"Knippa Independent School District is a community united to create honest, proud, life long learners. As a team, Knippa board members, administration, staff, and community members are committed to maintaining a nurturing environment recognizing all students' abilities and teaching to their strengths and needs. Thus, Knippa Independent School District will enable its students to achieve their own goals and expectations, to have high self-esteem, and to become productive members of society."
IDEA B IDEA Preschool Budget Summary 2021 - 2022
CHILD FIND NOTICE TO PARENTS
Texas Transition and Employment Guide
Response to Intervention
The RtI process is a multi-step approach to providing services and interventions to students who struggle with learning and/or behavior at increasing levels of intensity. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research-based instruction and/or intervention in general education. The RtI process has the potential to limit the amount of academic failure that any student experiences and to increase the accuracy of targeting instruction. Its use could also reduce the number of children who are mistakenly identified of having learning disabilities when their learning problems are actually due to cultural differences or lack of adequate instruction. Information and data gathered by an RtI process can lead to earlier identification of children who are in need of special education services. The RtI process is defined as a three- or four-tier model of school supports that uses research-based academic and/or behavior interventions. Knippa ISD utilizes a four-tier model that is student centered at every stage. The emphasis is to discover a manner in which to create positive and successful learning experiences.
Section 504 of the Rehabilitation Act
Section 504 of the Rehabilitation Act of 1973 is a civil rights statute that prohibits discrimination against individuals with disabilities in programs or activities that receive federal financial assistance from the U.S. Dept. of Education. The Office of Civil Rights (OCR), a component of the U.S. Dept. of Education, enforce Section 504. Section 504 regulations require a school district to provide a “free and appropriate public education” (FAPE) to each qualified student with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the disability. Section 504 requires districts to provide students with disabilities appropriate services and accommodations designed to meet their individual needs to the same extent as the needs of students without disabilities are met.
Child Find Statement
Pursuant to Section 504 of the Rehabilitation Act of 1973, the District has a duty to identify, refer, evaluate and if eligible, provide a free, appropriate public education to disabled students. For additional information about the rights of parents of eligible children, or for answers to any questions you might have about identification, evaluation and placement into Section 504 services, please contact the District’s Section 504 Coordinator Elisa Santos at 830-934-2176 or by email: email@example.com.
TEA Updates in Special Education "English"
TEA Updates in Special Education "Spanish"
Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge. International Dyslexia Association, 2002