Special Services

All students with 504 plans are required to attend in-person learning unless eligibility for homebound services is established by the 504 committee. Parents can obtain copies of current student 504 plans by contacting their campus 504 Coordinator. For a list of the campus 504 Coordinators, visit our website at Special Services / Section 504 (annaisd.org) .

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. The student must also demonstrate a need for Section 504 services in order to meet the student's educational needs.

For students who are determined to meet the criteria for Section 504 accommodations, the district will develop a Section 504 student services plan which will meet the educational needs of the student.

All students receiving dyslexia services are required to attend in-person learning to participate in one of our research-based, multisensory dyslexia programs. Anna ISD offers the following three dyslexia intervention programs that are used to target the unique needs of each student who is at-risk for dyslexia or has been identified with dyslexia.

Pre-Flight: Pre-Flight is an Orton Gillingham based multisensory structured language intervention for students in first grade who have been identified at risk for dyslexia through a universal dyslexia screening. Pre Flight is a six week, small group intervention that involves activities to help improve and develop alphabet skills, rhyme, letter-sound association and segmenting, blending and manipulating sounds in words. Pre Flight was developed by the Luke Waites Center for Dyslexia & Learning Disorders at Texas Scottish Rite Hospital.

Take Flight: Take Flight is an Orton Gillingham based multisensory structured dyslexia curriculum for students identified with dyslexia in grades 2-12. Intensity (small group size, extended length of sessions and treatment, individualized lessons) is what distinguishes dyslexia intervention from regular reading instruction. Take Flight was developed by the Luke Waites Center for Dyslexia & Learning Disorders at Texas Scottish Rite Hospital.

Spire: Spire is a multisensory and intensive reading instruction for nonreaders and struggling readers that involves systematic, sequentially structured 10-step lessons that ensure the mastery of concepts in the five critical areas of reading. The 10-step process keeps learners actively engaged so that they can learn and retain information.

For students identified as Limited English Proficient (LEP), instruction will be provided by an appropriately certified teacher during the school day. As a result of HB 4545, students in need of accelerated instruction due to not passing STAAR/EOC will be required to receive accelerated instruction. If necessary, the LPAC will meet to determine if adaptations are needed.

Middle School (Grades 6-8): Gifted and talented students will be served by cluster grouping with a GT certified teacher in pre-AP/honors ELAR classes. Other pre-AP/honors classes are also offered to each grade level. This design allows students to receive multiple options of advanced curriculum through differentiated teacher designed lesson plans; these lessons will include depth and complexity to assure higher level thinking. Gifted and talented students enrolled in these classes must abide by the teacher set guidelines to continue to be served at this level. Advanced classes offered to the middle schools students include 6^th grade honors reading; 7^th grade pre-AP reading and math; and 8^th grade pre-AP reading and science, and Algebra I. In addition, students will be cluster grouped during Advisory with teachers who have the state required G/T training and current 6 hour update. During Advisory, student learning will challenge students to develop and apply their talents through a variety of integrated, multidisciplinary learning activities and projects.

High School (Grades 9-12): Identified Gifted/Talented students in the high school grades are served through pre-AP and AP classes. This design allows students to receive multiple options of advanced curriculum through differentiated teacher designed lesson plans; these lessons will include depth and complexity to assure higher level thinking. Gifted and talented students enrolled in these classes must abide by the teacher set guidelines to continue to be served at this level. Advanced classes offered at the pre-AP, AP level include English, Math, Science, History, Computer Science, Studio Drawing, and Spanish. Junior and Senior level students will also have the opportunity to enroll in a Career Investigations Independent Study course. This course will provide GT students with an opportunity to conduct a self-directed, in-depth study of a topic of their choice while gaining real-world experience under the tutelage of a mentor in the community. The program is coordinated by a trained Gifted/Talented teacher and may be supported by a variety of teachers from math, social studies, science, and English areas. UIL participation in Academics, band, theater, art and Robotics is highly encouraged, as well. In addition, students will be cluster grouped during Coyote Time with teachers who have the state required G/T training and current 6 hour updates. During Coyote Time, student learning will challenge students to develop and apply their talents through a variety of integrated, multidisciplinary learning activities and projects.

Homebound services are provided to students enrolled in Anna ISD who are expected to be confined to home or a hospital for a minimum of four consecutive weeks due to a medical or mental health condition. Homebound services may also be provided to students with chronic conditions who are expected to be confined at home or a hospital for any period of time totaling at least four weeks throughout the school year. Eligibility for homebound services must be documented by a physician or psychiatrist licensed to practice in the United States. Homebound services are provided to students who meet the eligibility requirements through either a Section 504 plan or a Special Education IEP.

Qualifications for Homebound

1. The student is required to stay at home or in the hospital for a minimum of four weeks (which do not need to be consecutive) due to a medical or mental health condition identified by a physician or psychiatrist licensed in the United States, and as a result of the condition, the student is unable to attend instruction on the campus.

2. The student is unable to function in the school setting at this time, even with appropriate accommodations.

3. The recommendation for homebound is based on the professional medical evaluation of the student's condition that is completed by the licensed physician or psychiatrist; however, eligibility is determined by the student's Section 504 or Special Education IEP committee.

4. The student is physically able to do school work with a homebound teacher up to four hours per week.

5. The licensed physician's or psychiatrist's report and recommendations are reviewed by the student's Section 504 or Special Education ARD committee to determine eligibility for homebound services.

For more information, please contact Kerry Bedgood, Coordinator of Intervention Services, at kerry.bedgood@annaisd.org.

All students receiving RtI services, including accelerated learning plans per HB 4545, are required to attend in-person learning to participate in an RtI intervention group using our research-based, TEKS-aligned, and targeted intervention programs.

RtI is a tiered process of targeted interventions for struggling students. As a student progresses up the Tier Levels of interventions, group sizes decrease, and intensity of intervention increases.

Tier 1: Whole group instruction and classroom management within the classroom. Teachers use research-based effective teaching practices. Instruction is differentiated for the evolving needs of students.

Tier 2: Small group instruction or behavioral intervention within or outside the classroom. The typical staff to student ratio for direct instruction is 1:10.

Tier 3: Provides a more intensive and individualized intervention in small group or one-to-one formats outside the classroom. The typical staff to student ratio for direct instruction is 1:5.

The elements of tier 1 instruction continue to be provided throughout tier 2 and tier 3 interventions.

All students with Individual Education Plans (IEPs) are required to attend in-person learning unless eligibility for homebound services is established by the ARD committee.

Parents can obtain copies of current student IEPs by contacting Christy McDonald, Administrative Assistant to Special Services, at christy.mcdonald@annaisd.org.

Anna ISD provides special education services to students with disabilities, ages 3-21 who demonstrate a need for specially designed instruction. Our district staff implements child find procedures to ensure that we actively identify, locate, and evaluate children with disabilities who may be eligible for an individualized special education program. Services for children who have auditory or visual impairments may begin at birth, while services for students with other disabilities begin at three years of age. A student must meet Texas Education Agency (TEA) eligibility criteria in one or more disability areas in order to qualify for special education services.

Anna ISD provides a Free Appropriate Public Education (FAPE) for students with disabilities in order to meet the need for special education and related services. FAPE must be provided in the Least Restrictive Environment (LRE) appropriate for the student with primary consideration given to the general education classroom and curriculum. Decisions regarding the provision of FAPE are made through the ARD process.

Students with disabilities living within Anna ISD boundaries who attend private school or home school may qualify for some special education and related services, including direct services, that the child would receive if enrolled in a public school. However, no parentally-placed private or home school student is entitled to receive all of the special education services that the student would receive if he/she is enrolled in a public school. The services available to private and homeschool students is determined annually through the Individual Service Plan (ISP) process between Anna ISD staff, private school representatives, and parental representatives of students who are placed in private or homeschool settings.

Under Anna ISD's private school and homeschool services plan, students who meet certain eligibility requirements can receive the following special education services: speech therapy, occupational therapy, adaptive equipment for visual impairments, and/or adaptive equipment for deaf or hard of hearing. Eligibility for services is determined by the student's ISP committee.