Hallsville Independent School District

The implementation of federal and special programs at Hallsville ISD plays a critical role in ensuring that every student has the opportunity to succeed, especially those identified as at-risk. These programs are designed with the belief that student success can be built—or rebuilt—through a holistic approach that includes academic support, behavioral guidance, personalized attention, and access to community resources. By addressing the unique challenges students may face, Hallsville ISD works to remove barriers to learning and create pathways for achievement.

Coordinated through the district’s Special Programs Department, these initiatives rely on collaboration between parents, educators, and community partners to meet the diverse needs of students. Whether it’s through academic interventions, social-emotional support, or outreach services, the focus remains on providing a comprehensive, student-centered approach. This coordination ensures that no student is left behind, and each has access to tools and guidance necessary for personal growth and academic progress.

These federally funded and specially designed programs are a core component of the district’s overall student management strategy. Clear guidelines, documentation, and resources help maintain consistency and compliance, while also offering families and staff a clear understanding of the services available. From Title I services to programs targeting homeless youth, migrant education, and other specialized areas, these supports are crucial to maintaining equity in education.

Hallsville ISD’s Special Programs Department remains committed to supporting students with compassion, structure, and purpose. By integrating educational strategies with behavioral and social supports, the district ensures a well-rounded system of care that empowers at-risk students to overcome challenges and reach their full potential. Families and community members are encouraged to connect with the department for more information or assistance in navigating available services.

Senate Bill 12 – Health-Related Services

HISD Parents/Guardians: The new Senate Bill 12, or SB12, requires all Texas public school parents to consent for their student to participate in any Health-Related Services by a school nurse or school counselor.

• Please log in to your Skyward Family Access.
• A Consent Form is waiting on the main page for you if you are the guardian that registered your student.
• Forms are to be filled out by September 1 for services to be uninterrupted.
• For questions, please reach out to your student’s campus nurse or counselor.

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 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.

HISD's Title I campuses are:

• East Elementary
• North Elementary
• West Elementary
• Hallsville Intermediate
• Hallsville Junior High
• Hallsville High School 
   

Section 504 of the Rehabilitation Act of 1973 is a federal law that prohibits discrimination on the basis of disability. Unlike the Individuals with Disabilities Education Act (IDEA) that governs special education, Section 504 is not an education, service, or funding statute. The purpose of Section 504 is to ensure that individuals with disabilities are given the same opportunity to participate in programs and activities as their non-disabled peers.

It is the responsibility of Hallsville Independent School District to identify and serve students who, within the intent of Section 504 of the Rehabilitation Act of 1973, are considered disabled and who, because of disability, need special services/accommodations within the general education program.

504 Eligibility

Students may qualify for protection under Section 504 if they have a mental or physical impairment that substantially limits one or more of life’s major activities. A label, disability, or diagnosis, alone, does not make a student eligible under Section 504. The disability must substantially limit the student’s performance as compared to the performance of the average student in the general population.

“Substantially Limits”

Under judicial interpretation, a major life activity is substantially limited when a person is "unable to perform a major life activity that the average person in the general population can perform."

In referencing the "general population", the intent of the law was to compare each person’s performance against the general population in the community and the nation – not the population at a particular school.

“Major Life Activity”

Major life activities refer to functions such as, but not limited to, caring for oneself, eating, sleeping, reading, walking, seeing, hearing, bending, standing, speaking, breathing, thinking, concentrating, communicating, and performing manual tasks. Major life activities also include major bodily functions of the immune system, bladder, bowel, brain, respiratory, circulatory, and endocrine functions, as well as, normal cell development.

The McKinney-Vento Homeless Assistance Act is a federal law that ensures the educational rights and protections of children and youth experiencing homelessness. Originally enacted in 1987 and most recently reauthorized under the Every Student Succeeds Act (ESSA), the law requires public schools to identify and support students who lack a fixed, regular, and adequate nighttime residence.

Key provisions of the McKinney-Vento Act include:

• Immediate enrollment in school, even if the student lacks normally required documents (such as proof of residency or immunization records).
• Transportation assistance to and from the school of origin to maintain educational stability.
• Access to the same free, appropriate public education as other children and youth, including participation in all programs and extracurricular activities.
• Each school district must designate a Homeless Liaison to help identify eligible students, ensure they are enrolled and receiving services, and act as a point of contact for families and staff. The goal of the McKinney-Vento Act is to remove barriers to education and provide stability and support for students during times of housing insecurity.
• The McKinney-Vento Homeless Education Program in Hallsville ISD is a special program designed to meet the needs of children and youth who are homeless. A student is considered homeless if he/she lacks a fixed, regular, and adequate nighttime residence. The homeless education program helps students enroll in school even if they lack the required paperwork. It helps them attend their original school or a school where they are currently living. It makes sure that these students receive services comparable to those received by their classmates.

Who qualifies as a homeless student?  A homeless student could be:

• sharing a house with other persons due to loss of housing (these may or may not be relatives);
• living in motels, hotels, trailer parks or camping grounds because of a lack of other accommodations;
• living in emergency shelters, or
• abandoned in hospitals. 

The Hallsville ISD Emergent Bilingual Program is designed to support students whose primary language is not English by helping them become fluent listeners, speakers, readers, and writers in English. Through a structured and supportive learning environment, the program focuses on building both language skills and academic success. Instruction is delivered in English using research-based methodologies and sheltered instruction strategies, which help make content more accessible while students develop their English proficiency.

At the elementary level, campuses provide English as a Second Language (ESL) services when there are fewer than 20 students district-wide in a grade level who speak the same language. In these cases, instruction is focused on language development within the context of core subjects. Hallsville ISD currently offers an alternate bilingual program to meet the needs of its diverse learners.

At the secondary level, all campuses offer ESL instruction for Emergent Bilingual students. The English Language Proficiency Standards (ELPS) are integrated across all subject areas, ensuring that students continue to grow in both academic content and English language development. Intensive instruction in second-language acquisition equips students with the skills and confidence they need to succeed in school and beyond, while also honoring and supporting their cultural and linguistic backgrounds.

Title IX is a federal civil rights law passed as part of the Education Amendments of 1972. It states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” This law applies to all public schools, including Hallsville ISD, and protects students, staff, and employees from sex-based discrimination.

Title IX covers a wide range of issues, including gender equity in athletics, access to educational programs, protection from sexual harassment and assault, and equal opportunities in the classroom. Schools must take immediate and appropriate action when a violation is reported. Hallsville ISD is committed to providing a safe and inclusive learning environment for all students and staff.

Anyone who believes they have experienced or witnessed a Title IX violation is encouraged to report the incident to the district’s Title IX Coordinator. For more information on your rights under Title IX or to access support resources, please contact the Hallsville ISD Title IX office.

Training

Hallsville ISD’s Title IX administrators have attended Eichelbaum Wardell Hansen Powell & Muñoz P.C.’s “2024 Texas Title IX Administrator Conference.” Materials from this conference put the district in compliance with Section 106.45(b)(10)(i)(D) of the regulations.