If a parent makes a written request for an initial evaluation for special education services to the director of special education services or an administrative employee of the school district or open enrollment charter school, the district or charter school must respond no later than 15 school days after receiving the request. At that time, the district or charter school must give the parent a prior written notice of whether it agrees to or refuses to evaluate the student, along with a copy of the Notice of Procedural Safeguards. If the school district or charter school agrees to evaluate the student, it must also give the parent the opportunity to give written consent for the evaluation.

Please note that a request for a special education evaluation may be made verbally and does not need to be in writing. Districts and charter schools must still comply with all federal prior written notice and procedural safeguard requirements and the requirements for identifying, locating, and evaluating children who are suspected of being a child with a disability and in need of special education. However, a verbal request does not require the district or charter school to respond within the 15-school-day timeline.

If the district or charter school decides to evaluate the student, it must complete the student’s initial evaluation and evaluation report no later than 45 school days from the day it receives a parent’s written consent to evaluate the student. However, if the student is absent from school during the evaluation period for three or more school days, the evaluation period will be extended by the number of school days equal to the number of school days that the student is absent.

There is an exception to the 45-school-day timeline. If a district or charter school receives a parent’s consent for the initial evaluation at least 35 but less than 45 school days before the last instructional day of the school year, it must complete the written report and provide a copy of the report to the parent by June 30 of that year. However, if the student is absent from school for three or more days during the evaluation period, the June 30th due date no longer applies.

Instead, the general timeline of 45 school days plus extensions for absences of three or more days will apply.

Upon completing the evaluation, the district or charter school must give the parent a copy of the evaluation report at no cost.

Additional information regarding special education is available from the district or charter school in a companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.

Contact Person for Special Education Referrals: 

Blaire Buchanan 

903-566-2441

Who We Serve

• Students diagnosed with dyslexia.

• Students in Kindergarten through 12th grade.

• Students of the English and Spanish language.

Neuhaus Curriculum

• Basic Language Skills

• Reading Readiness

• Scientific Spelling

• Multisensory Grammar

• Colors and Shapes of Language

• Developing Metacognitive Skills

• Neuhaus Academy

Dyslexia Specialists

• Yesenia Garcia (CALP) - Jackson Elementary and Wise Elementary

  • garciay@chapelhillisd.org

• Camie Evans (CALP) - Wise Elementary

  • evansc@chapelhillisd.org

• Sabrina Dean (CALP) - Wise Elementary

  • deans@chapelhillisd.org

• Kreshenda Gipson - Kissam Intermediate

  • gipsonkr@chapelhillisd.org

• Laura Walsh - Kissam Intermediate

  • walshl@chapelhillisd.org

• Miranda Greenlee - Kissam Intermediate and High School

  • greenleem@chapelhillisd.org

• Daci West - Junior High

  • westd@chapelhillisd.org

Mission Statement

Our mission for Multi-Tiered System of Supports (MTSS) is to use a whole-child approach to address those who are struggling, and even those who are not struggling, with learning and undesired behaviors

Vision Statement

Our vision for using the Multi-Tiered System of Supports (MTSS) is for our students to have access to the best instructional practices in the general education setting.

MTSS Services

MTSS provides both targeted academic and behavior support by addressing the whole student academically, social-emotionally, and behaviorally.

• Accommodations for both classroom and state testing;

• Access to additional behavioral supports.

Mission Statement

 Our mission for Section 504 is to ensure every student with a disability has the right to the highest quality education and that our staff members, who serve these students, are trained to implement each student’s education plan with fidelity. 

Vision Statement

Our vision for Section 504 is to create a cohesive and comprehension student support framework that addresses the whole child.

Section 504 Services

Section 504 can provide students with disabilities:

• Accommodations for both instructional and state testing;

• Behavior plans;

• Medical accommodations plan.

Contact Person for Section 504 Referrals: 

Amber LaFayette 

903-566-2441