The purpose of Frequently Asked Questions is to provide answers to those questions that many parents ask. Chances are another parent could use the answer to the very same question.
- ARD Meetings
- ARD Committee Considerations during COVID19
- Autism Supplement
- Behavior – Discipline
- Compensatory Services vs. ESY Services
- Complaint – Dispute Resolution Processes
- Complaints
- COVID19 y Educacion Especial
- COVID19 & Special Education
- Dismissal from Services
- Discipline
- Dyslexia – 504
- Dyslexia and Related Disorders- March 2019
- Early Childhood Outcomes (SPP 7 Q&A)
- Early Childhood Special Education – ECSE (formerly PPCD)
- Effective Communication for Students with Hearing, Vision, or Speech Disabilities in Public Elementary and Secondary Schools
- Eligibility (pp.11-12)
- Endorsements
- Evaluations & Reevaluations
- Evaluation – Reevaluation – REED
- Evaluation Considerations during COVID19
- Extended School Year Services
- Extended School Year (ESY)
- Graduation
- Highly Qualified Teachers
- IEP Development – Goals & Objectives
- Goals & Objectives
- Individual Graduation Committees
- Least Restrictive Environment (LRE)
- Moving
- National Instructional Materials Accessibility Standards
- Placement – Classroom Setting – Least Restrictive Environment
- Positive Behavior Support
- Prekindergarten Instruction
- Private Placement
- Public Charter Schools – Rights of Students with Disabilities Under the IDEA
- Public Comment Process for Proposed Rulemaking
- Referral to Special Education/Requests for Evaluation
- Review of Existing Evaluation Data
- Related Services (Speech, OT, PT, etc.)
- Revocation of Consent
- School Health & Related Services (SHARS)
- Section 504
- Section 504
- Special Education & Homelessness (McKinney-Vento Act)
- STAAR tests
- Statewide Assessments & Other Testing
- Transition
- Transition Planning
- Transportation
This section of Texas Project FIRST is always changing, so check back often.
