St. Mary's Academy Charter School

  • Home
  • District
    • School Board
    • Board Committees
    • Business Office
    • Mission and Vision
    • History
    • Human Resources
    • Special Programs
    • Health-Related Policies
    • Program Supporters
  • Safety & Security
  • Staff
    • SMACS Email
    • Faculty & Staff
    • SMACS Library
    • SMACS Grade Portal
    • Employee Handbook
    • Employee Notices
  • Students
    • Report a Bully
    • Principal's Message
    • School Calendar
    • School Cafeteria News
    • School Supply List
    • Student Handbook/Conduct
    • Parent/Student Links
    • Portal for Gradebook
    • News & Announcements
    • Photo Gallery
  • Required Postings
    • Academic
    • Administrative
    • Accountability
    • Child Find
    • Finance/Business
    • Title I Services
    • Title IX Coordinator
    • Texas Transition Guide
    • ESSER III
  • ACE After School
  • More
    • Home
    • District
      • School Board
      • Board Committees
      • Business Office
      • Mission and Vision
      • History
      • Human Resources
      • Special Programs
      • Health-Related Policies
      • Program Supporters
    • Safety & Security
    • Staff
      • SMACS Email
      • Faculty & Staff
      • SMACS Library
      • SMACS Grade Portal
      • Employee Handbook
      • Employee Notices
    • Students
      • Report a Bully
      • Principal's Message
      • School Calendar
      • School Cafeteria News
      • School Supply List
      • Student Handbook/Conduct
      • Parent/Student Links
      • Portal for Gradebook
      • News & Announcements
      • Photo Gallery
    • Required Postings
      • Academic
      • Administrative
      • Accountability
      • Child Find
      • Finance/Business
      • Title I Services
      • Title IX Coordinator
      • Texas Transition Guide
      • ESSER III
    • ACE After School
  • Home
  • District
    • School Board
    • Board Committees
    • Business Office
    • Mission and Vision
    • History
    • Human Resources
    • Special Programs
    • Health-Related Policies
    • Program Supporters
  • Safety & Security
  • Staff
    • SMACS Email
    • Faculty & Staff
    • SMACS Library
    • SMACS Grade Portal
    • Employee Handbook
    • Employee Notices
  • Students
    • Report a Bully
    • Principal's Message
    • School Calendar
    • School Cafeteria News
    • School Supply List
    • Student Handbook/Conduct
    • Parent/Student Links
    • Portal for Gradebook
    • News & Announcements
    • Photo Gallery
  • Required Postings
    • Academic
    • Administrative
    • Accountability
    • Child Find
    • Finance/Business
    • Title I Services
    • Title IX Coordinator
    • Texas Transition Guide
    • ESSER III
  • ACE After School
<img src="book.png" alt="">

Welcome

SMACS Special Programs & Special Education Departments

Special Programs Department

Contact us

Mari Salinas, Director of Special Programs

Rachel Bazan, Dyslexia and English as a Second Language Program Teacher (ESL) & Interventionist

Rachel Bazan, Dyslexia and English as a Second Language Program Teacher (ESL) & Interventionist

(361) 358-5601 x 1510

msalinas@smacs.net

Rachel Bazan, Dyslexia and English as a Second Language Program Teacher (ESL) & Interventionist

Rachel Bazan, Dyslexia and English as a Second Language Program Teacher (ESL) & Interventionist

Rachel Bazan, Dyslexia and English as a Second Language Program Teacher (ESL) & Interventionist

 (361) 358-5601 x 1290
rbazan@smacs.net


Victoria Shay, GT Teacher

Rachel Bazan, Dyslexia and English as a Second Language Program Teacher (ESL) & Interventionist

Victoria Shay, GT Teacher

(361) 358-5601 x 1290

rbazan@smacs.net

SPECIAL EdUCATION DEPARTMENT

contact us...

Mari Salinas, Director of Special Education

Mari Salinas, Director of Special Education

Mari Salinas, Director of Special Education

 361-358-5601 x 1510  
msalinas@smacs.net

Donna Classen, SPED Interventionist

Mari Salinas, Director of Special Education

Mari Salinas, Director of Special Education

 361-358-5601 x 1565
dclassen@smacs.net 


Nancy Cavallin, SPED Teacher

Melissa Zapata, Paraprofessional

Melissa Zapata, Paraprofessional

361-362-5601 x 1562 

 ncavallin@smacs.net


Melissa Zapata, Paraprofessional

Melissa Zapata, Paraprofessional

Melissa Zapata, Paraprofessional

361-362-5601 x 1562 

mzapata@smacs.net


hOW TO cONTACT SPEDTEX

<img src="spedtexlogo.png" alt="">

CLICK ON THE LOGO FOR MORE INFO

  

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

Dyslexia

<img src="dyslexia.png" alt="">

Dyslexia

DEFINITIONS AND CHARACTERISTICS OF DYSLEXIA


The student who struggles with reading and spelling often puzzles teachers and parents. The student displays the ability to learn in the absence of print and receives the same classroom instruction that benefits most children; however, the student continues to struggle with some or all of the many facets of reading and spelling. This student may be a student with dyslexia.


TEC §38.003 defines dyslexia and related disorders in the following way:

“Dyslexia” means a disorder of constitutional origin manifested by a difficulty in learning to read, write, or spell, despite conventional instruction, adequate intelligence, and sociocultural opportunity.


“Related disorders” include disorders similar to or related to dyslexia, such as developmental auditory imperceptions, dysphasia, specific developmental dyslexia, developmental dysgraphia, and developmental spelling disability.


TEC §38.003(d)(1)-(2) (1995)

http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.38.htm#38.003

The International Dyslexia Association defines “dyslexia” in the following way:

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. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.


Adopted by the International Dyslexia Association Board of Directors,

November 12, 2002


Students identified as having dyslexia typically experience primary difficulties in phonological awareness, including phonemic awareness and manipulation, single-word reading, reading fluency, and spelling.


Consequences may include difficulties in reading comprehension and/or written expression. These difficulties in phonological awareness are unexpected for the student’s age and educational level and are not primarily the result of language difference factors. Additionally, there is often a family history of similar difficulties.

Dyslexia and Related Disorders link to TEA

https://tea.texas.gov/academics/special-student-populations/dyslexia-and-related-disorders 

Link for Parents

Special Education Legal Documents:

https://fw.escapps.net/Display_Portal?destination=/

Downloadable resources

See Downloadable Resources (English & Spanish) below for links to Dyslexia Handbooks and related disorders

Texas Transition Guide

<img src="texastransitionlogo.png" alt="">

Texas Transition Guide

The  Texas Transition and Employment Guide | Texas SPED Support is a living document and will update regularly by TEA/STPSRN statewide lead. The Texas Transition and Employment Guide provides youth, young adults, parents and professionals with secondary transition resources to facilitate a young person’s progress towards post-secondary goals to education, employment, and community living.


Contact Stan Simonson for any other questions you may have. 361-358-5601 ext. 1270

Texas Transition & Employment Guide English & Spanish

Transition & Employment Guide English (pdf)

Download

Transition & Employment Guide Spanish (pdf)

Download

supporting english learners in texas

Find out more

Downloadable Resources English as a second language English

ESL Brochure Combined English (pdf)

Download

ESL Brochure Combined Spanish (pdf)

Download

Downloadable resources (English & Spanish)

2024 Texas Dyslexia Handbook Updated August 2024 (pdf)

Download

2024 Dyslexia Handbook Spanish (pdf)

Download

ARD Guide - English (pdf)

Download

ARD Guide - Spanish (pdf)

Download

Compensatory Services English & Spanish (pdf)

Download

Dyslexia for Parents 7428 English Version (Spanish Version Not Currently Available) (pdf)

Download

Gifted and Talented State Plan English (pdf)

Download

Gifted and Talented State Plan Spanish (pdf)

Download

IDEA English (pdf)

Download

IDEA Spanish (pdf)

Download

Notice of Procedural Safeguards - English (pdf)

Download

Notice of Procedural Safeguards - Spanish (pdf)

Download

Section 504 Fact Sheet English (pdf)

Download

Section 504 Facet Sheet Spanish (pdf)

Download

Additional Resources

<img src="teaspedlogo.png" alt="">

St. Mary's Academy Charter School, 410 N Tyler, Beeville, Texas 78102 

Mailing: 507 N. Filmore, Beeville, Texas 78102

Phone: (361) 358-5601

Fax: (361) 358-3503


Copyright © 2025 St. Mary's Academy Charter School - All Rights Reserved.

Powered by