Federal & Special Programs
The Federal/Special Programs department is committed to the idea that student success can be built or rebuilt through an approach that combines individual attention, academic success, behavior adjustment, and networking of school and community resources. Coordinated through the Special Programs Department, Lone Oak Schools seek to work with parents, school personnel and community resources as needed in every aspect of serving the district's at-risk youth. These student-centered programs are a component of student management at the Lone Oak Independent School District. The documents here explain the various programs, guidelines, and other requirements. If you have any questions please don't hesitate to call LOISD Special Programs.
Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. Students with dyslexia usually experience difficulties with other language skills such as spelling, writing, and pronouncing words. Dyslexia affects individuals throughout their lives; however, its impact can change at different stages in a person’s life. It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment, and in its more severe forms, will qualify a student for special education, special accommodations, or extra support services.
Check out the English Learner Web Portal TXEL.ORG for continuously updated resources for Teachers, Leaders, Parents & Families of English learners, and Community Partners.
ATTN: ESL PARENTS
Lone Oak district and campus websites can be translated to Spanish. It is located at the top of each website page.
Gifted and Talented programs are required in all public school districts. Information about program requirements can be found in the Texas State Plan for the Education of Gifted and Talented Students.
Texas Definition of Gifted and Talented “…gifted and talented students” means 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:
Exhibit high performance capability in an intellectual, creative, or artistic area
Possess an unusual capacity for leadership
Excels in a specific academic field
The Texas Education Agency (TEA) General Provisions and Assurances, Section GG, General Education Provisions Act (GEPA), as Amended, Applicable to All Federal Programs Funded or Administered through or by the US Department of Education, states the general application submitted by a local educational Agency (LEA) shall set forth these assurances: The LEA "will provide reasonable opportunities for the participation by teachers, parents, and other interested agencies, organizations, and individuals in the planning for and operation of each program" and "that any application, evaluation, periodic program plan or report relating to each program will be made readily available to parents and other members of the general public" per 20 USC 1232(e).
ESSER III Spending Plan
McKinney-Vento provides the statutory definition of homelessness used by public school education. In compliance with McKinney-Vento, all homeless children are provided access to a free and appropriate public school education.
Under this Act, homelessness is defined as any student who lacks fixed, regular, and adequate nighttime residence. These conditions include, but are not limited to:
Sharing housing (due to loss or hardship)
Living in a hotel, motel, campgrounds, emergency or transitional shelters; abandoned in hospitals; or awaiting foster care placement.
Primary nighttime residence not designed for ordinary use as a regular sleeping accommodation for human beings.
Living in cars, parks, public spaces, abandoned buildings, substandard housing, or bus or train stations.
Unaccompanied youth or youth not in the physical custody of a parent or guardian.
For more information on the McKinney Vento Act and Homelessness please visit the Texas Homeless Education Office (THEO): https://www.theotx.org/.
The definition of MTSS can vary, especially as states develop and define their own MTSS processes to comply with the Every Students Succeeds Act. By and large, MTSS is a framework for identifying students who need support, making data-driven decisions, implementing research-based interventions aligned to needs, monitoring student progress, and involving stakeholders. In other words, there are many overlapping elements with Response to Intervention (RtI).
-Illuminate Education 2018
What is MTSS?
The multi-tiered system of supports (MTSS) framework can be considered the umbrella for other support systems, such as data-based individualization (DBI), response to intervention (RTI), and positive behavior intervention and supports (PBIS). MTSS encompasses academic, behavioral, and mental health supports for all students.
Students in general education and those receiving special education and related services can participate in MTSS. MTSS is not used to delay or deny a child’s right to an initial evaluation for special education and related services.
A primary component of MTSS is using assessment data to drive differentiated instruction and decision making for all students. Through MTSS, schools identify students in need of additional support and provide these students with evidence-based intervention to reduce academic and behavioral gaps.
MTSS promotes collaboration among teachers—both general education and special education—and support specialists. MTSS also helps schools effectively communicate student progress to caregivers.
Figure 1 shows the connections among the tiers of MTSS.
Figure 1: MTSS Components and Other Support Systems
See also DBI (https://intensiveintervention.org/sites/default/files/DBI_One-Pager_508.pdf), RTI (https://mtss4success.org/sites/default/files/2020-07/rtiessentialcomponents_042710.pdf), and PBIS (www.pbis.org/pbis/tiered-framework)
Section 504 of the Rehabilitation Act of 1973
The Rehabilitation Act of 1973, commonly known in the schools as "Section 504," is a federal law passed by the United States Congress with the purpose of prohibiting discrimination against people with disabilities who may participate in, or receive benefits from, programs receiving federal financial assistance. In the public schools specifically Section 504 applies to ensure that eligible students with disabilities are provided with educational benefits and opportunities equal to those provided to non-disabled students. Any questions regarding Section 504 should be directed to the District Section 504 Coordinator listed above below.
Tri-County Shared Service Arrangement
Lone Oak ISD is proudly served by Tri-County SSA. They assist district educators and administrators in providing a quality education with appropriate special services to students with special needs in order to help each student successfully reach their full potential.
To learn more about this arrangement, visit their site.
The above link has been created by the Student-Centered Transitions Network (SCTN) to assist educators and families with implementing quality transition services for students with disabilities.
Notification regarding access to Compensatory Services:
Notification to families regarding Senate Bill 139:
The Special Education Information Center (SPEDTex) provides resources and interactive features for increasing family awareness of disabilities and special education processes, with the goal of improving partnerships between schools and families.
Live Chat: www.spedtex.org
Title I, Part A
Lone Oak I. S. D. Title I Campuses
- Lone Oak Elementary School
Parents' Right to Know - ESSA Parent and Family Engagement
Teacher and Paraprofessional Qualifications - LEAS must inform parents of Title I, Part A campuses/programs that parents may request, and the LEA will then provide information regarding state qualifications of the student's classroom teachers and paraprofessionals providing services to the child.
Federal Report Card
Campus "Federal Report Cards" can be found on their individual campus sites. Hard copies are kept at each campus and the district office for viewing. A hard copy can also be obtained by emailing firstname.lastname@example.org
Campus Improvement Plans can be found on their individual campus sites. They are available in English and Spanish.
PARENTAL INVOLVEMENT PLAN and SCHOOL/FAMILY COMPACTS
What is Title I, Part A?
Title 1 of the No Child Left Behind Act of 2001 (formerly known as ECIA ESEA or Chapter 1) is the largest federally funded educational program. This program, authorized by Congress, provides supplemental funds to school districts to assist schools with the highest student concentrations of poverty to meet school educational goals.
Title 1 Programs (Part A of PL 107-334 of the No Child Left Behind Act of 2001), provide funds to districts in order to assist schools with the highest levels of economically disadvantaged youngsters to:
improve in student achievement for all participating children,
improve staff development and
improve parental and community involvement.
In accordance with federal law, funds are allocated directly to schools to work toward these three goals. Funds are allocated on a per qualifying child (child with free or reduced price meal status) basis. Federal law requires that a district not use Title I funds to offset expenses to a Title I school that would normally be paid by other sources if Title I funds were not available.
If you have any questions please do not hesitate to contact Lone Oak ISD Director of Federal and Special Programs.