaborate with other school personnel to provide transportation, free breakfast/lunch
Assist school based personnel in identifying students and increasing community awareness
Referral to social service agencies and resources