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Intervention Services
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The Interventions Services Department works with campuses to coordinate and support the following programs to ensure all students have access to a quality education and fulfill state and federal compliance:
- Response to Intervention (provide interventions for students who are not being successful in the core curriculum)
- Dyslexia (provide MTA instruction for identified dyslexic students)
- At Risk/State Compensatory Education (to identify and provide resources for students identified as At Risk)
- Section 504 (Students who are 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.)
- Title I (additional federal support to identified campuses that upgrades the entire educational operation of the campus to support students in their achievement toward meeting the state’s student academic achievement standards; funding based on Economically Disadvantaged students)
- Title II (additional federal support to increase the academic achievement of all students by helping campuses and districts improve teacher and principal quality and ensure that all teachers are highly qualified)
- Title III (additional federal support provided to help ensure that children who are English learners (EL), attain English proficiency at high levels in core academic subjects to meet state-mandated achievement performance standards)
- Foster Care Services (assist with collaboration and transition of Foster Care students)
- Migrant Services (provide services for identified Migrant students)
- Homeless Students (provide services for identified Homeless students)
- Pre-Kindergarten/Head Start (provide identified students with a four-year-old educational program)
Crandall ISD uses the Response to Intervention (RTI) Model set forth by the U.S. Department of Education's Every Student Succeeds Act (ESSA) and IDEA to support struggling students. RtI includes three-tiered instructional approach, with each level of support increasing in intensity. Teachers work together in Professional Learning Communities (PLCs) to identify areas of student concern. Then campus intervention teams identify research-based interventions that are proven effective. These teams make collaborative educational decisions concerning these students in need of academic or behavior interventions. Progress monitoring is also part of this process. Should data reveal that these interventions prove ineffective in meeting the individual needs of the student over an appropriate period of time, and a disability is suspected, then the RTI Team may consider a 504 or Special Education referral.
The framework of the three-tiered instructional approach of Response to Intervention (RtI) is summarized below.
- Tier I – Teachers use various teaching strategies within the core curriculum to address all students’ educational needs.
- Tier II – Based on progress data, students who are not showing growth with just Tier 1 instruction receive supplemental researched based interventions to meet their individual needs. The campus RtI team will work with the students’ teacher to develop an instruction plan, track the student’s progress and provide ongoing progress data to parents.
- Tier III – Students who continue to struggle in Tier II will receive increased academic supports at this level. Tier III offers intensive intervention, additional time of instruction and review for possible further evaluation or data collection.
A parent may request an evaluation through Section 504 or Special Education at any time through the RtI process. For additional information regarding a request for evaluation, please refer to Aiding Students Who Have Learning Difficulties or Who Need Special Education or Section 504 Services.
Additional Parent information explaining the RtI Process;
Section 504 is a federal civil rights law under the Rehabilitation Act of 1973 that protects individuals with disabilities from discrimination. In Texas public schools, including Crandall ISD, Section 504 ensures that students with disabilities have equal access to education by requiring schools to provide the accommodations, services, or supports necessary to meet their educational needs as adequately as those of their non-disabled peers.
What Is Section 504?
Section 504 applies to all public schools receiving federal financial assistance. It guarantees a Free Appropriate Public Education (FAPE) to students who qualify under the law and ensures they can participate fully in school programs and activities.
A 504 Plan outlines the specific accommodations and services a student needs to access the general education curriculum in the least restrictive environment.
Eligibility Requirements
To qualify for a Section 504 Plan, a student must meet all three of the following criteria:
-
Have a physical or mental impairment or disability,
-
That substantially limits one or more major life activities, such as learning, reading, walking, communicating, or concentrating,
-
Require accommodations, modifications, or services in order to access a Free Appropriate Public Education (FAPE).
Examples of qualifying conditions may include (but are not limited to): ADHD, anxiety disorders, diabetes, epilepsy, asthma, hearing or vision impairments, or physical impairments resulting from injury or illness.
Requesting a Section 504 Evaluation
Parents/guardians have the right to request a Section 504 evaluation at any time, either verbally or in writing. If you suspect your child may need accommodations due to a disability, we encourage you to:
-
Contact your child’s teacher,
-
Or speak with your campus school counselor or 504 coordinator.
Once a request is made, the school will begin the process of gathering information, reviewing relevant data, and determining eligibility with input from a multidisciplinary team, including parents.
Texas-Based Resources
Our Commitment
Crandall ISD is committed to creating an inclusive educational environment where all students can thrive. Our Section 504 teams work closely with families to ensure that students with disabilities receive the support they need to succeed both academically and socially.
For questions or additional support, please contact your campus 504 coordinator or reach out to our district Special Programs Department.
-
The Interventions Services Department works with campuses to coordinate and support the following programs to ensure all students have access to a quality education and fulfill state and federal compliance:
- Response to Intervention (provide interventions for students who are not being successful in the core curriculum)
- Dyslexia (provide MTA instruction for identified dyslexic students)
- At Risk/State Compensatory Education (to identify and provide resources for students identified as At Risk)
- Section 504 (Students who are 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.)
- Title I (additional federal support to identified campuses that upgrades the entire educational operation of the campus to support students in their achievement toward meeting the state’s student academic achievement standards; funding based on Economically Disadvantaged students)
- Title II (additional federal support to increase the academic achievement of all students by helping campuses and districts improve teacher and principal quality and ensure that all teachers are highly qualified)
- Title III (additional federal support provided to help ensure that children who are English learners (EL), attain English proficiency at high levels in core academic subjects to meet state-mandated achievement performance standards)
- Foster Care Services (assist with collaboration and transition of Foster Care students)
- Migrant Services (provide services for identified Migrant students)
- Homeless Students (provide services for identified Homeless students)
- Pre-Kindergarten/Head Start (provide identified students with a four-year-old educational program)
- Response to Intervention (provide interventions for students who are not being successful in the core curriculum)
-
Crandall ISD uses the Response to Intervention (RTI) Model set forth by the U.S. Department of Education's Every Student Succeeds Act (ESSA) and IDEA to support struggling students. RtI includes three-tiered instructional approach, with each level of support increasing in intensity. Teachers work together in Professional Learning Communities (PLCs) to identify areas of student concern. Then campus intervention teams identify research-based interventions that are proven effective. These teams make collaborative educational decisions concerning these students in need of academic or behavior interventions. Progress monitoring is also part of this process. Should data reveal that these interventions prove ineffective in meeting the individual needs of the student over an appropriate period of time, and a disability is suspected, then the RTI Team may consider a 504 or Special Education referral.
The framework of the three-tiered instructional approach of Response to Intervention (RtI) is summarized below.
- Tier I – Teachers use various teaching strategies within the core curriculum to address all students’ educational needs.
- Tier II – Based on progress data, students who are not showing growth with just Tier 1 instruction receive supplemental researched based interventions to meet their individual needs. The campus RtI team will work with the students’ teacher to develop an instruction plan, track the student’s progress and provide ongoing progress data to parents.
- Tier III – Students who continue to struggle in Tier II will receive increased academic supports at this level. Tier III offers intensive intervention, additional time of instruction and review for possible further evaluation or data collection.
A parent may request an evaluation through Section 504 or Special Education at any time through the RtI process. For additional information regarding a request for evaluation, please refer to Aiding Students Who Have Learning Difficulties or Who Need Special Education or Section 504 Services.
Additional Parent information explaining the RtI Process;
-
Section 504 is a federal civil rights law under the Rehabilitation Act of 1973 that protects individuals with disabilities from discrimination. In Texas public schools, including Crandall ISD, Section 504 ensures that students with disabilities have equal access to education by requiring schools to provide the accommodations, services, or supports necessary to meet their educational needs as adequately as those of their non-disabled peers.
What Is Section 504?
Section 504 applies to all public schools receiving federal financial assistance. It guarantees a Free Appropriate Public Education (FAPE) to students who qualify under the law and ensures they can participate fully in school programs and activities.
A 504 Plan outlines the specific accommodations and services a student needs to access the general education curriculum in the least restrictive environment.
Eligibility Requirements
To qualify for a Section 504 Plan, a student must meet all three of the following criteria:
-
Have a physical or mental impairment or disability,
-
That substantially limits one or more major life activities, such as learning, reading, walking, communicating, or concentrating,
-
Require accommodations, modifications, or services in order to access a Free Appropriate Public Education (FAPE).
Examples of qualifying conditions may include (but are not limited to): ADHD, anxiety disorders, diabetes, epilepsy, asthma, hearing or vision impairments, or physical impairments resulting from injury or illness.
Requesting a Section 504 Evaluation
Parents/guardians have the right to request a Section 504 evaluation at any time, either verbally or in writing. If you suspect your child may need accommodations due to a disability, we encourage you to:
-
Contact your child’s teacher,
-
Or speak with your campus school counselor or 504 coordinator.
Once a request is made, the school will begin the process of gathering information, reviewing relevant data, and determining eligibility with input from a multidisciplinary team, including parents.
Texas-Based Resources
Our Commitment
Crandall ISD is committed to creating an inclusive educational environment where all students can thrive. Our Section 504 teams work closely with families to ensure that students with disabilities receive the support they need to succeed both academically and socially.
For questions or additional support, please contact your campus 504 coordinator or reach out to our district Special Programs Department.
-