Special Education

The student has been determined to have one of the following conditions: learning disability, speech impairment, emotional disturbance, orthopedic impairment, autism, visual impairment, auditory impairment, intellectual disability, traumatic brain injury, or other health impairment. Families who have a student with a suspected disability can access this suite of resources made available by the Texas Education Agency:  https://tea.texas.gov/texassped/

If you suspect that your child has a disability, please contact the school counselor or call
Dahria Driskell,
Executive Director of Special Education
281-482-0687

The purpose of Child Find is to locate, identify and evaluate children from birth to 21 years of age and their possible need for special education and related services. Children learn at different rates but some children have significant difficulty. We’re here to help you access services to meet the unique learning needs of your child. If you are concerned your child may be learning, playing or interacting differently from others, please call our office at 281-482-0687.

For more information, please visit: https://childfindtx.tea.texas.gov/

Letter to Families

SB 139 Notice English

SB 139 Notice Spanish

Please visit this link for more information.

Archived Trainings

• Lunch and Learn Monthly Meetings 21-22 Calendar
• College Planning for Families with Special Needs Children
• College Planning with Dr. Brennen
• Medicaid Waivers
• Guardianship with Debbie Diaz

Occupational/Physical Therapy
Students may also require therapy services through the school district. Therapies that students receive in schools are considered “related services” under IDEA and are intended to support the student relating to accessing the curriculum, their environment, etc. The most common therapies provided by schools are speech-language therapy, occupational therapy (OT), and physical therapy (PT). School-based speech and language services are provided to help the child improve articulation, communication and comprehension in the classroom. School-based OT and PT services are directed at improving fine and gross motor skills to help students’ better function, maneuver and participate within their educational settings. Other school-based therapy services may include (but are not limited to) music therapy and orientation and mobility training.

For additional information, contact Tricia Robinson or Desiree Mataya.

Where to start - Agency Contacts

• Health and Human Services (HHS) Galveston County 713-692-1635
• Aging and Disability Resource Center (ADRCs) Houston - Galveston 1-855-937-2372
• Local Intellectual and Developmental Disability Authority (LIDDA) Gulf Coast Center 800-643-0967
• Local Mental Health and Behavioral Health Authority (LMHA) 800-643-0967
• Area Agency on Aging (AAA)  800-437-7396 or 713-627-3200

ECSE (Early Childhood Special Education)
Early Childhood Special Education (ECSE) refers to the range of special education services that apply specifically to children between the ages of 3 and 5, prior to kindergarten. In Texas, services for eligible children with disabilities ages 3-5 are provided free of charge through the public-school system. Eligible children may receive Early Childhood special education services in a variety of settings such as Pre-Kindergarten, resource, and self-contained classrooms or in community settings such as Head Start and pre-school. Westwood Elementary houses most of the ECSE supports in FISD. ECSE Speech Services are provided at the FISD Annex.

For additional information, contact Amy Tallman.

QUEST (Life Skills Support)
Quest supports are designed to meet the needs of students whose intellectual, developmental and academic levels require instruction at an alternate or prerequisite level. The focus of Quest is to teach functional skills in academics, daily living, vocational, recreation/leisure and community participation for students of all ages, at their individual levels. Classroom instruction in Quest includes individual, small group and community-based experiences. Quest support is available at each campus.

For additional information, contact, Amy Tallman (Elementary) or Sarah Chauvin (Secondary).

PASS (Positive Approach to Student Success)
The Positive Approach to Student Success is a model based on proactive recognizing and reinforcing the appropriate behaviors that the student exhibits. The occurrence of inappropriate behavior is recognized as a need to teach appropriate behavior. This proactive and instructional model suggests that behavioral problems can be addressed instructionally using the same process used to teach new academic, social, motor, or life skills. The purpose of PASS is to provide behavioral instruction and teach replacement behaviors. PASS helps school staff serve students in the general education setting, using individualized plans that incorporates best practices. Programming combines targeted, intensive instruction with behavior monitoring, social skills instruction, and coaching support for the student and the teacher. The purpose aims to assist the student in developing self-management skills and relies on data to drive decisions regarding student supports. PASS support is currently at FHS, FJHS, Windsong, Bales and Cline.

For additional information, contact Amy Tallman (Elementary) or Sarah Chauvin (Secondary).

ASD (Acquiring Social Development)
Friendswood ISD is committed to the belief that all students should learn at their optimal level and be given the opportunity to be an active member in the least restrictive environment. Within their academic program, students with autism spectrum disorder are given specialized support to meet their academic, social, and emotional needs. We have created a multi-disciplinary team approach with meets the student's individual needs. The ASD support is designed to serve students who have been identified as having autism spectrum disorders. The purpose of programming is for students to learn targeted replacement behaviors and social skills in a small group setting with the utilization of natural environments for generalization of skills. Components of this support include evidence-based practices including structured and individualized plans, social skills training, positive behavioral programming, and educationally-based sensory activities. The purpose aims to assist the student in developing self-management skills and relies on data to drive decisions regarding student support needs. Currently, this support is provided at FJHS.

For additional information, contact Amy Tallman (Elementary) or Sarah Chauvin (Secondary).

DBC (District Behavior Class)
FISD provides supports and services to students with emotional and behavioral challenges receiving special education services for different types of disabilities. Although the primary focus is teaching behavior and social skills necessary to be successful in the school environment, equal emphasis is placed on academic instruction to prepare students for meeting grade-level standards. DBC services are educational in nature and are not disciplinary consequences. All decisions are data-driven and made collaboratively with administrative, teacher, and district special education input. The purpose of providing DBC supports to students is to build the appropriate skills such as social/emotional and behavioral skills necessary for students to be served in their least restrictive environment. This district setting is currently provided at Cline and Bales.

For additional information, contact Amy Tallman (Elementary) or Sarah Chauvin (Secondary).

18+ Transition Center
Friendswood ISD Transition Center staff provides support for adult students ages 18-21. These adult learners have met their high school requirements for graduation and also have individualized identified goals relating to post-secondary goals. The skills can be taught in the classroom or in the community. Partnerships with local businesses and retail stores facilitate a supportive real-world setting for adult students to practice skills and receive coaching, feedback and support. For more information, visit the Transition Center website.

For additional information, contact Jamie Rogers.

Special education teachers or para-educators go into the general education classroom to assist students and/or teachers with students having special needs.

Contact: Amy Tallman (Elementary) or Sarah Chauvin (Secondary).

A parent sponsored group dedicated to supporting and enhancing educational and social opportunities for students involved in special education through collaboration with parents, teachers, administrators and students of FISD.

Contact: fisdsepto@gmail.com

PTO Website

Coached by one of the Special Education teachers and sponsored by FISD, Special Olympics is available to all students meeting the organization's criteria. FISD students have participated at the local and state levels in bowling, track & field, and swimming.

FISD 504 Information & Contacts

• Texas Project First - Section 504 
• TEA's Section 504 Quick Guide
• FAQs about Section 504 and Students with Disabilities

Where to start - Agency Contacts

• Health and Human Services (HHS) Galveston County 713-692-1635
• Aging and Disability Resource Center (ADRCs) Houston - Galveston 1-855-937-2372
• Local Intellectual and Developmental Disability Authority (LIDDA) Gulf Coast Center 800-643-0967
• Local Mental Health and Behavioral Health Authority (LMHA) 800-643-0967
• Area Agency on Aging (AAA)  800-437-7396 or 713-627-3200