A child determined to have a physical or mental impairment that substantially limits a major life activity, as defined by law, and who does not otherwise qualify for special education services, may qualify for protections under Section 504 of the Rehabilitation Act.  Section 504 is a federal law designed to prohibit discrimination against individuals with disabilities.  When an evaluation is required, a committee will be formed to determine if the child is in need of services and supports under Section 504 to receive a free appropriate public education (FAPE), as this is defined in federal law.

504 Procedural Rights & District Contact Information
Section 504 Fact Sheet
Artículo 504

Brazosport Independent School District provides a continuum of special education services and placement options for students with disabilities in order to meet their individual needs, including services such as in-class support, related services, programmatic support, and home instruction and instruction in hospitals and institutions.  

The following are instructional arrangements which might be considered for students with disabilities:

• Mainstream is an arrangement for providing special education services in the general education setting including in-class support such as Consult, Support Facilitation, or Co-Teach, accommodations and/or modifications.
  • Consultation Services are  indirect services that may involve teaching, consulting with  staff, and/or directly supervising other personnel so that they can carry out appropriate services defined in the IEP.
  • Support Facilitation services are provided by a paraprofessional or special education teacher as defined by the IEP.
  • Co-Teach Services are provided by a special education teacher as defined in the IEP.
• Speech Therapy is an arrangement for providing speech therapy services.
• Resource is an arrangement for providing special education instruction and related services in a setting other than the general education classroom.
• Self-contained, mild/moderate/severe, regular campus is an arrangement for services for 50% or more of the school day.
• Homebound is an arrangement for providing special education instruction to eligible students who are medically unable to attend.

Related Services necessary to enable students to benefit from their educational programs include, but are not limited to:

• Counseling
• Psychological Services
• Transportation
• Occupational Therapy
• Physical Therapy
• Adaptive Equipment
• Orientation & Mobility Services

The following descriptions explain the programmatic services in BISD which may be considered for students with disabilities:

• Early Childhood Special Education (ECSE)
  Early Childhood Special Education (ECSE) provides special education and related services for eligible children with disabilities ages 3-5.  Eligible children may receive ECSE services in a variety of settings such as pre-kindergarten and self-contained classrooms.   If you suspect that your child has a disability, please call the Department of Special Services at (979) 730-7047 to schedule a screening.
• LIfe Skills Services
  Students in LIfe Skills setting receive modified academic instruction in a structured, consistent, small group setting, accessing the TEKS through pre-requisite skills. The Life Skills curriculum encompasses functional and academic skills for communication, social, vocational and independent living skills to support post-secondary school goals.
• Behavior Education Support Team (BEST) Services
  The BEST Program provides a continuum of services for students in special education who require a separate classroom to benefit from their educational plan. BEST classroom provide structured learning environments that focus on behavioral, academic, social, and adaptive needs of the student.

BISD offers 18+ services in three program models to meet student’s individualized post-secondary needs:

• Altered Care & Training (ACT) Program is a campus based model to support students with significant support needs to transition to agency based adult living supports. 
• Transition Center Program focuses on instruction completely in the community as directed by the student’s adult schedule, postsecondary goals,vocational training, sustainability, and transition based IEP goals.
• Project Search Program focuses on one year of instruction completely in a vocational internship setting as directed by the student’s postsecondary goals, sustainability, and transition based IEP goals.

Brazosport ISD provides a continuum of supports for students with dyslexia including direct instruction, accommodations, and technology supports.  Should you suspect a concern with your child regarding dyslexia,  first and foremost, discuss your concerns with your child’s classroom teacher. He or she may be able to reassure you that your child is making appropriate progress. If you continue to be concerned about your child’s progress, contact your child’s Principal expressing your concerns. All referrals for dyslexia are processed through the campus and if your child is suspected for the disability of dyslexia, your child will be referred for a Special Education assessment, or Section 504 if appropriate. If your child is currently eligible for either Section 504 or Special Education, please contact the appropriate committee with your concerns.

Texas Dyslexia Handbook
Texas Dyslexia Handbook-Spanish
Talking Book Program Application
Talking Book Program Application-Spanish
Neuhaus Education Center for Dyslexia
Dyslexia Fact Sheet for Families 
Dyslexia

Susan Eastland
Special Services Coordinator of Identification & Compliance Services

Laura Batson
Special Services Coordinator of Instruction, Transition and Employment Services Designee (TED)

Angela Rocque
Low-Incidence Disabilities Specialist

Summer Hawks
Special Services Behavior Program Specialist

Mamta Verma
Elementary Special Services Instructional Facilitator

Angela Stewart
Secondary Special Services Instructional Facilitator

Stephanie Cressman
Dyslexia Specialist

Brenda Sutter
Lead Diagnostician

Katrina Purkey
Lead Licensed Specialist in School Psychology

Kristen Thomson
Lead Speech Language Pathologist

Joana Padilla Zapata
Special Education Mental Health Social Worker

Lori Chumchal
Special Programs Data Validation Coordinator