Special Populations

A gifted/talented student is a child or youth who performs at or shows the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment and who 

• exhibits high-performance capability in an intellectual, creative, or artistic area; 

• possesses an unusual capacity for leadership; or 

• excels in a specific academic field. (Texas Education Code §29.121) 

The following G/T resources assist local education agencies in certifying to the commissioner that the district has established a program for G/T students as required by rule, and it is consistent with the Texas State Plan for the Education of Gifted/Talented Students (State Plan) under Texas Education Code Section 29.123 and the use of the funds on the district’s program for G/T as provided by the State Board of Education rule. 

The identification and placement process of gifted and talented students who have previously been identified for Gifted and Talented Services at another district will be evaluated on a case-by-case basis by the GT Facilitator. The GT Facilitator will review assessment documentation and determine if the student’s eligibility is comparable or if re-evaluation is necessary. Qualifying documentation will be used to determine placement into the Gifted and Talented program. Documentation required will include referral information and date, evaluation results, eligibility determination, placement documentation, and current participation information. 

Interventions, both behavioral and academic, are coordinated by campus staff to implement strategies and/or programs designed to meet the needs of students who qualify for specialized instructional interventions. These intervention strategies and programs are provided to students through the District’s Multi-Tiered Systems of Support framework to ensure that each student will benefit from strategies and instruction based on an individualized intervention plan.  Campus teachers and staff document and monitor student progress for adjustments as needed. 

Not New to Texas: Students previously identified as English learners in a previous Texas district who enroll at Legacy Virtual High School will continue to receive targeted language instruction, accommodations, and ongoing support from certified ESL teachers. These services ensure consistent and effective delivery of English language development, academic content support, and LPAC monitoring.   

New to Texas: Students who have a language other than English indicated on their Home Language Survey will need to be tested for language proficiency.  You will be contacted by a district testing center staff member to schedule in-person testing. 

Legacy Virtual High School will provide students with disabilities with the necessary educational services and support they require to access and benefit from their educational program in accordance with the requirements of Section 504 of the Rehabilitation Act of 1973. 

By choosing to enroll in an asynchronous, virtual environment, families are choosing a different educational environment for their student. A Section 504 meeting may be required prior to enrollment to address differences in appropriate accommodations between a traditional classroom and an asynchronous virtual setting. 

Legacy Virtual High School is committed to ensuring that all students have access to a high‑quality, inclusive virtual learning experience. For students who typically receive services in a general education setting, LVHS provides individualized accommodations and supports designed to promote success in an online environment. Our certified staff collaborate with families and campus teams to implement students’ IEP‑required services within the virtual platform. At this time, LVHS does not offer an alternative curriculum.

If your child receives special education services, an ARD (Admission, Review, and Dismissal) committee meeting will be required before enrollment. This meeting will help determine whether your child’s Individualized Education Program (IEP) can be effectively implemented in a virtual setting. The committee will also discuss any necessary adjustments or supports to ensure your child continues to receive a Free Appropriate Public Education (FAPE) in the virtual environment. 

Our goal is to work collaboratively with families to make informed decisions that support each student’s unique needs. Please reach out to your campus special education team to begin the process or ask questions. 

If you suspect your student may have a disability, information about the Child Find process can be located here.