Gifted​ ​and​ ​Talented​ ​Program

Harleton Independent School District provides a comprehensive program of learning experiences for gifted and talented students in grades K-12, allowing them the opportunity to reach their learning potential and reinforces their strengths, needs and interests.

The district places identified students in specifically trained teachers’ classrooms. These teachers have a minimum of thirty hours of state-mandated training, initially, as well as six hours of update training every year thereafter. The classroom teacher is responsible for providing differentiated instruction with challenging assignments. Gifted and talented students have the opportunity to work together, with other students, as well as independently.

Kindergarten-grade 5 will be serviced daily in heterogeneous classrooms as well as participate in a “pullout” program. Grades 6-12 are serviced through heterogeneous classes in the core subject areas of honor classes , as well as Dual-Credit classes which enable the student to not only earn high school credit but also college credits. The district shall provide an array of opportunities for those identified as gifted and talented. University Interscholastic League (UIL) is an integral academic component and offers students a wide variety of areas to study, compete, and excel in their areas of strengths and talents. There are leadership opportunities for students through participation in Student Council, National Honor Society, and other academic clubs. The Fine Arts Program, Athletics, and Career Technology Education programs offer additional dimensions of learning and enrichment opportunities.

Referrals for Gifted Program     Gifted/Talented State Plan – English          Gifted/Talented State Plan – Spanish

English​ ​as​ ​a​ ​Second​ ​Language

Harleton Independent School District provides an English as a Second Language program for students identified as limited English proficient.

The district shall provide support for all English Language Learners in grades PK-12 through a pullout and/or regular classroom setting, depending on the level of linguistic proficiency.

Coordination and collaboration among all campus/district staff concerning the education of English Language Learners will ensure the following:

1. consistent implementation of the ESL program thereby gaining the understanding and support of the community,

2. opportunities to develop students' confidence, self-assurance, and positive identity with their cultural heritage as well as the history of the United States,

3. opportunities for all personnel involved in the delivery of services to ELLs be trained so they have the knowledge that will enable them to offer the appropriate instruction and support, as well as

4. opportunities for all ELL parents to be involved in the educational development of their children and included in the decision-making processes affecting their children’s education.

Emphasis will be on providing a learning environment in which students meet increasing state and national standards, graduate from high school under the recommended state plans, select college or post-secondary educational advancement, and pursue lifetime work opportunities in a socially responsible manner.

ESL Parent Brochure – English

ESL Parent Brochure – Spanish

Section 504

In compliance with state and federal guidelines regarding students with disabilities, the following notices are given for your information:

• Section 504 of the Rehabilitation Act of 1973 is a broad base civil rights law administered by the Office of Civil Rights which protects the rights of persons with disabilities.
• The purpose of the Act and these procedures is to prohibit discrimination and to assure that disabled students have educational opportunities and benefits equal to those provided to non-disabled students.
• Section 504 provides that: “no otherwise qualified individual with handicaps in the United States shall, solely by reason of hi/her handicap, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving federal financial assistance” (29 U.S.C. 794).
• Students may be referred by parents, teachers, counselors, administrators or any other district employee for evaluation to determine if they are disabled and in need of special instruction or services.
• Should you, as a parent, suspect or have documentation that your child has a disability, please consult your campus coordinator for further 504 information.
• Section 504 of the Rehabilitation Act allows for reasonable accommodations and assistance as necessary for qualified students.  To be protected under Section 504, a student must be determined to (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment.  The determination of whether a student has a physical or mental impairment that substantially limits a major life activity must be made on the basis of an individual inquiry.
• For students who are determined to meet the criteria for 504 accommodations, the District will develop an individual service plan which will meet the educational needs of the student.

Section 504 Child Find Notice

• Pursuant to Section 504 of the Rehabilitation Act of 1973, the District 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, evaluation, and placement into Section 504 programs, please contact the District’s Section 504 Coordinator.

Aviso Sobre La Identificacion de Estudiantes Incapacitados bajo la Seccion 504

• Bajo la Seccion 504 del Decreto de Rehabilitacion de 1973, el Distrito Escolar esta obligado a identicar, referir, evaluar, y proporcionar servicios educativos apropriados y gratuitos a estudiantes incapacitados que califican para recibir servicios bajo esta ley. Si usted desea mas informacion sobre los derechos de padres de ninos incapacitados, o si tiene preguntas sobre la identificacion, evaluacion, y colocacion de ninos en el programa de Seccion 504, favor de ponerse in contacto con el Coordinador de 504.

Office for Civil Rights Frequently Asked Questions

Dyslexia Information

Special Education

HISD Special Education SSA

Harleton Independent School District is committed to providing students who have specialized learning needs an educational program that supports each student in reaching his/her full potential.  The instruction offered by highly qualified, certified special education teachers and licensed related service personnel is changed in content, methodology, and/or delivery of instruction to address the unique needs of the student which result from the student’s disability.  The goal of special education is to ensure access of the student to the general curriculum, so that the student may meet the educational standards within the jurisdiction of the school district that apply to all children.

Child Find is a comprehensive system ensuring all children are educated to their maximum potential that is provided by HISD.  The purpose of Child Find is to locate, identify, and evaluate infants, children and young adults who may have a developmental delay or disability.

Services at no cost to the family are available to all eligible individuals from birth through 21 years of age regardless of the severity of their disability.

The Texas Transition and Employment Guide provides information on statewide services and programs that assist students with disabilities in the transition to life outside of the public school system.