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Executive Director of Special Education
Executive Director of Special Education
Gracie Garcia
361-664-0981 Ext 1025

Mrs. Gracie Garcia has 24 years of experience in Texas Public Education. She began her career in education as a High School Special Education teacher. It was during this time, that she discovered her passion for working with children with special needs. During her 24 years in education, Gracie has enhanced the life of students in different capacities including: High School Special Education teacher, High School Reading teacher, TAAS preparation teacher, ARD Facilitator, Educational Diagnostician, Assistant Principal, and Principal. Gracie is a proud native of Alice, Texas and a graduate of Alice High School and a dedicated Alice Coyote fan.
Gracie began her journey in education by receiving a Bachelor’s Degree from Texas A&M University- Kingsville. She continued her education and went on to receive a Master’s Degree in Special Education and a Principal Certification from Texas A&M University –Kingsville.
Mrs. Garcia has been happily married to her husband, Manuel, for 34 years. They have two beautiful children and a precious grandson. Gracie especially enjoys spending time with the family and with friends, running, boating, attending sports events, and concerts. She is honored to serve her community as the Executive Director of Special Education and 504 Services for Alice ISD.

Staff Members
  • Special Olympics
  • Jim Wells County Fair 2018
Serving Children With Special Needs
The goal of the Special Education Department of Alice ISD is to provide students with disabilities valuable educational experiences that prepare them for the future. Each student with a disability has the opportunity to participate in appropriate educational settings designed to meet his/her individual needs. Services are provided in the least restrictive environment that allows access to the general education curriculum and instruction with non-disabled peers to the extent that is appropriate for the student.
The mission of the special education department is to:
• facilitate positive educational experiences for students
• provide students access to a wide array of educational options and programs in order for them to gain the knowledge and skills necessary for successful life transitions
• Educate students in the least restrictive environment to the maximum extent possible
Referral for Initial Evaluation
Referral for Initial Evaluation
A school has an affirmative duty to make a referral for an initial evaluation for special education services any time it suspects that a child has a disability and a need for special education services under the Individuals with Disabilities Education Act (IDEA). You may also initiate a referral for an initial evaluation of your child at any time.

If you make a written request to a local educational agency’s director of special education services or to a district administrative employee for an initial evaluation for special education services, the school must, no later than the 15th school day after the date the school receives the request, give you either: 1) prior written notice of its proposal to conduct an evaluation, a copy of the Notice of Procedural Safeguards, and the opportunity to give written consent for the evaluation; or 2) prior written notice of its refusal to evaluate your child and a copy of the Notice of Procedural Safeguards.

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 notice requirements and 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.
Referral for Initial Evaluation during School Closure due to COVID -19
The District will respond to written requests for special education evaluations within 15 school days after they are received. If the District determines that it will accept a parent’s request for evaluation, it will make efforts to obtain written consent for the evaluation without delay. After the District receives written parental consent for the evaluation, the parents will be contacted and informed that due to COVID-19 pandemic concerns, evaluations that require face-to-face administration will not be conducted during a school closure or while social distancing continues to be recommended by local, state, or federal authorities. District staff will make good faith efforts to collect evaluation information that does not require personal contact during the school closure period. Once the District resumes normal operations, it will make best efforts to complete pending initial evaluations as soon as possible. Parents or guardians wishing to request a special education evaluation during the District’s current COVID-19 closure should contact Deborah Richardson at:
Marta Salazar
361-664-0981 ext: 1082

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 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 IDA Board of Directors, Nov. 12, 2002. Many state education codes, including New Jersey, Ohio and Utah, have adopted this definition. Learn more about how consensus was reached on this definition: Definition Consensus Project.

What do I do if I suspect my child has dyslexia?
Review the common characteristics. If you suspect your child has dyslexia, contact your campus principal, the special education department, or the 504 department to request a meeting and possible evaluation.

The Texas Dyslexia Handbook
Texas has special guidance regarding the identification and treatment of dyslexia and related disorders via the Texas Dyslexia Handbook

You can view the current version of the handbook click here


International Dyslexia Association
The International Dyslexia Association is a national nonprofit dedicated to helping individuals with dyslexia, their families, and the communities that support them. Visit their site to connect with a local branch near you, find IDA-member providers in your area, and learn more about dyslexia.
Click Link: https: //

The Yale Center for Dyslexia and Creativity
Yale University’s Center for Dyslexia and Creativity seeks to illuminate the strengths of those with dyslexia, disseminate information, practical advice, and the latest innovations from scientific research, and transform the lives of children and adults with dyslexia. Visit their site to learn more about their cutting edge research and get concrete tips for parents, educators, and individuals with dyslexia.
Click Link:

Dyslexia on KidsHealth and Dyslexia on TeensHealth: For families or educators looking for age-appropriate materials on dyslexia. These articles offer the basics of dyslexia, tailored for the reading and developmental level of kids and teens.
Click Link:

Parent Center Network-Parent Center Listing
For parents of K-12 students with dyslexia. This site will help you to locate your nearest Parent Training and Information Center. PTIs are funded by the federal government and offer parents assistance in navigating special education and their child’s rights under the Individuals with Disabilities Education Act.

Bookshare: Bookshare is an accessible online library for people with dyslexia and other disabilities. Over 160,000 titles are available, and membership is free for students with disabilities. Click Link:

Learning Ally: Learning Ally, formerly known as Recording for the Blind and Dyslexic, offers more than 75,000 digitally recorded audiobooks (including both textbooks and literary titles). Click Here:
Monica Saenz
504 Coordinator
2 Coyote Trail
Alice, TX 78332
361-664-0981 ext 1060

504 Services
Section 504 Services are designed to provide a system of identifying eligible students with disabilities as defined under Section 504 of the Rehabilitation Act. Once identified, these students are ensured access to a Free and Appropriate Public Education (FAPE) by providing accommodations that allow equal access to the curriculum in the general education setting. While many students who receive 504 status and services are dyslexic or have attention deficit/hyperactivity disorder (ADHD), services are not limited to only these areas of disability. Any student with a disability that substantially limits one or more life activities may be considered for 504 services.

Child Find
Section 504 of the Rehabilitation Act places the responsibility for identifying and locating students with disabilities on the school. A school/district must annually undertake efforts to "identify and locate" every qualified individual with a disability residing in the school's jurisdiction who is not receiving a public education.

If you suspect a child has a disability that requires intervention under Section 504 of the Rehabilitation Act, please contact your campus. If you have questions about this process, you can also contact the Child Find Clerk at (361)664-0981 Ext 1013