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  • The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.

    Contact information:

    Phone: 1-855-773-3839

    Email: inquire@spedtex.org

    Live Chat: www.spedtex.org

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Welcome to the Mabank ISD Special Programs Department

Every Student. Every Need. Every Opportunity.

Empowering Every Student: Cultivating an enriching educational environment through innovative approaches, collaboration, and specialized programs. Our commitment to excellence ensures that each student receives the support and resources they need to thrive, preparing them to become confident, resilient, and contributing members of our community.

Every Heart. Every Mind. Every Day.

Student Records

Need copies of your child's special education records? Submit your request securely through our online Records Request Form.

Child Find

Mabank ISD is committed to identifying, locating, and evaluating all children with disabilities who may need special education services. Child Find applies to children from birth through age 21 who live within the district boundaries, including students attending public schools, private schools, charter schools, home schools, or who are not currently enrolled in school.

If you have concerns about your child's development, learning, communication, behavior, or physical abilities, we encourage you to contact us to discuss available supports and the evaluation process.

Click dropdown below for additional information.

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The Mabank ISD Special Programs Department is dedicated to empowering every student by providing individualized support, innovative educational opportunities, and collaborative partnerships that help all learners achieve success. We believe every student deserves the opportunity to thrive in an inclusive learning environment where their unique strengths and needs are recognized, valued, and supported.

Our team works closely with students, families, educators, and community partners to ensure each student receives the specialized services, accommodations, and resources needed to reach their fullest potential academically, socially, and emotionally.

How We Support Students

Special Education Services Section 504 Services Dyslexia Services Child Find Transition Services Related Services Behavioral Supports Family & Community Resources

Whether you are exploring services for the first time or seeking additional resources to support your child's educational journey, our department is committed to working alongside you every step of the way. Together, we strive to create meaningful opportunities that empower students to become confident, resilient, and contributing members of our community.

Our Commitment

Every Student. Every Need. Every Opportunity.

Empowering potential. Creating success.
Together, we build inclusive pathways to brighter futures.

Meet Your Special Programs Leadership Team

Our leadership team is here to support you every step of the way. Whether you have questions about special education, Section 504, dysleixa, Child Find, transition services, or available resources, we are committed to partnering with families to ensure every student has the opportunity to succeed.

Melissa Sullivan

Director of Special Programs

Provides leadership and oversight for Special Education, Section 504, Dyslexia, Child Find, Transition Services, and district compliance while partnering with families to ensure every student receives the support needed to succeed.

Email Melissa

Kelly Yttredahl

Section 504 & Transition Coordinator

Coordinates the district's Section 504 program and transition services, working closely with students, families, and campus staff to ensure appropriate accommodations, support services, and successful planning for life after high school.

Email Kelly
Click here to contact the Special Programs Department.
Special Programs Staff
Melissa SullivanDirector 903-880-1331 ~ Fax 903-880-1333
Kelly Yttredahl504 Coodinator
Misty GreenAdministrative Assistant903-880-1331 ~ Fax 903-880-1333
Angie RobbinsSpecial Programs Clerk903-880-1300x9031
Kristal AllenSpeech Language Pathologist
Taylor BaileySLP Assistant
Macy BrockmanSLP Assistant
Hannah BurkhamARD Facilitator
Ellen ChandlerARD Facilitator
Haley ChaparroARD Facilitator
Joannie CollinsworthEducational Diagnostician
Ashleigh FarrellSpeech Language Pathologist
Kaylee GaroutteSLP Assistant
Rachael GoodwinEducational Diagnostician
John HillEducational Diagnostician
Carrie HudsonEducational Diagnostician
Tina KillianSPED Counselor
Krystal McDougaldSPED Counselor
Mallory McManusSLP Assistant
Pamela NixonARD Facilitator
Michelle PhillipsBehavior Specialist
Kristy SalvittiEducational Diagnostician
Sherrie WhiteEducational Diagnostician
Lucinda WilliamsonBehavior Specialist
Kristen WoodEducational Diagnostician
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Helpful resources designed to support students, families, and educators throughout every stage of the special education process.

Parent Resource Center

Our Parent Resource Center provides easy access to guides, handbooks, parent rights, transition resources, dyslexia information, Section 504 resources, statewide supports, and other valuable tools to help families navigate the educational journey.

Visit the Parent Resource Center

Know Your Rights

Parents are important members of the educational team. These resources explain your legal rights, procedural safeguards, and options available throughout the special education process.

Notice of Procedural Safeguards

Under the Individuals with Disabilities Education Act (IDEA), you and your child have legal protections during the evaluation and individualized education program (IEP) process.

Available in multiple languages for accessibility.

Delayed or Denied Evaluations & Compensatory Services

The Texas Education Agency (TEA) provides this resource to help families understand their rights if a special education evaluation was delayed or denied.

The fact sheet explains compensatory services, how Admission, Review, and Dismissal (ARD) Committees determine whether compensatory services are needed, and how parents can request an ARD meeting to discuss their child's individual needs.

Available in English and Spanish.

Special Programs Parent Resource Center

Mabank ISD is committed to partnering with families by providing easy access to information, guidance, and resources that support students with disabilities. Whether you are new to special education or have years of experience, the resources below will help you better understand the special education process, parent rights, available supports, and transition planning for your child.

Visit the Parent Resource Center

TEA Parent Fact Sheets

The documents linked below have been created as a general resource for families on the topics listed.

Getting Started

Whether you are new to special education or looking for a refresher, these resources provide an overview of the special education process, explain ARD meetings, and help families understand how special education services are provided in Texas.

  • Whether your child is new to special education or already receiving services, this guide from SPEDTex and the Texas Education Agency (TEA) provides families with an overview of the special education process in Texas. Learn about evaluations, eligibility, Individualized Education Programs (IEPs), related services, parent participation, and your rights throughout the special education process.

    Available in multiple languages for accessibility.

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  • The Parent's Guide to the Admission, Review, and Dismissal (ARD) Process helps families understand the special education meeting process in Texas. Learn how to prepare for an ARD meeting, understand the role of each committee member, participate in developing your child's Individualized Education Program (IEP), and become an informed partner in educational decision-making.

    Available in multiple languages for accessibility.

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  • The Texas Legal Framework is the official statewide resource developed by the Texas Education Agency (TEA) and Region 18 Education Service Center. It provides comprehensive information about state and federal special education laws, regulations, parent rights, Child Find, evaluations, ARD/IEP requirements, transition services, discipline, dispute resolution, and other guidance to support students with disabilities, families, and school personnel.

    Access the Texas Legal Framework website for the most current guidance and resources.

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Know Your Rights

Parents are important members of the educational team. These resources explain your legal rights, procedural safeguards, and options available throughout the special education process.

Notice of Procedural Safeguards

Under the Individuals with Disabilities Education Act (IDEA), you and your child have legal protections during the evaluation and individualized education program (IEP) process.

Available in multiple languages for accessibility.

Delayed or Denied Evaluations & Compensatory Services

The Texas Education Agency (TEA) provides this resource to help families understand their rights if a special education evaluation was delayed or denied. The fact sheet explains compensatory services, how Admission, Review, and Dismissal (ARD) Committees determine whether compensatory services are needed, and how parents can request an ARD meeting to discuss their child's individual needs.

Available in English and Spanish.

Programs & Supports

Learn about instructional supports, intervention frameworks, accommodations, and services available to help students achieve success in school.

  • The Texas Education Agency (TEA) Multi-Tiered Systems of Supports (MTSS) Fact Sheet helps families understand how schools provide academic, behavioral, and social-emotional supports through a tiered framework designed to meet the individual needs of every student. MTSS is a proactive approach that provides increasing levels of support based on student needs and should not delay or deny a referral for a special education evaluation.

    Available in English and Spanish.

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  • Learn about dyslexia, common characteristics, evaluation, instructional supports, and resources available to students with dyslexia and related disorders.

    Available in English and Spanish.

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  • The Texas Education Agency (TEA) Section 504 Fact Sheet provides families with an overview of Section 504 of the Rehabilitation Act of 1973, including eligibility, evaluation procedures, accommodations, and the protections available to students with disabilities to ensure equal access to educational programs and activities.

    Available in English and Spanish.

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Transition Planning

Planning for life after high school begins early. These resources help students and families prepare for postsecondary education, employment, independent living, and community participation.

  • The Texas Transition and Employment Guide provides information for students with disabilities and their families to support successful transition planning.

    Available in multiple languages for accessibility.

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Family Resources

Explore additional resources, statewide programs, and organizations that provide information, training, financial assistance, and support for families of students with disabilities.

  • Texas SPED Support is the Texas Education Agency's statewide technical assistance website for special education. Families and educators can access guidance documents, instructional resources, webinars, frequently asked questions, videos, toolkits, and evidence-based practices designed to support students with disabilities from early childhood through graduation and transition to adult life.

    Explore statewide special education resources, guidance documents, and learning opportunities.

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  • Texas Project FIRST (Families, Information, Resources, Support, and Training) is a statewide parent resource created by parents, for parents. The website provides easy-to-understand information about the special education process in Texas, including evaluations, ARD meetings, IEPs, parent rights, collaboration with schools, transition planning, and free online learning opportunities to help families become informed advocates for their children.

    Created by parents, for parents—helping families navigate the special education process with confidence.

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  • SPEDTex is the Texas Special Education Information Center funded by the Texas Education Agency (TEA). Families can access parent-friendly information, educational resources, webinars, training opportunities, and personalized assistance to better understand special education, the evaluation process, ARD meetings, parent rights, transition planning, and available services for students with disabilities.

    Need help navigating the special education process? SPEDTex is available to support Texas families.

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  • Region 10 Education Service Center provides resources, training opportunities, and family engagement information to support parents of students with disabilities. Families can explore special education programs, Child Find services, assistive technology, dyslexia, autism, early childhood services, transition resources, and other programs designed to help students achieve success in school and beyond.

    Explore Region 10's special education resources and family support services.

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  • The Parent-Directed Special Education Services (PDSES) program provides eligible families of students receiving special education services in Texas with a one-time online grant to purchase approved educational materials, technology, curriculum, therapies, tutoring, and other educational resources. Visit the PDSES website to learn about eligibility requirements, application periods, approved vendors, frequently asked questions, and how to apply.

    Visit the official PDSES website for the most current eligibility requirements and application information.

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The websites listed below are provided as additional resources for families seeking information about disabilities, special education, advocacy, and community supports.

Please Note:
The websites listed in this section have not been reviewed for accuracy nor endorsed by the Mabank Independent School District Board of Trustees, Administration, or Staff. These resources have been identified by special education professionals and families of children receiving special education services with the intent of providing additional information and support. If you find information on any listed website that you believe is inappropriate or inaccurate, please contact Melissa Sullivan, Director of Special Programs.

General Information about Children with Disabilities

Mental Health & Psychological Disorders

ADD / ADHD

Dyslexia

Down Syndrome

Autism

Cerebral Palsy

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Stay informed about important Special Programs news, parent events, trainings, deadlines, and district updates.

NEW

Welcome to the 2026–2027 School Year

We are excited to welcome our students and families back for another outstanding school year! The Special Programs Department looks forward to partnering with you to ensure every student has the support and resources needed for success.

EVENTS

Upcoming Parent Trainings

Information regarding upcoming parent workshops, Family Empower Hour sessions, transition events, and Special Programs trainings will be posted here throughout the school year.

UPDATE

TEA & District Updates

Important updates regarding Special Education, Dyslexia, Section 504, Child Find, Transition Services, and other state or district guidance will be shared here as they become available.

After Mabank ISD has completed its required consultations, the Private / Home School Plan for the 2026 - 2027 school year will be developed. This plan will outline the special education and related services Mabank ISD will make available to children with disabilities attending a private school and the conditions under which these services will be made available for the 2026 - 2027 school year. The plan will be uploaded upon completion.

Child Find Resource Center

Every child deserves the opportunity to learn, grow, and succeed. Child Find is an ongoing process that helps identify, locate, and evaluate children who may have disabilities and need special education services. If you have concerns about your child's development or educational progress, Mabank ISD is here to help.

Every child develops at their own pace. If you have concerns about your child's learning, communication, behavior, physical development, or overall progress, Child Find can help connect you with information, support, and resources.

Child Find is a federal requirement under the Individuals with Disabilities Education Act (IDEA). School districts are responsible for identifying, locating, and evaluating children who may have disabilities and who may need special education services. Mabank ISD partners with families throughout this process to ensure every child has the opportunity to reach their full potential.

What Child Find Does

Identifies children who may have disabilities.

Responds to concerns shared by parents, educators, and healthcare providers.

Provides comprehensive evaluations when appropriate.

Determines eligibility for special education services.

Connects students with individualized supports and services.

How Families Can Help

Share concerns about your child's development or learning.

Ask questions and participate in discussions with school staff.

Provide information about your child's strengths and needs.

Participate in evaluation and eligibility meetings.

Partner with the school throughout the process.

Children develop and learn in different ways and at different rates. If you recognize any of the concerns below, Child Find may be able to help determine whether additional evaluation or support is appropriate. Having one or more of these concerns does not necessarily mean a child has a disability, but it may be helpful to start a conversation.

Birth to Age 5

Early developmental concerns

Delayed speech or language development

Difficulty meeting developmental milestones

Concerns with movement or coordination

Difficulty interacting with others

School-Age Students

Learning and academic concerns

Difficulty learning new skills

Struggles with reading, writing, or math

Difficulty following directions

Academic performance below expectations

Speech & Language

Communication concerns

Difficulty pronouncing words

Limited vocabulary for age

Difficulty understanding language

Difficulty expressing thoughts and ideas

Learning & Attention

Learning differences

Difficulty paying attention

Problems remembering information

Difficulty staying organized

Challenges completing schoolwork

Behavior & Social Skills

Social and emotional development

Difficulty making or keeping friends

Frequent emotional outbursts

Difficulty coping with changes

Behavior that interferes with learning

Physical, Vision & Hearing

Health and physical concerns

Difficulty seeing or hearing

Mobility or coordination concerns

Medical conditions affecting learning

Need for specialized supports at school

Remember

If you have concerns about your child's development or learning, you do not have to determine whether your child has a disability before asking questions. Child Find exists to help families understand their concerns and determine the most appropriate next steps.

Every child's journey is unique, but the Child Find process follows a series of important steps. Our goal is to partner with families throughout the process to ensure every child receives the support they need.

Step 1

Share Your Concern

Parents, teachers, healthcare providers, or others may share concerns about a child's development, learning, communication, behavior, or overall progress.

Step 2

Review & Referral

School staff review available information, discuss concerns with the family, and determine whether a referral for evaluation is appropriate.

Step 3

Evaluation

With parent consent, a comprehensive evaluation is completed to better understand the child's strengths, needs, and educational impact.

Step 4

Eligibility Meeting

The evaluation results are reviewed by the team, including the family, to determine whether the child is eligible for special education services.

Step 5

Individualized Planning

If eligible, the team develops an individualized educational program designed to meet the child's unique needs.

Step 6

Services & Support

Services begin, progress is monitored, and families continue partnering with the school to support their child's growth and success.

You're Never Alone

Throughout the Child Find process, families are valued members of the team. Questions are always welcome, and every decision is made with your child's individual strengths and needs in mind.

Mabank ISD is committed to identifying and supporting students who may have disabilities. Explore the resources below to learn more about referrals, evaluations, preschool services, and how our Child Find team can help.

Contact Your Child's Campus

If your child is enrolled in Mabank ISD and you have concerns about their learning, communication, behavior, or development, begin by contacting your child's campus. School staff can answer your questions and guide you through the Child Find referral process.

Central Elementary Lakeview Elementary
Southside Elementary Intermediate School
Junior High High School

Evaluation Process

Learn about parent consent, comprehensive evaluations, timelines, eligibility meetings, and how families participate throughout the evaluation process.

Learn More

Preschool Child Find (Ages 3–5)

If you have concerns about the development of a preschool-aged child, Child Find may help determine whether Early Childhood Special Education (ECSE) services are appropriate. Early identification and intervention can make a meaningful difference in a child's development.

Learn About ECSE

If you are concerned your non-school aged child (birth-5) may be learning differently, please use the Contact Us link below to receive more information.

Contact Us

Need Help? Contact Your Campus Child Find Specialist

Our campus specialists are available to answer questions and guide families through the Child Find referral and evaluation process.

Central Elementary
Rachael Goodwin
Email Rachael
Kristen Wood
Email Kristen

Lakeview Elementary
Kristy Salvitti
Email Kristy

Southside Elementary
Carrie Hudson
Email Carrie 		Intermediate School
Joanie Collinsworth
Email Joanie

Junior High
Sherrie White
Email Sherrie

High School
John Hill
Email John

When You Have Concerns: A Parent's Guide to Special Education Referrals

Updated 2025

This parent guide was developed by SPEDTex to help families of children ages 3–5 understand the Child Find process, recognize developmental concerns, and learn how to request a special education evaluation.

Inside the Guide

Signs that may indicate a child needs additional support

How to request a special education evaluation

What happens after a referral

Early Childhood Special Education (ECSE)

Resources for families

English Español

Did You Know?

Early identification is one of the most important factors in helping children develop the skills they need for success. If you have concerns about your child's development or learning, you do not have to wait. Talk with your local school district to learn more about Child Find and available supports.

Explore these trusted resources developed by SPEDTex and the Texas Education Agency to help families understand Child Find, special education evaluations, and the ARD process.

Child Find Frequently Asked Questions

Find answers to common questions about Child Find, referrals, evaluations, timelines, eligibility, and the special education process.

View FAQs

Parent's Guide to the ARD Process

Learn what happens during an ARD meeting and how families actively participate in educational planning and decision-making.

English Español

SPEDTex Family Resources

Browse articles, videos, webinars, printable guides, and statewide resources that help families understand every stage of the special education process.

Explore Resources

Explore the Parent Navigator

Continue your journey with the Mabank ISD Parent Navigator. Explore family-friendly information about Special Education, Dyslexia, Section 504, Transition Services, Child Find, helpful resources, and answers to frequently asked questions—all in one convenient location.

Visit Parent Navigator

Did You Know?

Families are important members of the educational team. Asking questions, sharing information about your child, and participating in meetings helps schools make informed decisions that support your child's success.

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A special education evaluation is designed to help us better understand your child's unique strengths and needs. It is not a test that students pass or fail. Instead, it provides information that helps determine whether your child may benefit from special education services and supports.

What to Expect

Parents provide written consent before an evaluation begins.

A multidisciplinary team of qualified professionals completes the evaluation.

Information is gathered from multiple sources, including classroom performance, observations, parent input, and formal assessments.

Assessments are selected based on your child's individual needs.

The evaluation helps identify strengths as well as areas where additional support may be needed.

Frequently Asked Questions

Will my child miss school?
Most evaluation activities are scheduled during the school day with minimal disruption to instruction.

Will I receive the results?
Yes. Families receive a copy of the completed evaluation and have an opportunity to review the results with the evaluation team.

Can I ask questions?
Absolutely. Families are encouraged to ask questions and actively participate throughout the evaluation process.

Does an evaluation automatically mean my child will receive special education services?
No. The evaluation provides information that helps the team determine whether your child meets eligibility requirements and needs specially designed instruction.

Our Goal

Every evaluation is individualized and designed to provide a complete picture of your child's strengths, needs, and educational performance. The information gathered helps families and educators make informed decisions together and ensure that every child receives the support they need to be successful.

If you're concerned about your child's development or learning, you probably have questions. Below are answers to some of the questions families ask most often about Child Find and the special education evaluation process.

Who can refer a child for an evaluation?

Anyone with concerns about a child's educational performance may initiate a conversation about a referral. Parents, guardians, teachers, school staff, physicians, childcare providers, and others may share concerns. Parents also have the right to request an evaluation in writing.

Does my child need a medical diagnosis?

No. A medical diagnosis is not required to request or receive a special education evaluation. Educational evaluations focus on how a disability may affect a student's ability to access and make progress in school.

How long does the evaluation process take?

After written parental consent is received, Texas timelines apply to completing the evaluation and holding an eligibility meeting. Your evaluation team will explain the timeline and keep you informed throughout the process.

What happens if my child is eligible?

If your child is determined eligible for special education services, the Admission, Review, and Dismissal (ARD) Committee will work with you to develop an Individualized Education Program (IEP) that addresses your child's unique strengths and needs.

What if my child is not eligible?

Even if a student is not eligible for special education, the school may discuss other supports or interventions that may help your child succeed in the classroom.

Is there a cost for an evaluation?

No. Evaluations completed through Mabank ISD as part of the Child Find process are provided at no cost to families.

Can homeschooled or private school students be referred?

Yes. Child Find responsibilities include identifying and evaluating eligible students attending private schools within the district and other children who may qualify under applicable federal and state requirements. Contact the Special Programs Department for more information.

Who should I contact if I still have questions?

Our Special Programs Department is here to help. We encourage you to contact us if you have questions about Child Find, the evaluation process, or available services. We are happy to guide you through the next steps.

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Dyslexia Resource Center

Mabank ISD is committed to identifying and supporting students with dyslexia and related disorders through high-quality instruction, evidence-based intervention, and meaningful collaboration with families. This page provides important information, guidance, and resources for parents, guardians, and educators.

What is Dyslexia?

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition, poor spelling, and decoding abilities.

These difficulties typically result from a deficit in the phonological component of language and are often unexpected in relation to other cognitive abilities and effective classroom instruction.

With appropriate identification, evidence-based instruction, accommodations, and family support, students with dyslexia can become successful readers and lifelong learners.

What is Dyslexia? (International Dyslexia Association)

"Dyslexia is a specific learning disability that is neurobiological 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."

— International Dyslexia Association

Every individual with dyslexia is unique. While characteristics vary from person to person, many individuals experience challenges in one or more of the following areas.

Reading

Difficulty reading accurately and fluently, recognizing unfamiliar words, sounding out words, and reading at an age-appropriate pace.

Spelling

Difficulty spelling common words, remembering letter patterns, and applying spelling rules consistently in written work.

Writing

Written work may contain spelling errors, omitted words, or difficulty organizing thoughts into written sentences and paragraphs.

Language Processing

Difficulty recognizing and manipulating sounds in words (phonological awareness), remembering verbal information, and quickly retrieving words.

Memory

Challenges remembering sequences, multi-step directions, sight words, math facts, and information presented verbally.

Organization

Difficulty organizing materials, managing time, taking notes, and planning written assignments despite strong reasoning abilities.

Dyslexia may present differently from one individual to another. The characteristics below are common indicators but do not necessarily mean a student has dyslexia. If you have concerns about your child's reading development, please contact your campus or the Mabank ISD Special Programs Department.

Preschool & Pre-K

  • Delayed speech development
  • Difficulty learning nursery rhymes
  • Difficulty recognizing rhyming words
  • Trouble learning the alphabet
  • Difficulty remembering letter names
  • Difficulty pronouncing longer words
  • Family history of dyslexia or reading difficulties

Elementary School

  • Difficulty sounding out words
  • Slow or inaccurate reading
  • Poor spelling
  • Difficulty reading aloud
  • Confusing similar letters or sounds
  • Avoiding reading activities
  • Difficulty remembering sight words

Middle School

  • Reads slowly compared to peers
  • Difficulty spelling unfamiliar words
  • Trouble organizing written assignments
  • Difficulty taking notes while listening
  • Avoids reading lengthy assignments
  • Needs extra time for reading and writing tasks
  • Difficulty learning a foreign language

High School & Beyond

  • Continues to read slowly
  • Difficulty spelling accurately
  • Needs additional time for reading assignments
  • Difficulty summarizing written information
  • Avoids reading whenever possible
  • Relies on audiobooks or technology supports
  • Strong reasoning skills despite reading challenges

Remember...

Dyslexia is not related to intelligence. Individuals with dyslexia often demonstrate strengths in creativity, problem-solving, critical thinking, innovation, and oral communication. With early identification, evidence-based instruction, appropriate accommodations, and family support, students with dyslexia can become confident, successful readers and lifelong learners.

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Whether your child is beginning the dyslexia identification process or already receiving services, Mabank ISD provides resources to help families understand procedures, instructional services, and available supports.

Dyslexia Screening Information

Best for families beginning the screening process.

Learn about dyslexia screening procedures, referral timelines, parent notifications, and frequently asked questions.

View Screening Information

Dyslexia Instructional Services

Best for families of students receiving dyslexia services.

Explore the evidence-based instructional services and intervention programs available to students identified with dyslexia.

Explore Instructional Services

MISD Dyslexia Services Manual

District procedures and guidance.

Review Mabank ISD's Dyslexia Services Manual outlining district procedures, instructional practices, parent rights, and available supports.

View Services Manual

Featured State Resource

Texas Dyslexia Handbook (2024)

Published by the Texas Education Agency, the Texas Dyslexia Handbook (2024) provides guidance for parents, educators, and school districts regarding the identification, evaluation, instruction, and support of students with dyslexia and related disorders.

Why Read the Texas Dyslexia Handbook?

Explains the identification and evaluation process.

Describes instructional requirements and evidence-based practices.

Answers common questions families have about dyslexia services.

Explains school district responsibilities under Texas law.

Reflects the current 2024 Texas requirements for dyslexia services.

The Texas Education Agency offers several publications designed specifically for parents. These resources explain dyslexia, answer frequently asked questions, and help families better understand the services available to students with dyslexia and related disorders.

Dyslexia & Related Disorders: Information for Parents

Recommended for families who are new to dyslexia.

Provides an easy-to-understand overview of dyslexia, related disorders, early identification, instructional supports, and educational services available in Texas public schools.

English Español

Texas Dyslexia Handbook Frequently Asked Questions

Helpful after reviewing the Texas Dyslexia Handbook.

Find answers to the most frequently asked questions received by the Texas Education Agency regarding the 2024 Texas Dyslexia Handbook.

English Español

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If you have questions about dyslexia screening, instructional services, accommodations, or available resources, the Mabank ISD Special Programs Department is here to help. We value our partnership with families and are committed to supporting every student's journey toward becoming a confident and successful reader.

Contact Information

Special Programs Department
Mabank Independent School District
310 E. Market Street
Mabank, Texas 75147

Phone:
(903) 880-1331

Email:
mbcathey@mabankisd.net

Need Additional Assistance?

If you have questions about your child's educational program or dyslexia services, please contact your child's campus or reach out to the Special Programs Department. We are happy to answer questions, provide guidance, and connect you with the appropriate staff member.

Contact the Special Programs Department

"Empowering Every Student through innovative approaches, collaboration, and specialized programs."

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Section 504 Resource Center

Mabank ISD is committed to ensuring that students with disabilities have equal access to educational opportunities. This resource center provides families with information about Section 504 eligibility, accommodations, parent rights, district procedures, and helpful state resources.

  • Meet Your Section 504 Coordinator

    Kelly Yttredahl

    Section 504 & Transition Coordinator

    Welcome!

    Thank you for visiting the Mabank ISD Section 504 Resource Center. Whether you're learning about Section 504 for the first time or your child already receives accommodations, my goal is to partner with families to ensure every student has equitable access to educational opportunities.

    I encourage you to explore the resources on this page, and if you have questions or need additional support, please don't hesitate to reach out. I look forward to working with you and your family.

    Email:
    kryttredahl@mabankisd.net

    Phone:
    (903) 880-1331

    Email Kelly

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Section 504 is a federal civil rights law that protects individuals with disabilities from discrimination. In schools, Section 504 helps ensure that students with disabilities have equal access to educational opportunities, programs, and activities.

A student may qualify for a Section 504 Plan if they have a physical or mental impairment that substantially limits one or more major life activities, such as learning, reading, concentrating, communicating, walking, seeing, hearing, or caring for oneself.

Section 504 accommodations are designed to provide equitable access to learning by removing barriers that may interfere with a student's ability to participate in school.

Did You Know?

Section 504 is part of the Rehabilitation Act of 1973 and applies to all public schools that receive federal funding.

The purpose of Section 504 is to ensure that students with disabilities have equal opportunities to participate and succeed in school alongside their peers.

Both Section 504 and Special Education support students with disabilities, but they serve different purposes. Understanding the differences can help families determine which supports may best meet their child's individual needs.

Section 504

Purpose
Provides equal access to education by removing barriers caused by a disability.

Law
Section 504 of the Rehabilitation Act of 1973.

Eligibility
A disability substantially limits one or more major life activities.

Support
Accommodations and related aids/services.

Plan
Section 504 Accommodation Plan.

Special Education (IDEA)

Purpose
Provides specially designed instruction and related services to meet unique educational needs.

Law
Individuals with Disabilities Education Act (IDEA).

Eligibility
Student meets one or more IDEA disability categories and requires specialized instruction.

Support
Specialized instruction, related services, accommodations, and modifications.

Plan
Individualized Education Program (IEP).

Which One Is Right for My Child?

Every student is unique. The information below provides a general overview of the differences between Section 504 and Special Education. Eligibility is determined through an individual evaluation and committee process based on each student's specific needs.

A Section 504 Plan May Be Appropriate If...

The student has a physical or mental impairment.

The impairment substantially limits one or more major life activities such as learning, reading, concentrating, communicating, walking, seeing, hearing, or caring for oneself.

The student needs accommodations to access the general education environment.

The student does not require specially designed instruction.

Special Education May Be Appropriate If...

The student meets eligibility requirements under the Individuals with Disabilities Education Act (IDEA).

The disability affects the student's educational performance.

The student requires specially designed instruction to make educational progress.

The student may also receive related services, accommodations, and modifications through an Individualized Education Program (IEP).

Important to Know

Students are evaluated individually. A student's eligibility for Section 504 or Special Education is determined through a comprehensive review of evaluation data and other relevant information by the appropriate school committee.

Some students may qualify for Section 504 accommodations, while others may qualify for Special Education services under IDEA. The appropriate program depends on the student's unique educational needs and applicable eligibility requirements.

Examples of Section 504 Accommodations

Every Section 504 Plan is developed based on a student's individual needs. The accommodations below are examples and are not intended to represent every accommodation that may be considered.

Classroom Accommodations

Preferential seating

Copies of teacher notes

Extended time for assignments

Frequent check-ins for understanding

Visual schedules and reminders

Testing Accommodations

Extended testing time

Small-group testing

Reduced-distraction setting

Frequent breaks

Use of approved testing accommodations

Health & Medical Supports

Medication access

Snack and water access

Restroom access

Health monitoring procedures

Emergency action plans

Organization & Executive Function

Assignment reminders

Planner checks

Chunking long assignments

Organizational supports

Additional time for transitions

Important Reminder

Section 504 accommodations are determined by the Section 504 Committee based on each student's individual needs. Not every student requires the same accommodations, and accommodations should be reviewed periodically to ensure they continue to provide equal access to educational opportunities.

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Every student is considered individually. The following steps provide a general overview of the Section 504 process in Mabank ISD.

Step 1

Referral

A concern is identified by a parent, teacher, campus staff member, or another individual regarding a student's need for accommodations.

Step 2

Evaluation & Data Review

The Section 504 Committee reviews evaluation information and other relevant data to determine eligibility.

Step 3

Eligibility Decision

The Section 504 Committee determines whether the student meets eligibility requirements under Section 504.

Step 4

Develop the 504 Plan

If eligible, the committee develops an individualized Section 504 Accommodation Plan based on the student's unique needs.

Step 5

Implementation & Annual Review

School staff implement the approved accommodations. The Section 504 Committee reviews the plan periodically to ensure it continues to meet the student's educational needs.

Parents Are Important Members of the Team

Parents are valuable partners throughout the Section 504 process. Families are encouraged to participate in meetings, share information about their child's strengths and needs, ask questions, and work collaboratively with school staff to develop accommodations that provide equal access to learning.

Parent Rights Under Section 504

Parents and guardians play an important role throughout the Section 504 process. Federal law provides specific rights designed to ensure families are informed, involved, and able to participate in educational decisions affecting their child.

You Have the Right To...

Receive notice regarding your child's identification, evaluation, and placement decisions.

Participate as a member of the Section 504 Committee.

Review educational records related to your child.

Provide information that helps the committee understand your child's needs.

Request a review of your child's Section 504 Plan if needs change.

Additional Procedural Rights

Receive notice of your procedural safeguards under Section 504.

Request an impartial hearing if you disagree with decisions made by the Section 504 Committee.

File a grievance or complaint if you believe discrimination has occurred.

Be treated as an equal partner throughout the Section 504 process.

Working Together

Mabank ISD believes that strong partnerships between families and schools lead to better outcomes for students. We encourage parents to ask questions, share concerns, and actively participate throughout the Section 504 process.

Mabank ISD is committed to ensuring students with disabilities have equal access to educational opportunities. The resources below provide important information about our district's Section 504 procedures, referral process, forms, and available supports.

Section 504 Handbook

District procedures and parent information.

Review Mabank ISD's Section 504 Handbook to learn about eligibility, evaluations, accommodations, annual reviews, and parent participation throughout the Section 504 process.

View Handbook

Referral Information

Learn how students are referred for Section 504.

Find information about who may refer a student, how referrals are reviewed, and what families can expect during the evaluation process.

Learn More

Forms & Documents

Frequently requested district forms.

Access Section 504 forms, parent notices, procedural documents, and additional resources used throughout the Section 504 process.

View Forms

Contact Your Coordinator

Questions? We're here to help.

Connect with Mabank ISD's Section 504 Coordinator, Kelly Yttredahl, for questions regarding referrals, eligibility, accommodations, annual reviews, or parent resources.

Email:
kryttredahl@mabankisd.net

Phone:
(903) 880-1331

Featured State Resource

Texas Education Agency Section 504 Website

The Texas Education Agency's Section 504 webpage serves as the official source for guidance, technical assistance, family resources, and important updates regarding Section 504 services in Texas public schools.

What You'll Find

Technical Assistance for Section 504

Section 504 Fact Sheet for Families

Parent & Educator Resource Guide

Frequently Asked Questions

Information about evaluations, placement, and procedural safeguards

Visit the TEA Section 504 Website

TEA & U.S. Department of Education Resource Library

Explore these trusted resources to learn more about Section 504, parent rights, student protections, and school responsibilities.

TEA Section 504 Fact Sheet

An overview of Section 504 eligibility, evaluations, accommodations, and parent rights.

English Español

Parent & Educator Resource Guide

A comprehensive guide published by the U.S. Department of Education explaining Section 504 requirements and school responsibilities.

Open Guide

Section 504 Frequently Asked Questions

Answers common questions regarding Section 504 and Free Appropriate Public Education (FAPE).

View FAQs

Visit the TEA Section 504 Website

Browse the complete collection of TEA guidance documents, technical assistance, presentations, and additional Section 504 resources.

Visit Website

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Below are answers to some of the questions families most frequently ask about Section 504. If you have additional questions, please contact the Mabank ISD Section 504 Coordinator.

Can my child have both a Section 504 Plan and an IEP?

No. Students who are eligible for Special Education under the Individuals with Disabilities Education Act (IDEA) receive their accommodations and services through an Individualized Education Program (IEP). A separate Section 504 Plan is generally not developed.

Who serves on the Section 504 Committee?

The Section 504 Committee typically includes individuals who are knowledgeable about the student, evaluation information, and available accommodations. Parents are important members of the team and are encouraged to participate in all meetings.

How often is a Section 504 Plan reviewed?

Section 504 Plans are reviewed periodically and whenever a student's needs change. Mabank ISD also conducts regular reviews to ensure accommodations continue to provide equal access to educational opportunities.

Can I request a Section 504 evaluation?

Yes. Parents, guardians, teachers, or other school staff members may request that a student be considered for a Section 504 evaluation if there is reason to believe the student has a disability that substantially limits a major life activity.

Can accommodations change over time?

Yes. Accommodations should reflect a student's current educational needs. The Section 504 Committee may revise accommodations whenever new information indicates changes are appropriate.

What happens if my child transfers to another school?

When a student transfers, the receiving school reviews available records and determines how Section 504 services will be provided. Families are encouraged to share current documentation to help ensure a smooth transition.

Does a medical diagnosis automatically qualify my child for a Section 504 Plan?

Not necessarily. A medical diagnosis is one source of information the Section 504 Committee considers. The committee also reviews evaluation data and determines whether the student's physical or menatl impairment substantially limits one or more makor life activities. Eligibility decisions are made individually based on the student's unique needs.

We're Here to Help

Navigating Section 504 services can sometimes feel overwhelming, but you don't have to do it alone. The Mabank ISD Special Programs Department is committed to partnering with families to ensure every student has equitable access to educational opportunities and the supports they need to succeed. If you believe your child may need accommodations due to a disability, contact your campus or the Section 504 Coordinator to discuss your concerns and learn about the referral process.

Contact the Special Programs Department

Mabank ISD Special Programs Department
310 E. Market Street
Mabank, Texas 75147

Phone
(903) 880-1331

Email
mbcathey@mabankisd.net

Email Our Department

Helpful Links

Need additional information or district resources?

Visit the Special Programs Hub

Request Student Records

Empowering Every Student.
Cultivating an enriching educational environment through innovative approaches, collaboration, and specialized programs.

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Life After High School Starts Today

Every student deserves a future filled with opportunities.

Transition planning is about much more than preparing for graduation. It's about helping students discover their strengths, develop confidence, build independence, and prepare for meaningful lives after high school.

Whether a student's future includes college, technical training, competitive employment, military service, independent living, or community participation, Mabank ISD is committed to helping every student develop the knowledge, skills, and experiences needed to achieve their goals.

Together, students, families, educators, and community partners create a pathway toward a successful and fulfilling future.

Transition planning is a journey that begins before high school graduation. Each stage builds upon the last, helping students develop the skills and confidence needed for success after high school.

Middle School

"How do we begin preparing?"

Explore strengths and interests.

Develop self-advocacy skills.

Participate in career awareness activities.

Build independence at school and home.

Age 14+

"What happens now?"

Transition planning becomes part of the student's IEP.

Discuss future education, employment, and independent living goals.

Develop measurable postsecondary goals.

Identify transition services needed for success.

High School

"How do we prepare for adulthood?"

Explore college, career, military, and technical training opportunities.

Participate in work-based learning experiences.

Learn independent living and self-advocacy skills.

Connect with community agencies and adult service providers.

Graduation & Beyond

"What's next?"

Begin college, career, military service, or vocational training.

Access adult agencies and community resources.

Continue building independence and self-determination.

Pursue personal goals with confidence.

Remember

Every student's transition journey is unique. Transition planning is individualized and is based on each student's strengths, preferences, interests, and postsecondary goals. Families, students, educators, and community partners all play an important role in planning for a successful future.

Transition planning focuses on preparing students for success in adulthood. Every student's journey is unique, but these four areas provide the foundation for planning a meaningful future.

Education & Training

Preparing for lifelong learning.

College and university opportunities

Technical and trade schools

Certification programs

Apprenticeships

Continuing education

Employment

Building career readiness.

Career exploration

Job shadowing

Work-based learning

Resume and interview skills

Competitive employment

Independent Living

Developing life skills.

Transportation

Money management

Healthcare management

Daily living skills

Housing options

Community Participation

Becoming an active member of the community.

Recreation and leisure

Volunteer opportunities

Community involvement

Self-advocacy

Adult service agencies

Planning for Success

Transition planning is individualized for every student. The goals, services, and activities included in a student's transition plan are based on their strengths, interests, preferences, and future aspirations. Together, families, educators, and community partners help students build the skills needed for a successful transition to adulthood.

Successful transition planning is a team effort. Each team member brings valuable knowledge, experience, and support to help students prepare for life after high school.

The Student

The most important member of the team.

Students share their interests, strengths, preferences, and goals while learning to advocate for themselves and actively participate in planning for their future.

Parents & Guardians

Partners throughout the journey.

Families provide valuable insight into their child's strengths, needs, interests, and future goals while helping guide important decisions.

School Team

Supporting student success.

Teachers, special education staff, related service providers, counselors, and administrators work together to develop meaningful transition goals and services.

Transition Coordinator

Connecting school with the future.

The Transition Coordinator helps families navigate transition planning, connects students with community resources, and supports planning for postsecondary success.

Community Partners

As students prepare for adulthood, community organizations may become valuable members of the transition team. Depending on a student's goals, partners may include colleges, technical schools, vocational rehabilitation services, employers, workforce agencies, independent living centers, and other adult service providers.

Transition planning is a journey that helps students move from school to adult life. Each step builds the knowledge, confidence, and experiences needed to achieve future goals.

Step 1: Dream

Discover your future possibilities.

Students explore their interests, strengths, talents, and dreams while beginning to think about what they want their future to look like after high school.

Step 2: Plan

Create a pathway for success.

The ARD Committee works together with students and families to develop measurable postsecondary goals and identify transition services that support those goals.

Step 3: Explore

Experience new opportunities.

Students participate in career exploration, work-based learning, college visits, technical training opportunities, community experiences, and other activities that help them discover future possibilities.

Step 4: Prepare

Build lifelong skills.

Students strengthen academic, employment, self-advocacy, communication, and independent living skills needed for success in adulthood.

Step 5: Achieve

Step confidently into the future.

Graduation is not the end of the journey—it is the beginning of a new chapter. Students leave high school prepared for college, careers, military service, technical training, independent living, and meaningful participation in their communities.

Every Journey Is Different

There is no single path to success. Transition planning recognizes that every student's goals are unique. Together, students, families, educators, and community partners work to create a personalized plan that prepares each student for a successful future.

One of the most important skills students develop during transition planning is self-advocacy. Learning to understand personal strengths, communicate needs, and make informed decisions prepares students for success in college, careers, and adult life.

What is Self-Advocacy?

Understanding your strengths and challenges.

Knowing your learning style and supports that help you succeed.

Setting personal and career goals.

Making informed decisions about your future.

Speaking up respectfully when you need help or accommodations.

How Families Can Help

Encourage your child to participate in ARD meetings.

Allow your child to practice making age-appropriate decisions.

Help your child identify personal strengths and interests.

Discuss future education, employment, and independent living goals together.

Celebrate growth, independence, and problem-solving skills.

Remember

Self-advocacy develops over time. Every opportunity to make choices, ask questions, solve problems, and participate in planning helps students build the confidence they'll need as adults.

Transition planning can seem overwhelming at first. Below are answers to some of the questions families ask most often as they prepare students for life after high school.

When does transition planning begin?

In Texas, transition planning is required to be included in a student's Individualized Education Program (IEP) beginning no later than the first IEP to be in effect when the student turns 14 years old. Planning may begin earlier if appropriate.

Who participates in transition planning?

The student is the most important member of the transition team. Parents, special education staff, general education teachers, related service providers, administrators, and, when appropriate, representatives from community agencies all work together to support the student's future goals.

What are postsecondary goals?

Postsecondary goals describe what a student plans to do after high school in the areas of education or training, employment, and, when appropriate, independent living. These goals guide transition planning and help determine needed services and activities.

Can outside agencies attend an ARD meeting?

Yes. With parent or adult student consent, representatives from agencies such as Texas Workforce Solutions–Vocational Rehabilitation, colleges, community organizations, or other adult service providers may be invited to participate when appropriate.

What is the Texas Transition and Employment Guide?

The Texas Transition and Employment Guide is a statewide resource that helps families understand transition planning, graduation options, employment supports, community services, and planning for adulthood.

Will my child continue receiving services after graduation?

Special education services provided through the school district generally end when a student graduates with a regular high school diploma or reaches the maximum age for eligibility. Transition planning helps connect students with adult agencies and community resources that may provide ongoing support after high school.

How can families support successful transition planning?

Encourage your child to participate in ARD meetings, explore career interests, practice self-advocacy, build independence, and discuss future goals together. Transition planning works best when students and families are active participants throughout the process.

Mabank ISD Transition Resources

Mabank ISD offers transition services and resources to help students prepare for life after high school. Explore the resources below to learn more about transition planning, assessments, community connections, and support available to students and families. If your child is approaching age 14 or older and has an IEP, talk with your ARD Committee about transition planning and your child's postsecondary goals. Explore the Texas Transition & Employment Guild together and begin discussing future education, employment, and independent living goals as a family.

Transition Planning Guide

Learn how transition services support students in preparing for adulthood.

Explore Mabank ISD's transition planning information, graduation planning, and resources that help students prepare for education, employment, and independent living.

View Guide

Transition Assessments

Planning begins with understanding the student.

Transition assessments help identify each student's strengths, interests, preferences, and future goals. These results guide the development of individualized transition services.

Learn More

Community Agencies

Connecting students to adult services.

Learn about agencies that support employment, postsecondary education, independent living, vocational rehabilitation, and other adult services after graduation.

Community Resources

Contact Your Coordinator

Questions? We're here to help.

Connect with Mabank ISD's Transition Coordinator for guidance on transition planning, community agencies, graduation planning, employment resources, and postsecondary opportunities.

Email:
kryttredahl@mabankisd.net

Phone:
(903) 880-1331

Featured State Resource

Pathways: The Texas Transition & Employment Guide

The Texas Transition & Employment Guide is the official statewide resource developed to help students with disabilities and their families prepare for life after high school. The guide provides practical information about transition planning, graduation, employment, postsecondary education, independent living, and adult services.

Inside the Guide

Transition planning and the ARD process

Graduation options

College and career planning

Employment and vocational resources

Independent living and community supports

English Español

Texas Transition Learning Center

Explore these trusted Texas resources to help students and families prepare for college, careers, independent living, self-advocacy, and life after high school.

Texas Transition & Employment Guide

Updated August 2025

The official statewide guide for students with disabilities and their families.

English Español

Texas Project FIRST

Family-friendly articles, transition planning resources, self-advocacy information, checklists, and practical tools designed specifically for parents.

Explore Resources

Texas SPED Support Transition Resources

Explore statewide transition guidance, printable resources, family supports, professional learning opportunities, and planning tools from Texas SPED Support.

View Resources

Vocational Rehabilitation Services

Texas Workforce Commission Vocational Rehabilitation Services helps students prepare for employment, postsecondary education, workplace readiness, and successful careers.

Visit Website

Information About the Texas Transition & Employment Guide

Learn why families receive the Texas Transition & Employment Guide, when transition planning begins, how the guide is used during the ARD process, and how it supports planning for life after high school.

Learn More

Did You Know?

Texas law requires school districts to make the Texas Transition & Employment Guide available to students and families receiving transition services. Families receive information about the guide when transition planning is first discussed during the ARD process and whenever the guide is updated.

We encourage families to bookmark this resource and revisit it throughout middle school and high school as students prepare for college, careers, independent living, and adult services.

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