Expect More, Achieve More

Jammie Hayes

Executive Director of Special Services

972-563-7580 ext. 3454


Debbie Peden

Secretary to the Executive Director

972-563-7580 ext. 3452



Julie Adams

Diagnostician – THS

972-563-7580 ext. 3469



Mindy Burris

Special Services Coordinator

972-563-7580 ext. 3463



Diana Dophied

Diagnostician – WHB

972-563-7580 ext. 3467



Alondra Luna

Diagnostician – WES

972-563-7580 ext. 3465



Dawn Striplin

Diagnostician - FMS

972-563-7580 ext. 3468



Jennifer Broughton

Licensed Specialist in School Psychology

972-563-7580 ext. 3457



Susanna Knight

Licensed Specialist in School Psychology

972-563-7580 ext. 3461



LaFondra Leonard

Licensed Specialist in School Psychology

972-563-7580 ext. 3456



Charla Frazier

Behavior Specialist

972-563-7580 ext. 3458



Terrell Tillis

Behavior Specialist

972-563-7580 ext. 3459



Emily Kefayati

Behavior Specialist

972-563-7580 ext. 3459



Kylie Palos

Homebound Teacher

972-563-7580 ext. 3470



Rocio Zeisel

Bi-Lingual Interpreter

972-563-7580 ext. 3466


Rosa Almazan

PEIMS Secretary

972-563-7580 ext. 3470


Special Services 

The Special Services Department supports the administration with the coordination and implementation of several school district programs.  Numerous programs are available for students with disabilities from birth through age 21 in the Special Services Department of Terrell ISD. 



Special Education is specially designed instruction delivered in an environment that is appropriate for the child’s needs. To receive special education services, a child must meet criteria defined by the Texas Education Agency (TEA) and the IDEIA of 2004 (Individuals with Disabilities Education Improvement Act of 2004).

Program Overview: English | Spanish

COVID-19 Special Education Resources

Delayed or Denied Evaluations & Compensatory Services

Evaluaciones Retrasadas o Denegadas & Servicios Compensatorios



In accordance with Federal Regulations, Individuals with Disabilities Act, Child Find identification (34CFR section 300.125, 300.451), this is notification that Terrell Independent School District, located at 700 N. Catherine Street, Terrell, Texas has a child find system for identifying, locating, and evaluating all children with disabilities, from birth to 21 years of age, residing in the district,  including children with disabilities attending private schools, regardless of the severity of their disabilities, and who are in need of special education and related services

Senate Bill 139 notice to families: English | Spanish


Full and Individual Evaluations are available by appropriate referral for students residing within the Terrell ISD.  Evaluation personnel serve each school by administering evaluations, making recommendations for IEP development, and assisting school staff. 


The following is a list of disabilities that may determine a student’s eligibility for Special Education Services:


  • Auditory Impairment

  • Autism

  • Deaf-Blind

  • Emotional Disturbance

  • Learning Disability

  • Intellectual Disability

  • Multiple Disabilities

  • Orthopedic Impairment

  • Other Health Impairment

  • Speech Impairment

  • Traumatic Brain Injury

  • Visual Impairment

  • Non-Categorical Early Childhood


Terrell ISD will provide a Free and Appropriate Public Education to children with disabilities.  Based on the ARD Committee’s decision, the following programs are available within or through Terrell ISD: 

  • Inclusion

  • Resource Room

  • Behavior Adjustment Class (BAC)

  • Life Skills Instruction

  • Community Based Instruction

  • Pre-School Program for Children with Disabilities

  • Hospital/Homebound

  • Speech Therapy

  • Deaf Education

  • Related Services 


Click here for more information about these programs.




REVISED 2021-Texas Transition and Employment Guide


This transition and employment guide is for the student in Texas public schools who may have received special education services due to a disability.  It also provides helpful information for parents.  This guide has steps you can take to make sure you are able to find the right work or educational choices for you after high school.  It also informs you where to receive the services you will need after high school.


English and Spanish Version: www.tea.texas.gov


For more information about transition planning contact, Terrell ISD District Transition Designee, Julie Adams at 972-563-7525.


What is Section 504?


Section 504 of the Rehabilitation Act of 1973 was designed to eliminate discrimination against any student with a disability in any program offered by the school district.  Section 504 states that:


No otherwise qualified individual with a disability shall solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any other program or activity receiving federal financial assistance.


What is the definition of a disabled student under Section 504?


A disabled student is one who:


  • Has a physical or mental impairment that substantially limits one or more major life activities, including learning

  • Has a record of such impairment

  • Is regarded as having such impairment


Who should be contacted if there is a question about a student qualifying for services under Section 504?

Every campus has a designated Campus 504 Coordinator.  Contact your home campus if you have any questions or contact the District 504 Director.


Pursuant to Section 504 of the Rehabilitation Act of 1973, Terrell ISD 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 and placement into section 504 programs, please contact the District’s Section 504 Director Debi Rogers at 972-563-7580 or your child’s campus 504 Coordinator.


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.


The intent of the Terrell ISD Dyslexia Services is to match specialized instruction to the individual needs of student with dyslexia and related disorders in order to provide opportunities for these student to develop their full potential as independent readers and prepare them to lead successful and productive lives.