Mission StatementAs educators, we will advocate for students and support their success through innovative ideas, effective communication, collaboration and teamwork.
512 Peach Street
Crowley, Texas 76036
Ruby Batiste, M.Ed.
Chief of Special Education and Federal Programs
Secretary to the Chief of Special Education and Federal Programs
Director of Special Education
Transition and Low Incidence Disabilities Coordinator
Assistant Director of Special Education
Instructional and Behavior Programs Coordinator
Special Education Department Secretary PEIMS and Medicaid
Special Education Receptionist/ Records Clerk (Special Education Only Records Request)
Which Students Are Served?
Which Students are Served?
Eligible youngsters are those ages 3 through 21 (birth through 21 for students with visual or auditory impairments) who meet the legal requirements of one or more of the following disabilities as defined by the Texas Education Agency (TEA):
Other Health Impairment
Non-Categorical Early Childhood
Traumatic Brain Injury
For more information about each disability, please visit the following website: SPEDTex Website
Crowley ISD Transition
Child Find - Student Screenings
If you suspect an infant, child or young adult of having a developmental delay or disability, your school district can open a window of hope for a brighter future. Services are at no cost to the family are available to all eligible individuals from birth through 21 years of age regardless of the severity of their disability. Special services are available to eligible infants, children and young adults identified with a disability.
Child Find is an on-going process of identifying, locating and evaluating the needs of children and providing services to meet individual and unique needs. The early childhood screening process includes:
• Brief background history
• Speech and language screening
• Developmental screening in the areas of motor, concepts and language
Early Childhood Screenings for children ages 3-5 are scheduled by appointment at the CISD Special Education Department. For more information about the screening process, call 817-297- 5300.
Child Find is a requirement of both federal and state law. It mandates that each school district will locate, identify and evaluate, at no cost to the family, all students, from birth to 21, who are suspected of having a disability. The Individuals with Disabilities Act (IDEA) list and defines thirteen disabilities. They are: autism, deaf-blindness, auditory Impairment, emotional disturbance, mental retardation, multiple disabilities, orthopedic impairment, other health impairment, learning disability, speech impairment, traumatic brain injury, visual impairment and non-categorical early childhood.
Children ages 0-3, are referred to Early Childhood Intervention of Tarrant County. Children ages 3-21, who reside within the boundaries of Crowley ISD, are referred to the Special Education Department of CISD at 817- 297-5300.
Crowley ISD provides special education services to children who have, or are suspected of having a disability. Special education services are available to children with disabilities, ages 3 through 21. Children who have impaired vision or hearing can receive services from birth through age 21.
CISD also provides services to students with disabilities who attend a private or home school located within the boundaries of CISD. Additionally, CISD provides services to students with disabilities who are placed in a foster home or other residential facility within the district’s geographic boundaries.
If your child attends public, private or a home school in CISD or if you know of a child residing in a foster home or other residential facility within CISD and you believe the child has or may have a disability, please contact one of our campuses. You may also contact the Special Education Department at 817- 297-5300.
CISD staff will work with you to ensure that every child receives an appropriate evaluation; determine which children have a disability that qualifies for services. Services are offered to all children free of charge.
The Legal Framework
Homepage: The Legal Framework
Visit the legal framework homepage to find information on the child centered special education process.
Services and Instructional Arrangements
What Services Are Available?
As addressed in detail in the Operating Guidelines©, CISD provides a Free Appropriate Public Education (FAPE) for students with disabilities in order to meet the need for special education and related services. The FAPE must include the alternative placements listed in IDEA Federal Regulations and SBOE and Commissioner Rules. Also, FAPE must be provided in the Least Restrictive Environment (LRE) appropriate for the student with primary consideration given to the general education classroom and curriculum.
• Hospital Class
• Nonpublic Day School
• Off-home Campus
• Residential Care and Treatment Facility
• Self-Contained (mild, moderate, severe, regular campus)
• Speech Therapy
• Vocational Adjustment Class / Program
• For clarification purposes, the most current TEA accounting manual will provide specific information for proper coding based on ARD/IEP committee decisions.
CISD shall take steps to ensure that the students with disabilities have available to them the variety of educational programs and services available to non-disabled students served by the district. The following are just a few of the examples of service delivery available through the instructional arrangements.
Regular Education Classroom with Accommodation and Modifications
Instructional and curricular accommodations/modifications recommended by the ARD committee are implemented in the general education classroom. This enables the student to be involved and progress in the general curriculum to the maximum extent possible.
Functional Academics (FA)
This class is intended for students who would benefit from modified academics and real world application of skills learned. The IEP would include significant content modifications. Skill development is for the following purposes:
• To assist each student in experiencing success in academic and /or elective subjects at his/her ability level.
• To assist each student in securing vocational and job-related skills as appropriate.
• To assist each student in obtaining socialization skills to be used in daily and community living.
• To increase skills that lead to independence within the community for each student.
As a general guideline, these students are functioning with significant delay and at two standard deviations below the mean in the following areas:
• Intellectual (verbal, performance, and full scale I.Q.)
• Adaptive level
• Academic achievement or language (receptive or expressive)
• Cannot function in a less restrictive environment after the continuum of services has been tried and not been successful.
Students will participate in the general education classroom or in general education activities to the maximum extent possible to meet their academic, social/emotional and vocational needs. IEP goals and objectives are aligned with the TEKS.
Students display severe and profound disabilities whose educational needs are primarily non-academic and include daily living skills, self-care skills, recreation and leisure skills, and communication skills.
These classes are designed to provide instruction for students ages 5-21 years. Their educational needs cannot be met in a less restrictive environment. Students have severe delays in one or more of the following areas: cognition, language, motor, and adaptive. An IEP may be developed between direct and related services to insure coordination of services. The focus of instruction in developmental classes is:
• The establishment of skills in tolerating environments, choice making, visual and/or auditory stimulation, and the use of appropriate forms of communication.
• The building of independence in daily living skills, social interactions. Emotional development and recreation/leisure activities.
• The building of tolerance in fine and gross motor development and environmental awareness.
• Assistive technology as a necessary modification for students in this environment in order for them to meet educational goals.
• The provision of positive behavioral supports and the interventions when needed.
• Training in vocational skill areas when determined by the ARD committee to be appropriate for secondary students.
Reaching Independence Through Structured Environments (RISE)
Reaching Independence through Structured Environments - Service Delivery Model
Students are identified with severe autism or related disorders who have significant communication, social and behavioral issues, thus needing a highly structured environment, frequent behavioral interventions, and a very small student/teacher ratio. The following research based teaching strategies are incorporated: Project TEACCH, ABA, Verbal Behavior, Picture Exchange Communication System (PECS).
The IMPACT Program is designed to support special education students with autism or related disorders that require more intensive support than can be provided by the home campus special education team. The IMPACT program creates an environment and learning opportunities that focuses on social thinking skills, problem-solving, creating self and social awareness, and strengthening executive functioning skills.
The goal of the IMPACT program is to teach students to attend, interpret and problem-solve in order to increase their social competencies. The IMPACT Program structure can look like the following:
• Support Service within the general education classroom
• Pull-out service to address identified specific skill deficits
• Class period that focuses on social thinking skills
Social Emotional and Academic Skills Class (SEAS)
The SEAS program is for students with disabilities whose behavior interferes with learning or the learning of others to such an extent that a specialized program in a more restrictive placement is necessary. This program continues to address academic needs while structuring the learning and behavior in order to make progress. The class utilizes the Boy's Town Integrated Social Skills as the foundation of the program. Texas Behavior Support Initiative (TBSI) and Crisis Intervention (CPI) also supplement academic instruction. The ARD committee will consider assessment and options tried and considered at the local campus prior to any decision for a SEAS class. As always, the assessment and the goals and objectives needed by the student will drive the ARD decision. SEAS is not a disciplinary placement. The objectives of SEAS program are as follows:
• To teach replacement skills for inappropriate behavior patterns which are interfering with the student's success in school.
• To increase pro-social behavior and decrease disruptive behavior in all participating students.
• To increase instructional time and academic achievement of each student.
• To increase communication with parents and provide parent support.
Early Childhood Special Education (ECSE)
This program is a public school placement that serves children with disabilities, ages 3-5. These classes are designed to provide instruction for students with moderate to severe delays in one or more of these areas: cognition, communication, psychomotor, self-care and social-emotional areas. Children with disabilities are eligible for services beginning on their 3rd birthday. If you are aware of a child who may have a need for services, please encourage the family to call the CISD office to refer the child.
Regional Day School Program For The Deaf (RDSPD)
The Crowley RDSPD serves Deaf and Hard of Hearing students from birth to 21years of age for Crowley ISD, Alvarado ISD, Burleson ISD, Cleburne ISD, Everman ISD, Joshua ISD and the Johnson County SSA.
Services provided may include the following: parent-infant services, itinerant services, interpreting services, audiological services, speech services and cluster sites providing specialized instruction for school-aged students (elementary, intermediate, middle and high school). Services provided are determined by a student’s ARD Committee.
From birth through two years of age, children are served by a parent-infant teacher. These services are provided in the home and coordinated with Early Childhood Intervention (ECI) of North Central Texas. On the students’ third birthday, they are eligible for in-school placement.
Homebound services are provided to special education students who are unable to attend school due to a medical reason. A physician must state that the student’s medical condition will require absence of four consecutive weeks or as stated in local guidelines. For more information, contact your campus evaluator or the special education office.
This arrangement is for students who have a speech impairment which causes them to have difficulty accessing the general or special education curriculum. The impairment could be in the area of articulation, or language. The speech therapist may provide services by consulting with the teacher, meeting with the children in groups, or meeting with the students individually.
What other services are available to these special students?
Other services are available to help students benefit from their education. Services may include but not be limited to:
• Educational Evaluator
• Special Education Counseling
• Physical Therapy
• Occupational Therapy
• Adapted Physical Education
• Parent Training for Students with Autism
• In-Home Training
• Education for Students with Visually Impairment
• Education for Students with Hearing Impairment
• Assistive Technology
The Special Education Information Center (SPEDTex)
Homepage: SPEDTex Website
The Special Education Information Center (SPEDTex) works collaboratively with stakeholders to provide resources and facilitate collaboration that supports the development and delivery of services to children with disabilities in our State.
What is a parent liaison?
A parent liaison is a person who serves as a link between school and home by helping parents get the information, help and support they need to ensure their child’s academic and social success.
To find out about upcoming meetings, please email or call Donna Heim.
Special Education Parent Liaison
Parent Support Group Meetings
Grupo Español de Padres
fechas: por aunciar
horas: por aunciar
lugares: por aunciar
llama a Maria: 682-558-4726
Homepage: Crowley ISD Special Education Facebook
Understanding the ARD Process
Technology Support For Parents and Caregivers
Your Child May Qualify for Medicaid Waiver Programs
Texas ABLE - Savings Accounts for Texans with Disabilities
CISD Special Education Parent Newsletter
Please check back often as this will continue to be updated throughout the school year.
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Please click on a topic below that best fits your needs.
Homepage: Autism Spectrum Disorder
Homepage: Blind and Visually Impaired
Homepage: Deaf and Hard of Hearing
Homepage: Intellectual and Developmental Disabilities
Homepage: Mental Health
Homepage: Recreation and Summer Camps
Disclaimer: Agencies and Resources listed are for informational purposes only. CISD does not endorse any of these programs.
Crowley ISD Parent Mentors are parents of a child with special needs who are eager to help other parents seeking support or the opportunity to talk with someone who has walked a similar path. If you need help, please contact one of the parents listed below or Donna Heim, Special Education Parent Liaison, at 817-297-5319 or via email at: email@example.com.
My husband, Jeff, and I are proud parents of a 17-year-old handsome "typical" son, who is a senior in high school, and a 12-year-old beautiful daughter.
When our daughter was two years old, we started to notice that she preferred to be alone and had limited speech. Her social skills were a big concern as well. She preferred to stay at home. A simple trip to the grocery store would cause her to have anxiety. People would say "hey pretty little girl" and she would cover her face or not make eye contact. Our pediatrician would say, "Give her more time or maybe she's just shy". She was developing fine academically. She knew her abc's and numbers, but her speech was delayed. We would get one or maybe two words at a time if we were lucky. Sometimes nothing at all.
She started walk-in speech therapy through the school district when she was three years old. By the time she was four years old, she was diagnosed by Crowley ISD with highly-functioning autism with a speech delay. Receiving the diagnosis was devastating to hear because we knew little to nothing about it and didn't know where to begin to get our daughter the help she needed. Autism is something that you can never prepare for.
Currently she is in general education classes, but receives speech therapy and resource support for her core subjects; reading/language arts and mathematics. She also receives inclusion support in science & social studies.
My advice to parents with a child on the spectrum would be to never give up. Be your child's voice and advocate. Find resources to help you child be the best they can be. Our daughter is the apple of our eyes and we love her to pieces!
I look forward to supporting you as a parent mentor. I may not have all the answers but I'm willing to brainstorm with you to find them.
HOLA: Somos la familia Perez tenemos dos hermosas hijas la menor de ellas fue disgnosticada con autismo? A la edad de 3 anos.
Fue muy dicil para mi enfrentar la situacion yo no sabia lo que ese Diagnostico significabay asi commence abuscar informacion; A leer para saber que era y despues para tratar de aprender como lidiar con eso. En el transcurso del tiempo yo vehia que mi hija prestaba atencion a las peliculas de princesas en el momento que aparecian cantando y asi commence a traerle las historias de ellas puesto que le gustaban y la escuchaba comenzar a cantar las misma musica de sus historias de pricesas. Me di cuenta que la musica era terapia para ella. Asi comenzo la lucha para hacer que mi hija tuviera una vida lo mas normal – Posible como cualquier nina de suedad.
Hi! We are the Perez family we have two beautiful daughters. The youngest was diagnosed with autism at the age of 3.
It was very difficult for me to confront the situation. I didn’t know what this diagnosis meant and then I started to look for information, first to know what it was, and then to try to learn how to deal with it. As time passed I saw that my daughter paid attention to princess movies in the moment they started singing. I started bringing her more movies. She would sing along; music is like a therapy for her. I started the fight for my daughter to have a normal life like any child her age.