ADS offers a continuum of student support services for struggling, at-risk and students with disabilities. Our Student Services Director, Maria Martinez, coordinates efforts to provide needed supports to help all children gain access to the curriculum in the least restrictive environment.
Response to Intervention (RtI):
RtI is the process ADS uses to identify, monitor and provide supports to students performing below-grade level. RtI provides a strategic process for early identification of learning/behavior concerns of students as well as the necessary tools for selecting appropriate interventions toward a positive solution for the student and teacher.
The RtI committee consists of the Student Services Director, Assistant Principal, Behavior Program Director, Interventionists, and classroom teachers. This committee monitors all students performing below grade-level on local and state assessments. They also evaluate the success of research-based intervention strategies and curriculum for effectiveness. Students in the intervention process receive Tier I, II, or III level intervention supports and are regularly monitored by the RtI committee.
In Texas the identification and instruction of students with dyslexia and related disorders is mandated and structured by two statutes and one rule. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia and providing instruction for students with dyslexia, and gives the State Board of Education authority to adopt rules and standards to administer testing and instruction. Chapter 19 of the Texas Administrative Code (TAC) §74.28 outlines the responsibilities of districts and charter schools in the delivery of services to students with dyslexia. Finally, §504 of the Rehabilitation Act of 1973 establishes assessment and evaluation standards and procedures for students. Section 504 procedures are implemented when it is determined that dyslexia substantially limits learning. For more information, read The Dyslexia Handbook
Dyslexia Coordinator: Jennifer Taylor-Burton
SECTION 504 OF THE REHABILITATION ACT OF 1973 ensures that individuals with disabilities are given protection from discrimination. Often at school, this means that a child in need of accommodations based on a disability that substantially limits a ‘major life activity’ is allowed reasonable accommodations as determined by a 504 Committee. Major life activities include, but are not limited to, caring for oneself, performing manual tasks, seeing, hearing, eating, sleeping, walking, standing, lifting, bending, speaking, breathing, learning, reading, concentrating, thinking, communicating, and working. A major life activity also includes the operation of a major bodily function, including but not limited to, functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive function. This list is not exhaustive. Other functions can be major life activities for purposes of Section 504. If your child needs accommodations under Section 504, or if you have questions, contact the 504 Coordinator, Jennifer Taylor-Burton.
ADS provides a continuum of services for students with identified disabilities who qualify for Special Education services.
It is the policy of Austin Discovery School open-enrollment charter school to ensure that:
- Students with disabilities enrolled in the charter school or who contact the charter school regarding enrollment, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated; and
- Practical method is developed and implemented to determine which students are currently receiving needed special education and related services.
Notice of Procedural Safeguards: The Individuals with Disabilities Education Act (IDEA), as amended in 2004 http://idea.ed.gov/ , requires schools to provide parents of a child with a disability with a notice containing a full explanation of the procedural safeguards available under the IDEA and its implementing regulations.
Guide to the Admission, Review and Dismissal (ARD) Process: This resource guide is designed to give you, as the parent of a child who may be eligible for special education services, a better understanding of the special education process and of your procedural rights and responsibilities so that you will be able to fully participate in the decision-making process regarding your child’s education.
Transition and Employment Guide
The Transition and Employment Guide is required by TEC §29.0112 and was developed by TEA with a team of stakeholders from across the state.
The Texas Transition & Employment Guide includes:
Spanish and eReader versions of the Guide are available on the Transition in Texas website.
- Sections on Self Advocacy, Transition Services, Employment and Supported Employment, Social Security Programs, Community and Long Term Services and Supports, Postsecondary Educational Programs and Services, Information Sharing, and Guardianship and Alternatives
- Phone numbers, emails, and websites to help you find what you need
- Timeline of steps that students and families can take as they make the transition from student to adult