Special Education

Ki Charter freely and appropriately educates all students (including those identified with special needs and abilities) in the least restrictive environment suitable for their individual needs in accordance with federal and state laws. We offer educational and support services in and out of the classroom that support the academic, social, and developmental achievement of each student at Ki. All of our teachers are special education certified and receive mental health training as part of an ongoing effort to educate the whole child.

Response To Intervention

We are committed to meeting the needs of every student in our school, even if they have not yet been identified as needing 504 or special education services. To do that, we employ a process called Response to Intervention (RTI). Response to Intervention allows teachers to monitor student growth and instructional needs in the classroom. It helps quickly identify students who need additional support and provides them with alternate instruction or intervention before they fail. Teachers continue to monitor RTI student progress to determine if the interventions are working or if  a student needs additional support. This early intervention is often the most efficient and effective measure of moving a student toward success. 

RTI consists of three tiers or levels of intervention. Every student within our building falls under one of these tiers.

  • Tier 1 is our regular education program (including core academics, social-emotional learning, CTE programming, and assessments) taught in the regular classroom.
  • Tier 2 encompasses the first sign of student struggle, be it academic or behavioral, and the corresponding interventions teachers use to address those concerns. At the tier 2 level, teachers meet regularly with the RTI team to review student progress and intervention implementation. Intervention may include supplemental activities, small group instruction, tutoring, etc. Nearly all interventions at this level are provided in the regular classroom and in addition to whole-class instruction.
  • Tier 3 intervention includes additional supports that students receive in addition to tier 1 and 2 instruction that helps them successfully navigate life in the classroom. It may include multiple “check-ins” throughout the day, one-on-one instruction with a teacher-aide, or repeated skills practice.

If students are still not making significant progress with Tier 3 supports, teachers may request that they be evaluated for special education services.

Admission, Review, and Dismissal into Special Education

While parents may request an evaluation for special education or Section 504 services at any time, teachers may request that a student be evaluated for SPED services in response to insufficient gains within RTI. We hold annual Admission, Review, and Dismissal (ARD) meetings for each student who qualifies for special education and related services in accordance with the Individuals with Disabilities Education Act (IDEA) and state law. During these meetings, committee members create and/or modify an appropriate Individual Education Program (IEP) plan for identified students. Committee members may request additional meetings throughout the year to discuss identified students’ progress and future goals. If needed, ARD committee members may also create a Behavior Intervention Plan (BIP) for identified students with autism during these meetings.

English as a Second Language (ESL)

Under Texas Education Code chapter 29, subchapter B, Ki Charter Academy identifies Limited English Proficient (LEP) learners to provide appropriate ESL services to help them succeed in the classroom. We make every effort to ensure that limited English language skills do not hinder learners from participating in any of our educational and CTE programs. Students with disabilities, who are also LEP learners, also receive these services as part of their IEP.