Special Education (SPED)

• Minyoung Choi
  Special Education Teacher, Swift Elementary
  Teacher of the Year Arlington Masonic Lodge Teacher of Excellence Award
• Robyn Beeman
  Special Education Paraprofessional (ABLE), Wood Elementary
  Paraprofessional of the Year
  
• Ada Momah
  Special Education Teacher, Nichols JH
  Teacher of the Year
  
• Tina Howard
  Special Education Teacher, Sherrod Elementary
  Passion for the Work Award
• Jeanne Citizen-Pappion
  Special Education Teacher, Kooken Education Center
  Teacher of the Year
  
• Christy Coombes
  Special Education Paraprofessional, Kooken Education Center
  Paraprofessional of the Year
  

• Paula Kilgore
  Special Education Teacher, Little Elementary
  Teacher of the Year
• Malibu Wilkins
  Special Education Paraprofessional, Little Elementary
  Paraprofessional of the Year
• Lynne Waller
  Speech Language Pathologist, Moore Elementary
  Teacher of the Year
• Angelica Cervantes
  Special Education Paraprofessional, Jones Academy
  Paraprofessional of the Year
• Taryn Fuentes
  Ousley Junior High
  AWARE Nominee
• Teah Nason
  Burgin Elementary
  AWARE Nominee
• Julia Pearcy
  Webb Elementary
  AWARE Nominee

THE ROLE OF A LICENSED SPECIALIST IN SCHOOL PSYCHOLOGY (LSSP)

LSSPs support general education and special education students’ ability to learn and teachers’ ability to teach by being experts in learning, mental health, behavior, and school systems. We evaluate, provide counseling services, consult with campus and district staff, provide crisis prevention and response, and qualify students for special education supports for eligibilities of Emotional Disturbance, Autism, and ADHD. In AISD we have 22 LSSPs, 2 interns and several practicum students who support –

• Struggling and diverse learners
• Safe and supportive learning environments
• Student achievement and well-being
• School-wide date-based decision making
• School-family-community partnerships

Parents, students and staff learn how Texas Workforce Solutions- Vocational Rehabilitation Services supports students with disabilities to meet their college and/or vocational goals when preparing for the workforce.

March 24, 2021

• 10 AM - 11 AM AM Session Flyer 
• 6 PM  - 7 PM PM Session Flyer

This is National School Psychology Week, and we want to highlight a group of employees who have gone above and beyond to serve students during COVID-19. They are selfless in their devotion to those in need even when times are normal, but the pandemic has required even more of them and revealed how heroic they truly are.

Arlington ISD has 23 licensed specialists in school psychology (LSSP). These LSSPs support students’ ability to learn and teachers’ ability to teach by providing expertise in learning, mental health, behavior and school systems. They evaluate, provide counseling services, consult with campus and district staff, provide crisis prevention and response and qualify students for special education supports.

In their assessments and work with both students and teachers, LSSPs provide behavioral consultation and counseling, develop behavior intervention plans, assist with crisis intervention and present staff development. They help struggling students find a better way to learn, help develop safe and supportive learning environments, promote equity and seek to ensure achievement and well-being for each student.

COVID-19 and the resulting school closures have made offering these supports more challenging than ever. But the LSSPs have persevered, leaned on one another, and done whatever necessary to continue their vital role.

“While 2020 has been tough due to the pandemic, so are we,” said Mondie Childress, an LSSP serving Atherton, Burgin and Hale elementary schools.

“I have had the honor of serving the school psychologists and our special education counselors through these COVID times, and I am proud to know such a great group of committed individuals,” said Dr. Karin Kliemann, curriculum coordinator with the special education department. “I find one of their many strengths to be a calm presence for our students, teachers and parents. They serve us all well.”

While the LSSPs support students, teachers and families, they also support one another. Their cohesion as a team – as a “family” – offers themselves the foundation they need to do a difficult job.

"I have enjoyed being a part of the Arlington family for several years now,” said Natalie Strand, an LSSP who serves Berry, Crouch and Crow elementary schools. “It never ceases to amaze me how quick others are to step up and assist a colleague in whatever she or he may need! It’s nice knowing that others have your back no matter what!"

Read more about what Childress had to say about her LSSP team and their work during COVID.

“It takes a strong team to work with mental health, and this year has required us to problem solve on another level and think outside the box. We have been creative with completing quality evaluations in a timely manner even when circumstances are anything but normal. Counseling has continued through teletherapy, and contacts with parents and staff have occurred around the clock to ensure it is convenient for others during an inconvenient time.

We have leaned on one another to ensure we are making the right choices for the students that we serve. A time like this requires you to have a growth mindset to ensure that we believe that we can do our job even when barriers are present. It’s safe to say that the pandemic has been a game-changer for our field, and we are all so thankful to be a part of a cohesive, supportive group of LSSPs. We are passionate about our calling to serve the students, families and staff here at AISD.”

Remembering Molly Canas-Cihal

This year has been difficult for the LSSP team in more ways than one. This summer, Molly Canas-Cihal, an Arlington ISD LSSP, lost her battle with cancer. In her years with the district, Canas-Cihal served Amos, Atherton, Jones, Kooken, Larson, McNutt, Pope and Wimbish elementary schools, Hutcheson, Shackelford and Workman junior highs and Lamar High School.

“Molly Canas-Cihal was a fighter who put others before herself no matter what struggles of her own she was facing” said Sandra Correa, a bilingual LSSP who worked closely with Canas-Cihal. “In her field as an LSSP, she showed these same traits. She cared about the students she worked with and fought to assure they had the support they needed. No matter how much was on her plate she would volunteer to take more if it meant helping someone else. Her absence is truly felt within our Arlington ISD family both personally and professionally.” 

Got Questions About Special Education in Texas?

SPEDTex can help!  We provide information and resources that can help you understand your child’s disability, your rights and responsibilities under Individuals with Disabilities Education Act (IDEA) and facilitate collaboration that supports the development and delivery of services to children with disabilities in our State.

1-855-773-3839 (toll free)

http://www.spedtex.org/

It is through dedication to the team that the AISD Special Education Department has revised and updated its shared mission and vision.

In addition, a new department logo was created in collaboration with graphic design students at the Dan Dipert Career and Technical Center. These students worked with input from our department to help design a logo that reflects our commitment to the students we serve.

Our new logo emphasizes the focus to put students first and make every interaction count.

The Special Education Department is pleased to share our mission, vision and logo with Arlington ISD and all stakeholders.

VISION

Empowering each student, regardless of ability, to author their own story.

MISSION

We facilitate access to inclusive opportunities with every interaction through Student Self-Advocacy, Services & Supports, Collaboration, and Specially Designed Instruction.

The District is aware of and complying with the revised Commissioner rules in effect as of January 31, 2019 related to video and audio recording in certain special education classrooms and other settings. The District is examining its policies and procedures to identify any necessary updates in light of the revised rules.

For those students who are having difficulty in the regular classroom, all school districts and open enrollment charter schools must consider tutorial, compensatory, and other academic or behavior support services that are available to all students, including a process based on Response to Intervention (RtI). The implementation of RtI has the potential to have a positive impact on the ability of districts and charter schools to meet the needs of all struggling students.

If a student is experiencing learning difficulties, his or her parent may contact the individual(s) listed below to learn about the school’s overall general education referral or screening system for support services. This system links students to a variety of support options, including making a referral for a special education evaluation or for a Section 504 evaluation to determine if the student needs specific aids, accommodations, or services.  A parent may request an evaluation for special education or Section 504 services at any time. 

Special Education Referrals:

If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards.  If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation. 

Please note that a request for a special education evaluation may be made verbally and does not need to be in writing.  Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline.

If the district or charter school decides to evaluate the student, it must complete the student’s initial evaluation and evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student.  However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by the number of school days equal to the number of school days that the student is absent.

There is an exception to the 45-school-day timeline.  If a district or charter school receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies. Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.

Upon completing the evaluation, the district or charter school must give the parent a copy of the evaluation report at no cost.

Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process. 

Contact Person for Special Education Referrals:

The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for special education services is:

Contact Person:  Corey Golomb, Director of Special Education /Section 504/Dyslexia at 682-867-0800

Section 504 Referrals:

Each school district or charter school must have standards and procedures in place for the evaluation and placement of students in the district’s or charter school’s Section 504 program. Districts and charter schools must also implement a system of procedural safeguards that includes notice, an opportunity for a parent or guardian to examine relevant records, an impartial hearing with an opportunity for participation by the parent or guardian and representation by counsel, and a review procedure.

Contact Person for Section 504 Referrals:

The designated person to contact regarding options for a student experiencing learning difficulties or regarding a referral for evaluation for Section 504 services is:

Contact Person:  Amy Cunningham, Coordinator for Section 504 and Dyslexia at 682-867-7465

Additional Information:

The following websites provide information and resources for students with disabilities and their families.

• Legal Framework for the Child-Centered Special Education Process
• Partners Resource Network
• Special Education Information Center
• Texas Project First

Wilbooks is proud to announce we have made available on our website over 200 free online books in both English and Spanish and more than 100 free educational videos.

• Wilbooks Free Resources

Jana McDonald
Crouch Elementary
AISD Elementary Teacher of the Month - December

Julie Barganier
Homebound Services
Teacher Tuesday Honoree

Mallory Taaffe
Kooken Educational Center
AWARE Nominee

Michelle Hafford
18 PLUSS Services
Letter of recognition from Dr. Cavazos, AISD Superintendent, for her leadership and support of the 18 PLUSS popcorn business

Gobran George
Bowie High School
AISD High School Teacher of the Month - January

Paula Kilgore
Little Elementary
AISD Elementary Teacher of the Month - February

Robert Fiorito
Hale Elementary
Teacher of the Year

Melanie Caraway
Ashworth Elementary
Teacher of the Year

Attention Parents/Guardians, Former Students, Eligible (Adult) Students:

Special Education records which have been collected by the Arlington Independent School District (AISD) related to the identification, evaluation, educational placement, or the provision of Special Education in the district, must be maintained under state and federal laws for a period of five years after Special Education services have ended for the student. As of May 1, 2016, the district is operating under the requirement of five years based on the Texas State Library and Archives Commission and AISD’s records retention schedule. Special Education services end when the student no longer is eligible for services, graduates, completes his or her educational program at age 22, or moves from the district.

This notification is to inform parents/guardians and former students of AISD’s intent to destroy the Special Education records of students who are no longer receiving Special Education services as of the end of the 2014-15 school year and prior. These records will be destroyed in accordance with state law unless the parent/guardian or eligible (adult) student notifies the school district otherwise.

Five-year-old special education files not requested by SEPTEMBER, will be DESTROYED in DECEMBER each year.

After five years, the records are no longer useful to the district, but they may be useful to the parent/guardian or former student in applying for Social Security benefits, rehabilitation services, college entrance, etc. The parent/guardian or eligible (adult) student may request the records in writing or in person at the following address:

Special Education Records Manager
Arlington ISD – Special Education Services
Records Management – Annex III
1204 W. Arkansas Lane
(682) 867-7690 – Office
(682) 867-4664 – Fax

Attention Parents/Guardians and Eligible (Adult) Students:

This notice is to inform parents and adult students of our practice of destroying special education testing protocols containing personally identifiable information about your child/you when this information is no longer needed to provide educational services.

Copies of special education assessment reports are maintained for five years after cessation of special education services.

However, testing protocols (e.g., answer sheets/booklets) for these assessments will be destroyed three years after their creation. If you would like access to review these records with an evaluation professional before they are destroyed, please submit a request in writing before the destruction timelines to:

Lora Thurston, Interim Director of Special Education
690 E. Lamar Blvd, 2nd Floor
Arlington, TX 76011

Records will not be destroyed if a written request is pending.

*34 C.F.R. § 300.624(a)

For additional information, contact:

Special Education Records Manager
Arlington ISD – Special Education Services
Records Management – Annex III
1204 W. Arkansas Lane
(682) 867-7690 – Office
(682) 867-4664 – Fax