Special Education

Education for all children with disabilities

Round Rock Independent School District offers a free appropriate public education to all children ages 3-21 who may have orthopedic impairment, health impairment, traumatic brain injury, intellectual disability, emotional disturbance, learning disability, speech impairment, autism or multiple disabilities. Services for students who are deaf-blind, visually impaired, or auditorially impaired begin at birth. Call (512) 428-7577 for children ages 5-21 years. Call (512) 428-3090 for Early Childhood (ages 0-4).

Special education services are specially designed to meet the unique needs of students with disabilities. These services are provided in special education or general education settings with modifications, special education support, supplementary aids, and other special arrangements.

Round Rock ISD Special Education staff identify and provide an appropriate education for all individuals ages three through twenty-one who qualify for the district’s special education services.

If you need additional information or know of a student between the ages of 5-21 years, please contact Candace Wiley at 512-428-7577.

For children ages 3-5 years, contact Kellie Johnson at 512-428-3090.

Early Intervention services are also available for children birth – age 3. Contact 1-800-628-5115 for more information.

Our Services

Adapted Physical Education is a diversified program suited to the capabilities, needs, and interests of students with disabilities who may not safely or successfully engage in unrestricted physical education activities. Adapted Physical Education specialists identify students through an evaluation process that focuses on motor and perceptual motor patterns. The service model may include consultative services within general physical education to specialized physical education in small group settings with adapted physical education teachers. Adaptive Physical Education website

Contact: Jan Sartain, APE Lead Teacher, 512-428-2290

APPLE is a program for students ages 3-5 years who have a Speech Impairment eligibility and whose needs are in the areas of articulation, phonology, and expressive language. Services are provided at two locations by a speech-language pathologist and educational assistant.

For Assessment/Entrance into Early Programs:

  • Brushy Creek Team, Lori Hatfield, (512) 428-3093
  • Deep Wood Team, Cindy Remeny, (512) 464-4482

Assessment on each campus is conducted by qualified Speech/Language Pathologists, Educational Diagnosticians, and Licensed Specialists in School Psychology. Any student suspected of having a disability that will qualify them for special education services should be assessed. This group of professionals is responsible for reevaluation to determine continued eligibility for services as well as initial evaluation of students.


Rhonda Gross, Lead Assessment Elementary Schools and PPCD, (512) 464-5458
Candace Wiley, Lead Assessment Elementary Schools, (512) 428-7577
Tara Parker, Lead Psychological and Assessment Services, (512) 428-2278
Somer Niemann, Lead Assessment Secondary Schools, (512) 464-4460
Rebecca Ehlert, Lead Assessment Elementary Schools, (512) 464-4481

Round Rock ISD employs a team specializing in Assistive Technology. This insures that assistive technology devices and services are provided to any student with a disability.

Lesa Cearley, Occupational Therapist, ATP : (512) 464-5688 or (512) 428-3255
Hannah Markowitz, Speech Language Pathologist: (512) 464-5688 or (512) 464-5315

Campus Special Education Team Leader or Department Chair
Steven Teter, Special Education Supervisor (512) 464-5146

Community Works provides services to students ages 18-21 who are ready to move to a community based phase of high school. This phase involves full or part-time employment in the community, participation in community recreation/leisure activities and use of public transportation.

The goal of this service is seamless transition to a post high school setting. The Community Works Program relies heavily on collaboration among schools, family and appropriate adult services agencies.


Carol Huntley, Transition Specialist, (512) 464-5982

Services for students who are deaf or hard of hearing are provided through an array of support services in the district. According to individual needs, services can include direct instruction from a certified teachers of the deaf through inclusion support in the general education setting, deaf education resource classrooms, and deaf education self-contained classrooms. The program also provides sign language interpreting, speech and language services, audiological management, and counseling. A two track communication model supports both Total Communication and Auditory/Oral programming.

Julie Johnston, Deaf Education Coordinator, (512) 428-3817

ESY is provided during the summer for students with disabilities when the need is determined through the ARD/IEP committee. Students who may need educational programming beyond the regular school year are those whose measured educational performance on IEP goals and objectives demonstrates a pattern of significant regression combined with excessive time for recoupment when an extended break in service occurs.

It is the responsibility of the IEP committee on an annual basis to review data gathered and determine services needed during ESY.

Melinda Bracamontez, ESY Coordinator, (512) 464-5544

GOALS (Growth/Opportunity/Attitude/Learning/Success) Learning Center is a unique instructional placement for students with specific educational needs in grades six through twelve in the Round Rock Independent School District. This educational program serves students in special education whose placement has been determined by an Admission, Review, and Dismissal (ARD) Committee. The GOALS Learning Center (GLC) is designed for special education students with a primary disability of Emotional Disturbance. The students must also demonstrate a need for a more structured environment than is available on the home campus. GLC also provides a Service Learning class that integrates community service with classroom instruction. While the program at GOALS is a highly restrictive educational placement, the ultimate goal for each student is to successfully transition back to a general education campus.

Dennis Hardesty, GOALS Coordinator, (512) 464-5153

Homebound services provide instruction to eligible students who are at home or in a hospital setting. Students served through homebound have a medical condition or extended illness that prevents attendance in school for at least four weeks, as documented by a physician licensed to practice in the U.S. Instruction may also be provided to chronically ill students who are expected to be confined for any period of time totaling at least four weeks throughout the school year, as documented by a licensed physician. These services are determined by an ARD/IEP Committee decision. When services are provided in a private setting, such as a home, there must be an adult other than the student and the teacher present in the home.

Homebound Services Handbook

AnnMarie Cassandra, Lead Homebound Teacher, 512-464-6469

The Occupational Therapy team uses purposeful, goal directed activities to enable a student with a disability to benefit from special education services. Specifically, therapy is designed to assist in the development of skills that are prerequisites to academic learning within the educational setting. Depending on student needs, it may include improving gross and fine motor skills, coordination, adapting environments, organizing and using materials appropriately, and/or developing routines for dressing and feeding skills. Delivery of OT services in the educational setting is distinctly different from clinically based, medically necessitated treatment.

Eligibility for this support service is determined by formal assessment, requested by the ARD/IEP Committee or via the diagnostician as a part of the initial evaluation.

Publication: OT/PT Therapy Brochure

Lesa Cearley, Lead Therapist, (512) 428-3255

The Special Education department maintains a library of books, audio/video tapes, and other publications for staff and parent training. In addition, the department makes purchasing recommendations regularly to the district professional library regarding books and periodicals related to special education issues. Parents can access both these collections as well as the links on this Website.

Barbara Carpenter, Central Office Support, (512) 464-5146
Candy Squilla, Parent Liaison, (512) 464-5980
Jeane Johnson, Parent Liaison, (512) 464-5981
Rosie Beattie, Parent Liaison, (512)464-5984 (en español)

The Physical Therapist plans and implements programs that will help students meet their educational goals and objectives and benefit from special education services. The therapist is concerned with facilitating the child’s overall performance in the classroom, considering the student’s developmental level and physical disability. Services are provided to enhance independent functioning and may include positioning, strengthening, modifications and adaptations to the environment. Although medical concerns are significant, rehabilitation is not the focus of school based physical therapy.

Eligibility for this special education support service is determined by assessment requested by the ARD/IEP Committee or via the diagnostician as a part of the initial evaluation.

Lesa Cearley, Lead Therapist, (512) 428-3255


PEAR is designed to provide an effective service delivery model for preschool-aged children identified as having a language impairment. Services are provided at two campuses with a teacher, paraprofessional and speech-language pathologist in collaboration for 3-5 year olds.

For Assessment/Entrance into Early Programs:

  • Brushy Creek Team, Lori Hatfield, (512) 428-3093
  • Deep Wood Team, Cindy Remeny, (512) 464-4482

The PPCD program provides special education services to eligible 3, 4, and 5 year old children. Services may be provided on campus or in some cases, day care, mother’s day out, or in the home.Parent-professional collaboration is an integral part of the PPCD program.

Kellie Johnson, Lead PPCD, (512) 428-3090

RRISD Special Olympics offers sports training and competition in a variety of sports for persons with intellectual disabilities or closely related developmental disabilities, beginning at age 8. Training and competition opportunities occur at the local, regional, and state levels for eligible athletes. RRISD Special Olympics strongly emphasizes parental support and involvement in this extracurricular endeavor. Volunteer and service learning initiatives are also emphasized for secondary students and adults who are interested.

Jan Sartain, Head of Delegation, RRISD Special Olympics (512) 428-2290

Certified Speech Language Pathologists provide services to students who have been identified through the evaluation process as having a disability in speech and/or language. Services are provided in both general and special education settings. In addition, the APPLE program (Articulation Phonology and Pre-school Language Experience) is available for 3-5 year olds who qualify.


Donya Brock, Lead Elementary Speech Services, (512) 464-5971
Travis Chung, Lead Secondary Speech Services, (512) 428-3525

It is the responsibility of the special education department to process, maintain and safeguard all student records. The department protects the privacy of the students and their families by implementing federal and state laws and guidelines which govern student records. All written requests for the release of student information are processed through this department.

Barbara Perry, Records Processor, (512) 464-5148

Behavior Support Specialists are itinerant teachers skilled in behavior modification strategies. Support Specialists can be requested by campus personnel to provide coaching for campus teachers on classroom management skills and individual behavioral strategies for students receiving special education services. In addition, they can assist campus teams in development of individualized education programs, behavior improvement plans, and functional behavior assessments.

Low Incidence Disability (LID) Support Specialists are itinerant teachers skilled in best practices and strategies to be utilized in our LID settings. LID Support Specialists are on campuses daily assisting LID teachers in classroom instruction, classroom management, student and staff scheduling, and environmental design through coaching, modeling, and training. In addition, they assist campus teams in the ARD process and the development of individualized education programs to meet the individual and unique needs of RRISD’s LID population.

Behavior Support Specialists – Melinda Bracamontez (512) 464-5544

LID Support Specialists – Kelli McAnally (512) 464-5026

Students whose natural parents, for a variety of reasons, cannot make educational decisions for them may have a surrogate parent appointed. The surrogate is assigned to protect the student’s rights and act as the student’s advocate in the educational decision making process. Surrogates attend ARD/IEP meetings and review educational records. The Special Education Department provides training for surrogate parents identified by the campus or for foster parents acting as surrogate parents.

Rhonda Gross, Lead Assessment, (512) 464-5458

The transition specialist provides building and district wide training in Transition Planning, Person Centered Planning and Self-Determination skills. In addition, the transition specialist helps to identify, establish and maintain links to state and non-profit agencies.

The transition specialist also provides individual support to students, families and staff. Upon request, she provides updates on transition planning, community access support, adult agency information, and development of new programs.

Agency Contacts

Contact: Carol Huntley, Transition Specialist (512) 464-5982

The safe and comfortable transportation of the district’s special education students who ride to school and job sites in buses/suburbans is a priority of the Round Rock ISD Transportation Department. Special education students receive curb to curb services. In addition to daily routes, the department provides transportation for field trips, special events, and vocational services such as Community Based Vocational Instruction, Supported Employment and the VAC Work Program.

Bus drivers and bus aides receive extensive on-going training in the operation of adaptive equipment, lift equipment and restraint devices. In addition, drivers and aides receive training on individual medical concerns of their students and behavior management training.

Transportation, (512) 428-2453
Kelli McAnally, Special Education Associate Director, (512) 464-5026

Itinerant VI Certified Teachers provide services for students with visual impairments. These teachers travel to the students’ assigned schools or educational settings to provide consultative services and/or direct instruction. Programming adaptations and modifications are made available in the students’ learning environment. Specific skills training, unique to the visual impairment, is assured, (e.g. Braille, large print, low vision aides, tactile and recorded materials, assistive technology, and daily living skills.)

Evaluation information and recommendations from the Orientation and Mobility Specialist may be included in the IEP. Training in orientation and mobility may be provided if approved by the ARD/IEP committee. An Orientation and Mobility specialist is a human services professional who specializes in helping the visually impaired acclimate to their physical environment. Training in O&M may be provided if a student qualifies for VI eligibility and is approved by the ARD/IEP committee. Services for the Blind and Visually Impaired website

Carol Hoover, Visual/Orientation and Mobility Team Leader, (512) 428-3261

Vocational training is provided to students in a variety of classes and settings.

Classes provided include:

  • Occupational Skills Development: This class provides opportunities to experience free enterprise by operating on-campus businesses (e.g. school store, die cutting, copy services, etc.).
  • Community Based Vocational Instruction (CBVI): The classroom is extended to non-paid work sites in the community providing hands-on activities to explore careers, job shadow, and build employment skills.
  • Vocational Adjustment Class (VAC):
    Supported Employment: Students participate in paid employment with the support of a job coach.
  • Work Program: Students earn high school credit while participating in full or part-time employment with work progress monitored by the VAC teacher and employer.
  • Vocational Adjustment Class: Classroom instruction supports students enrolled in the VAC program.

Contact: Carol Huntley, Transition Specialist, (512) 464-5982

SEPAC (Special Education Parent Advisory Council)

Our Mission:

To advocate advancement of knowledge to improve educational outcomes for families and children with disabilities.

About Us:

SEPAC members are comprised of parents of special education students, professionals, community representatives, and the Round Rock ISD (RRISD) Superintendent and Director of Special Education, all of whom are focused on impacting the lives of children with disabilities and their families positively. Council members represent the four RRISD Learning Communities in elementary and secondary levels, as well as through a broad spectrum of disabilities. In addition to Council members, there are SEPAC Campus Representatives. Each school in RRISD has at least one Campus Representative, who is the parent of a student receiving special education services and is available as a resource for the other parents of children with special needs.

SEPAC’s goal is to provide information, training, and support to parents as they navigate the special education process, and the Council advises RRISD Administration and senior staff on matters relating to special education.

Training is provided at SEPAC Luncheons, Campus Representative meetings, Family Support Network meetings, and at other one-time special events.

Information is provided to all parents/guardians of special education students through the:
SEPAC Newsletters – published four times yearly and mailed to more than 3200 families and distributed to over 500 RRISD staff members. This newsletter provides information about what is going on in special education.

• SEPAC Council meetings- Council meetings are held monthly and are open to the public.

• SEPAC Luncheons/ Campus Rep. Meetings- Campus Representatives attend monthly meetings on the 3rd Tuesday of each month throughout the academic year. This is an open meeting to any parent in Round Rock ISD.

SEPAC Parent Handbook – Many resources have been brought together in the Parent Handbook to help guide parents through the Special Education process in RRISD. These handbooks are made available to parents as their child qualifies for special education services.

Family Resource Center -Portable N-7– this is located near the RRISD Administration building at 1311 Round Rock Avenue. The district’s Parent Liaisons have offices at this location and maintain a lending library for parents of children with disabilities.

• Current event flyers, resource lists, book reviews, links and more can all be found at the Parent Liaisons’ website.

  • President – Nimisha Patel – 512-733-0323
  • Vice President – Anel Coranado
  • Members
    • Sherry Niccolai
    • Kellie Johnson
    • Cara Lee Billo
    • Cherith Watson
    • Nina Otchis
    • Colleen Flynn
    • Ann O’Mahony
  • Secretary – Gracie Baker
  • Newsletter – Veronica Karr
  • Campus Rep Program Chair – vacant
  • Campus Lead Reps:
    • Round Rock – Anel Coronado
    • Cedar Ridge – vacant
    • Westwood – vacant
    • McNeil – Diana Smith
    • Stony Point – Sonia Cuero


Parent Resources

Support is offered through:
• The monthly Coffee – A less formal program of support. This option offers parents a chance to share the experiences, resources, frustrations and triumphs of living with a special needs child. These are held at the Family Resource Center. Parents often check out books from the lending library at this time.

• Parent Liaisons – Families seeking help or information about services provided by the district may call a Parent Liaison to help insure that all applicable services are arranged for their child. The Parent Liaisons maintain a family resource center with books and tapes focused on special needs students. They also assist parents in understanding and using the ARD/IEP process. You may reach a Parent Liaison through the Parent Liasion website or by calling 512-464-5980 (Candy Squilla) or 512-464-5981(Jeane Johnson) or 512-464-5984 (Rosie Beattie en espanol)

Parent Companion First Five Years website is a guide for Texas Parents and caregivers of children diagnosed or suspected disabilities from birth through 5 years of age.

Americans with Disabilities Act (ADA): Prohibits discrimination in employment, public services, public accommodations and transportation, and providing telecommunication relay services. Provides a clear and comprehensive national mandate for the elimination of discrimination against individuals with disabilities.

Auditory Impairment (AI) is used synonymously with “hearing impaired” and both terms are understood to include “deaf” and “hard of hearing.” These students have been determined to have a serious hearing loss even after corrective medical treatment or use of amplification.

ARD is the Admission, Review and Dismissal committee which makes decisions concerning the educational program of a student referred or placed in special education. Responsibilities of the ARD Committee include:

-Review all diagnostic test results
-Establish eligibility for special education services
-Develop the Individual Education Plan (IEP)
-Provide for educational placement in the least restrictive environment
-Review all special services assignments annually to determine the need for continuation, change, reappraisal or dismissal
-Ensure that alternatives are reviewed and additional services are discussed
-Determine eligibility for Extended Year Services (EYS)

Adapted Physical Education (APE): A special education (remedial) program for students who require developmental or corrective instruction and who are precluded from participation in the activities of the general physical education program, modified general physical education program or in a specially designed physical education program in a special class.

Assistive/Adaptive Technology (AT): any piece of hardware which addresses the physical or cognitive needs of the user.

Assistive Technology Device (ATD) means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

Attention Deficit Disorder (ADD): A biologically based mental disorder that typically has the following characteristics: short attention span, distracted behavior, difficulty following directions and staying on task, and an inability to focus behavior. The disorder compromises many skills needed for academic success.

Attention Deficit Hyperactivity Disorder (ADHD): A biologically based mental disorder in which a person has inappropriate degrees of inattention, impulsiveness and hyperactivity.

Autism (AU) is a complex developmental disability that typically appears during the first three years of life. The result of a neurological disorder that affects the functioning of the brain. Autism is four times more prevalent in boys than girls and knows no racial, ethnic, or social boundaries. Family income, lifestyle, and educational levels do not affect the chance of autism’s occurrence.

Autism impacts the normal development of the brain in the areas of social interaction and communication skills. Children and adults with autism typically have difficulties in verbal and non-verbal communication, social interactions, and leisure or play activities. The disorder makes it hard for them to communicate with others and relate to the outside world. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may exhibit repeated body movements (hand flapping, rocking), unusual responses to people or attachments to objects and resistance to changes in routines. Individuals may also experience sensitivities in the five senses of sight, hearing, touch, smell and taste.

(ADA Allowances) – Average Daily Attendance per pupil accounting of student attendance.

Behavior Intervention Plan (BIP): Implementation of procedures for the elimination of maladaptive behaviors, which are significantly interfering with the implementation of the student’s IEP. A systematic implementation of procedures, identified in the IEP, that result in lasting positive changes in the individual’s behavior.

Cerebral Palsy (CP) is a loss or deficiency of motor control with involuntary spasms caused by permanent brain damage present at birth.

Chronological Age (CA) is the number of years a person has lived, used especially in psycho-metrics as a standard against which certain variables, such as behavior and intelligence, are measured.

Community-Based Instruction (CBI) means working together with community businesses, to provide special needs students hands-on opportunities to acquire knowledge, develop skills for real jobs and learn appropriate social behaviors through interaction with co-workers that occurs naturally in a work setting. The student is not paid nor does he/she provide benefit or advantage to the employer. Students will earn high school credits towards graduation.

Deaf – Blind (DB) means medically verified visual loss coupled with medically verified hearing loss that, together, interfere with acquiring information or interacting in the environment.

Emotional Disturbance (ED): Students who exhibit one or more characteristics of a severe emotional disturbance as specified by law and whose condition has existed for a long period of time and to a marked degree. The condition must also adversely affect the student’s educational performance. A serious disturbance is to be distinguished from antisocial/socially maladjusted behavior, which is not a special education handicapping condition.

English as a Second Language (ESL): The term ESL is used frequently in the USA. If you maintain an EFL/ESL distinction, then ESL refers to English language learning in countries where English is the main and / or official language, and the student’s own native language (first language) is not English. This term is problematic when we consider learners for whom English is their third or fourth language.

Extended School Year (ESY): An individualized program, based on those goals an objectives on the IEP of the year preceding ESY, offered to special education students during all or part of the summer vacation period. ESY extends instruction beyond the conventional number of instructional days in the school year.

Free Appropriate Public Education(FAPE): The federal provision for special education and related services for students at public expense; under public supervision and direction; and without charge to a parent, student or guardian.

Individuals with Disabilities Education Act (IDEA): This federal special education law, re-authorized in 1997, provides funding to states and sets substantive and procedural requirements for educational agencies. This law re-authorized and expanded discretionary programs, educational benefit, mandated transition services and assistive technology services to be included in the IEP and added autism and traumatic brain injury to the list of eligibility categories, among other items. It was originally titled the Education for All handicapped children Act and enacted as P.L. 94-142.

Individualized Education Program (IEP): A written plan prepared at an IEP meeting that includes the student’s present level of educational performance, eligibility for special education, annual instructional goals and objectives, services to be provided, needed transition services, type of instructional setting, and provisions for integration /mainstreaming in regular education programs.

Intelligence Quotient (IQ): an intelligence test score that is obtained by dividing mental age, which reflects the age-graded level of performance as derived from population norms, by chronological age and multiplying by 100: a score of 100 thus indicates a performance at exactly the normal level for that age group.

The Individual Transition Plan (ITP) is created in conjunction with students who are 16 and above. This plan assists in the student’s transition from school to adulthood.

Local Educational Agency (LEA) is

(a) a public board of education or other public authority legally constituted within a State for either administrative control of or direction of, or to perform service functions for, public elementary or secondary schools in: (1) a city, county, township, school district, or other political subdivision of a State; or (2) such combination of school districts or counties a State recognizes as an administrative agency for its public elementary or secondary schools; or

(b) any other public institution or agency that has administrative control and direction of a public elementary or secondary school.

Least Restrictive Environment (LRE): A requirement in both state and federal laws that to the maximum extent appropriate, a student with a disability should be educated in classes with non-disabled peers. Separate schooling and other removal from the regular environment should occur only when the nature or severity of the disability prevents satisfactory education in regular classes even with the use of supplementary aides and services.

Learning Disabled (LD): pupils with specific learning disorders affecting educational performance.

Mental Retardation (MR): Students with significantly below-average general intellectual functioning, existing concurrently with deficits in adaptive behavior.

Other Health Impairments (OHI): Limited strength, vitality, or alertness due to a chronic or acute health problem such as a heart condition, tuberculosis, rheumatic fever, nephritis, asthma, sickle cell anemia, hemophilia, epilepsy, lead poisoning, leukemia, or diabetes.

Orientation and Mobility (O&M) is the educational process that prepares an individual to travel safely and independently in his or her surrounding environment. Orientation uses the remaining senses to establish one’s position and relationship to other significant objects in the environment. Mobility is the ability to move from a present position to a desired location or position in another part of the environment in a safe and efficient manner.

Oppositional Defiant Disorder (ODD) is a recurring pattern of negative, hostile, disobedient, and defiant behavior in a child or adolescent, lasting for at least six months without serious violation of the basic rights of others.

Orthopedic Impairment (OI): An IDEA disability category that includes physical impairments that adversely affects a student’s educational performance and are caused by congenital anomaly (for example, clubfoot or absence of an appendage); disease (for example, poliomyelitis, bone tuberculosis, etc.); or from other causes (for example, cerebral palsy, amputations, and fractures or burns that cause contracture).

Occupational Therapy (OT): A therapy or treatment provided by an occupational therapist that helps individual developmental or physical skills that will aid in daily living; it focuses on sensory integration, on coordination of movement, and on fine motor and self-help skills, such as dressing, eating with a fork and spoon, etc.

Pervasive Developmental Disorder (PDD) is a complex developmental disorder that includes children with symptoms associated with poor to severely impaired social skills, repetitive and often compulsive, ritualistic behavior (stereotypes) and to varying degrees of severity, a communication disorder. The hallmark disorder in this group is Autistic Disorder. Other conditions included with Autistic Disorder are Asperger’s Disorder, Pervasive Developmental Disorder, not otherwise specified, Rett’s Syndrome and Childhood Disintegrative Disorder.

Physical Therapy (PT): Services to individuals to prevent or minimize disability, develop and improve sensory and motor function, control postural eviations and establish and maintain maximum performance within the individual’s capabilities.

Speech Impairment (SI): A communication disorder such as stuttering impaired articulation, a language and voice impairment.

Supplemental Security Income (SSI) is a federal program that provides money to low-income people who are aged, blind or disabled. You may be able to get SSI even if you don’t qualify for Social Security disability or retirement benefits.

The Preschool Program for Children with Disabilities (PPCD) is designed to provide coordinated assistance, training and other services to regional programs serving identified students with disabilities ages 3-5.

Traumatic Brain Injury (TBI): An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psycho-social impairment, or both, that adversely affects a child’s educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas such as; cognition, language, memory, attention, reasoning, abstract thinking, judgment, problem-solving, sensory, perceptual and motor ability, psycho-social behavior, physical functions, information processing, and speech. The term does not apply to brain injuries that are congenital or degenerative, or brain injuries induced by birth trauma.

Visual Impairment (VI): A visual impairment, which, even with correction, adversely affects a child’s educational performance.

Texas Behavior Support Initiative (TBSI)

In accordance with Senate Bill 1196 of the 77th Texas Legislature, TEA developed rules related to the training on the use of restraint and time-out for student with disabilities. The Texas Behavior Support Initiative (TBSI) training meets the requirements established in 19 Texas Administrative Code 89.1053

In accordance with TAC 89.1053, principals must ensure that a Texas Behavior Support Initiative Core Team has been identified at their campus and that each TBSI Core Team member has completed the state-mandated online TBSI training. At a minimum, the TBSI Core Team must consist of three staff members:

  • Principal (or administrative designee familiar with all requirements for TBSI)
  • General Education Teacher
  • Special Education Teacher (if the campus does not have a full-time special education teacher, another teacher can be designated)

Components of TBSI

The following components have been developed to assist campus administrators in ensuring all TBSI Core Team members, sped personnel and anyone who will be implementing the behavior plan for a student using time out and/or restraint are trained using the TBSI online modules and the required face-to-face CPI training course.

  1. Principals must submit the names of the identified TBSI Core Team members electronically by August 23, 2016 RRISD TBSI Core Team 16-17
  2. Each TBSI Core Team member must complete the TBSI online training by September 19, 2016. Instructions for completion of online TBSI modules
  3. TBSI session #1098115 is the three hour mandated training for:

1. TBSI Core Team members,
2. all personnel implementing a BIP for a student using time out and/or restraint and
3. campus special education personnel. TBSI Online Modules

  1. TBSI session #1103748 is the one hour administrator overview. The one hour training does not replace the TBSI training for the purpose of Core Team membership. The goal is to make sure that all administrative and leadership staff on a campus are familiar with what is included and required as a part of the entire overall training. TBSI Online Modules.
  2. Each participant should provide a certificate of completion to the campus administrator. Procedures indicating how to obtain a printable certificate of completion are included in page 3 of the instructions. Instructions for Obtaining a Certificate of Completion
  3. Required face-to-face training for Crisis Prevention Intervention (CPI) CPI schedule 16-17

Newly-identified personnel called upon to implement time-out based on requirements established in a student’s IEP and/or BIP must receive training in the use of time-out within 30 school days of being assigned the responsibility for implementing time-out.

Personnel called upon to use restraint in an emergency and who have not received prior training must receive training within 30 school days following the use of restraint.

Personnel who have previously completed the TBSI training modules (within the last year) are strongly encouraged to review the information contained in the 1 hour administrator overview. TBSI session #1103748 TBSI Online Modules

You are strongly encouraged to complete the 3 hour TBSI session #1098115 TBSI Online Modules if you completed the modules prior to 2012. Some of the information has been updated.

For questions regarding this information, please contact the RRISD district TBSI contacts:

Bill Shattuck (512) 464-4284
Tara Parker (512) 428-2278

Transition Information for Students and Parents

Students and Parents:

Transition and Employment Guide
The Texas Transition and Employment Guide required by HB617 from the 83rd Texas Legislature has been developed by TEA and a team of stakeholders.

It is full of relevant information on all aspects of planning for your future, including employment, college and training and self-advocacy.

You can access this guide in both English and Spanish online.

Parent Liaisons

Your Parent Liaisons are:
Candy Squilla, 512-464-5980
Rosie Beattie, 512-464-5984 (en español)
We provide assistance to families of students with disabilities and serve as the link between school personnel and families.

Special Education Parent Liaison website



Link to Parents’ Legal Rights:

What Is Transition?

Transition in RRISD


Agency Involvement

Career Development Classes/Programming in RRISD

Careers and Career Exploration

Healthcare and Transition


Contact Us

Marie Gonzales, M.Ed.
Executive Director of Special Education/504
Executive Assistant: LeAnn Llewellyn
Melinda Bracamontez, M.Ed.
Special Education Supervisor
Kelli McAnally, M.Ed.
Special Education Associate Director
Steven Teter, M.Ed.
Special Education Supervisor/ District 504 Coordinator
LeAnn Llewellyn
Special Education Executive Assistant
Kay Kirby
Special Education Supervisor
Mary Kirby
Special Education and Section 504 Administrative Assistant
Jan Sartain
Head of Delegation
Monica Sotelo
Special Education Accounting Specialist I