Special Education


In 2019, the 86th Texas Legislature passed Senate Bill 139 (SB 139), which requires Texas local education agencies (LEAs) to distribute a notice to parents containing the following information:

  • Changes made from 2016 to 2017 in reporting requirements for LEAs regarding special education enrollment in the Performance Based
  • Monitoring Analysis System.
  • The rights of a child regarding the provision of special education services under both state and federal law.
  • The process and procedures for initiating a referral for evaluation for special education services under the Individuals with Disabilities
  • Education Act (IDEA) and TEC Sec. 29.004.

Where to find local policies and procedures related to initiating a referral for evaluation under IDEA.

Please click on your child’s school below to view the notice in English and Spanish.

Resources On Special Education in Texas

What If I Suspect My Child Has 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 Eric Malveaux, SPED Coordinator, in writing, expressing your concerns.

All referrals are processed through the Response to Intervention Committee (RTI Committee). The RTI Committee will meet and recommend intervention strategies for the classroom teacher to use in order to help your child. Based on the results of these interventions, your child may or may not be referred on to dyslexia testing, Section 504 or Special Education.

If your child is currently eligible for either Section 504 or Special Education, please contact the appropriate committee with your concerns. A referral will still be processed, but additional information is required.

Parent Information: Dyslexia

What is dyslexia? – Kelli Sandman-Hurley | TED-Ed

Dyslexia Parent Fact Sheet (English) https://tea.texas.gov/sites/default/files/Dyslexia.pdf

Initial Testing and Eligibility

A student must have one or more of the disabilities listed in Federal regulations or in State law or both in order to qualify for Special Education and related services.

  • The school evaluate each student who is suspected by the school as having a disability in a timely manner
  • The testing shall be conducted in accordance with Federal and State regulations concerning Comprehensive Individual Assessment
  • Only Texas Certified Educational Diagnosticians and/or Texas Certified Psychologists will give assessments
  • Upon completion of all testing, a determination regarding eligibility shall be made by an Admission, Review and Dismissal (ARD) Committee and the parent

Birth to Age 3 “Child Find”

Do you have concerns about your very young child? (Birth to age 3)

If you have concerns about your child’s HEARING: Contact Eric Malveaux SPED Coordinator 409-762-1115

Possible indications of a hearing impairment (Source: CDC)


  • Does not startle at loud noises.
  • Does not turn to the source of a sound after 6 months of age.
  • Does not say single words, such as “dada” or “mama” by 1 year of age.
  • Turns head when he or she sees you but not if you only call out his or her name. This sometimes is mistaken for not paying attention or just ignoring, but could be the result of a partial or complete hearing loss.
  • Seems to hear some sounds but not others.


  • Speech is delayed.
  • Speech is not clear.

*** If any of these symptoms are present, parents will want to have their child’s ears professionally examined. Early detection and treatment are very important to the child’s development. ***

If you have concerns about your child’s VISION: Contact Eric Malveaux SPED Coordinator 409-762-1115

Possible indications of a visual impairment (Source: Center for Parent Information & Resources)


  • Eyes that don’t move together when following an object or a face
  • Crossed eyes, eyes that turn out or in, eyes that flutter from side to side or up and down, or eyes that do not seem to focus
  • Eyes that bulge, dance, or bounce in rapid rhythmic movements
  • Pupils that are unequal in size or that appear white instead of black
  • Repeated shutting or covering of one eye
  • Unusual degree of clumsiness, such as frequent bumping into things or knocking things over
  • Frequent squinting, blinking, eye-rubbing, or face crunching, especially when there’s no bright light present


  • Sitting too close to the TV or holding toys and books too close to the face
  • Avoiding tasks and activities that require good vision

*** If any of these symptoms are present, parents will want to have their child’s eyes professionally examined. Early detection and treatment are very important to the child’s development. **

Development of the IEP

For each enrolled student who is determined to be eligible for Special Education and/or related services, an ARD Committee and the parent shall develop an Individual Education Plan (IEP) for the student. The IEP may be modified at any time, but in no event shall the IEP remain the same for longer than 12 months.

Transfer Students

For a student who is new to the school, an ARD Committee may meet when the student enrolls at the school if the parent informs the school that the student was receiving Special Education or related services in the previous school setting. Special Education services and/or related services shall be set up temporarily and shall be contingent upon:

  • The receipt of valid assessment data from the previous school
  • Collection of new assessment data

For students enrolling in the school during the school year, information from the prior school, as well as information collected during the current year, may be used to determine eligibility. A second ARD meeting shall be convened within 30 days from the date of first ARD meeting held to finalize or develop a new IEP based on the assessment data.

Referral for Services During the School Year

Parents are encouraged to contact the school’s principal if at any time during the school year they suspect that their child has a disability which would make him/her eligible to receive Special Education and/or related services. Parents interested in having the school assess their child to determine eligibility, or who wish to receive more information about the Special Education process, or parents of children experiencing difficulty with academic success, should contact the school’s principal for more information. Staff members who believe a child may be eligible for Special Education or related services at any time during the school year should bring this to the attention of the principal as soon as the belief arises.

Providing Assistance to Students Who Have Learning Difficulties or Who Need or May Need Special Education

If a child is experiencing learning difficulties, the parent may contact the Special Education director to learn about the district’s overall general education referral or screening system for support services. This system links students to a variety of support options, including referral for a special education evaluation. Students having difficulty in the regular classroom should be considered for tutorial, compensatory, and other support services that are available to all students.

At any time, a parent is entitled to request an evaluation for special education services. Within a reasonable amount of time, the district must decide if the evaluation is needed. If evaluation is needed, the parent will be notified and asked to provide consent for the evaluation. The district must complete the evaluation and the report within 60 calendar days of the date of the district receives the written consent. The district must give a copy of the report to the parent.

If the district determines that the evaluation is not needed, the district will provide the parent with a written notice that explains why the child will not be evaluated. This written notice will include a statement that informs the parent of their rights if they disagree with the district. Additionally, the notice must inform the parent how to obtain a copy of the Notice of Procedural Safeguards – Rights of Parents of Students with Disabilities.

Conflict Disclosure Statements and Questionnaire

HB 914 – Texas Local Government Code Chapter 176

Effective January 1, 2006, HB 914 states that all local government officers and vendors are required to file a conflict disclosure statement and questionnaire, respectively, with the records administrator of the school district. If a school district maintains a Website, the statements and questionnaires must also be posted on the district’s Website.

Policies and Procedures

Contact Information for Title IX Coordinator

34 C.F.R. §106.8(b)(1) requires the posting of the name, title, e-mail address, and phone number of any designated Title IX Coordinator. In addition, 34 C.F.R. §106.45(b)(10)(i)(D) requires that schools post on their website any materials used to train Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution process.

Ambassadors Preparatory Academy is committed to providing every child, employee, visitor, and vendor an environment that is free of discrimination, harassment, and retaliation. A safe and nurturing educational and work environment ensures our students’ educational success and allows our employees to better serve our students. Title IX applies to all students, employees, visitors, and vendors at all Ambassadors Preparatory Academy activities and programs.

The following person has been designated as the Title IX Coordinator for the district:

Name: Rachelle Joseph-Beafneaux

Position: Superintendent/Principal

Address: 5001 Avenue U Galveston, Texas 77551

E-Mail: [email protected]

Telephone: (409) 762-1115

Any individual may report sex discrimination (including sexual harassment) at any time (including during non-business hours) by mail, phone, or e-mail.