Any school-aged child with a disability is entitled to a free, appropriate, public education. Floresville ISD offers a full continuum of services in a variety of settings. We believe that every child can benefit from instruction within the general education environment, and all planning for students with disabilities begins with this belief. Our district places a high priority on fostering a climate of acceptance and shared responsibility between all stakeholders.
Services for students with disabilities are available on every campus. Except for a small population, most students with disabilities attend their home campus. A wide variety of services and levels of support are provided on each campus. Supports may be provided within the general education classroom by a co-teacher, a paraprofessional, or a tutor. Modified curriculum materials are provided when necessary; and students are given specialized instruction outside of the general education classroom when needed. Each student truly has an “individualized education plan” tailored just for them.
Some students, because of the severity of their disability, or because they have very unique needs, can be served most appropriately in a setting that is centrally located. These programs are centralized so that quality services can be provided to students with similar needs.
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Floresville ISD is committed to providing quality services to students with disabilities in the Least Restrictive Environment possible. The special education services provided to each student are determined strictly on an individual basis as determined by the Admission, Review, and Dismissal Committee. We provide a continuum of services across the district based on levels of supports.
Special Education staff co-teach and/or support facilitate general education classrooms. The continuum of in-class supports ranges from a co-teach assignment where there are 2 full time teachers supporting the classroom with shared responsibilities, to support facilitation which could be a paraprofessional working collaboratively with a teacher in the classroom 2-3 days per week. Support facilitation could also be a paraprofessional providing a planned service daily or a few days per week. As with all levels of supports, a high level of collaboration among the general education and special education staff members is required for the support to be successful.
Special education staff also provides support for students without directly accessing the student. Students may need modified instructional or testing materials, parent contacts, or close monitoring of progress in the general education setting. As with all levels of supports, close collaboration must exist between the teacher providing the external support and the general education teacher. Communication with parents occurs on a regular basis.
All campuses offer Specialized Support services according to the needs of each individual child. Specialized support services are any services provided outside of the general education setting. Previously, these services were referred to as “resource”, “content mastery” or “self-contained”. Services outside of the general education setting provided by a VI Specialist, AI teacher, or therapist would also be considered specialized support. While it is expected that all students have access to the pace of the curriculum in the general education classroom, it is also understood that specific skills development related to the disability, or needed to close gaps in achievement, may be needed outside or in addition to the general education setting.
A variety of specialized support settings provide services to students whose disability requires additional support to the general education classroom. In some cases, modified TEKS are needed in addition to the provision of the accommodations in the general education classroom. The district philosophy is that all students belong in the general education setting with access to accommodated or modified curriculum to the maximum extent possible.