Special Programs

Students Who Speak a Primary Language Other than English

A student may be eligible to receive specialized support if his or her primary language is not English, and the student has difficulty performing regular class work in English. If the student qualifies for these extra services, the LPAC will determine the types of services the student needs, including accommodations or modifications related to classroom instruction, local assessments, and state-mandated assessments.

Aiding Students Who Have Learning Difficulties or Who Need Special Education or Section 504 Services

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 parents 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. The school will 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. A request made verbally does not require the 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: See the following table for contact information.
• Phone Number: See the following table for contact information.

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: See the following table for contact information

Phone Number: See the following table for contact information

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

• http://framework.esc18.net (opens in a new tab)

• Partners Resource Network

• http://prntexas.org (opens in a new tab)

• Special Education Information Center

• http://www.spedtex.org (opens in a new tab)

• Texas Project First

• http://texasprojectfirst.org (opens in a new tab)

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Other Programs

Middle School Honors Mathematics Program

Harmony has adopted an honors mathematics program for middle school students that is designed to enable students to enroll in Algebra I in 8th grade. Under this program, Harmony will automatically enroll each Grade 6 student whose performance was:

• in the 60th percentile or higher on statewide scores for the Grade 5 Mathematics STAAR or
• in the 65th percentile or higher on Grade 5 NWEA MAP Mathematics assessment as demonstrated proficiency in the Grade 5 Math Coursework

Schools shall provide a written notice to the parent or guardian of the student no later than 14 days before the first day of instruction. Parents may opt a student out of automatic in the school’s honors mathematics principal by providing written notice to the principal or designee.

Texas First Early High School Completion Program

Upon each student’s initial enrollment in high school, Harmony shall provide parents and students notice of eligibility criteria for the Texas First Early High School Completion Program and Texas First Scholarship Program.

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Outside Service Providers

Harmony recognizes that parents may choose to independently contract additional services for their children from agencies outside Harmony and outside of their educational program. Outside service providers are not permitted to provide services on campus grounds at any time. It is recognized that these additional services provided for a student are outside of the student’s educational program, are paid for by the parent, are not a requirement of FAPE (free and appropriate public education) and are the choice of the parents as an addition to the free and appropriate public education that Harmony provides for students. 68

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Contact List for Special Education/504 Referrals

Houston South and West campuses

Houston North campuses

Central Texas campuses

West Texas campuses

South Texas campuses

North Texas campuses

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Notification to Parents of Intervention Strategies for Learning Difficulties Provided to General Education Students

Harmony Public Schools will annually notify parents that it provides assistance to students, other than those already enrolled in a special education program, who need assistance for learning difficulties, including intervention strategies.

Students with Physical or Mental Impairments Protected Under Section 504

A student with 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 of 1973 (“Section 504”). Section 504 is a federal law designed to prohibit discrimination against persons with disabilities. When an evaluation is requested, a committee will be created to determine whether the student needs Section 504 services and support in order to receive an appropriate education as required by federal law.

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Services for Title I Participants

Information regarding the school’s Title I program may be obtained from the Principal.

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