The state's goal for G/T students is to ensure that students who participate in G/T services demonstrate self-directed learning, thinking, research, and communication skills. G/T students develop innovative products and sophisticated performances that reflect individuality and creativity and are targeted to an audience outside the classroom.

A gifted/talented student is 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

• exhibits high-performance capability in an intellectual, creative, or artistic area;
• possesses an unusual capacity for leadership; or
• excels in a specific academic field. (Texas Education Code §29.121)

The following G/T resources assist local education agencies in certifying to the commissioner that the district has established a program for G/T students as required by rule, and it is consistent with the Texas State Plan for the Education of Gifted/Talented Students (State Plan) under Texas Education Code Section 29.123 and the use of the funds on the district’s program for G/T as provided by the State Board of Education rule.

The State Plan provides requirements for and guidance to districts as they meet the unique needs of the gifted/talented population in Texas.

The Texas State Plan for the Education of Gifted/Talented Students (State Plan) - revised 2024.

English Version State Plan(PDF, 160 KB)

Spanish Version GT State Plan(PDF, 181 KB)

For a print-ready file allowing you to produce an English-Spanish flip version of the Texas State Plan for the Education of Gifted/Talented Students, please e-mail gted@tea.texas.gov.

HISD GIFTED/TALENT PROGRAM POLICY

District Contact Information

Josh White

Hawkins Elementary Principal

903-769-0536

Kendal Kirk

Hawkins MS/HS Principal

903-769-0523

Cara McAfee

Special Education Diagnostician

Tammy Willlis

Special Education Director 

Wood County Shared Services

903-763-2253

Life Skills Campus 

Wood County Shared Services

903-763-5798

Parent’s Guide to the ARD Process

Notice of Procedural Safeguards

Special Education A to Z

SPEDTEX

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.

Contact information:

Phone: 1-855-773-3839

Email: inquire@spedtex.org

More information and Live Chat: InquireSpedTex

McKinney-Vento- Texas Education for Homeless Children and Youth (TEHCY) Program

Hawkins ISD Liaison is Jennifer Hawkins.  

Region 7 Education Service Center

• McKinney-Vento Posters for Parents English Version
• McKinney-Vento Posters for Parents Spanish Version
• McKinney-Vento Posters for Youth English Version
• McKinney-Vento Posters for Youth Spanish Version

The McKinney-Vento Act defines homeless as children lacking a fixed, regular, and adequate residence. If any one of the three conditions is missing, the child is considered homeless.

• Fixed: Stationary, permanent, not subject to change
• Regular: Used on a regular (nightly) basis
• Adequate: Sufficient for meeting both the physical and psychological needs typically met in home environments

McKINNEY-VENTO PROTECTION

WHAT TO DO IF YOU QUALIFY FOR McKINNEY-VENTO PROTECTION:
If you qualify for protection under the McKinney-Vento Act, you have access to certain rights and protections. There are several steps you can take to ensure that you are accessing all of the benefits your community may offer.

• Know Your Rights
  The McKinney-Vento Act grants legal protections so that children and youth (ages 5-21 years) may enroll in, attend, and have the opportunities to succeed in school. Read the following fact sheets provided by THEO to learn more about your rights and techniques for dealing with your children in a crisis situation.
  The Educational Rights of Students in Homeless Situations: What Service Providers Should Know 
• Meet Your Liaison 
  By law, every school district and charter school must designate a homeless liaison that can educate and advocate for homeless students. Liaisons’ duties include helping students without homes enroll in school or pre-school, assisting to arrange transportation to school, and mediating disputes.
  TEHCY Liaison Directory
   

LIAISONS
“Homeless Liaison” may be in your job description – but do you know what it means?

By law, every local education agency (school district or charter school) must appoint a staff member to act as a liaison for students in homeless situations.  Often this person holds one or more other job titles, including parent or school liaison, migrant or outreach coordinator, counselor, principal, federal programs director, or assistant superintendent. 

Liaisons are responsible for:  Identifying students in homeless situations, enrolling these students in school, and giving them “full and equal opportunity to succeed”. This includes:

• Ensuring qualified students are also enrolled in other appropriate educational services such as Head Start or pre-school.
• Referring students to appropriate health services.
• Keeping parents and guardians informed as to their students’ options and rights.
• Publicly posting notice of educational rights.
• Mediating enrollment disputes.
• Informing about and assisting with transportation arrangements.
• Helping students obtain immunizations (where needed), and medical records.
• Informing unaccompanied youth (students without parents or guardians) about enrollment options and assist them in enrolling.

County Resources:

The Madeline House & Grace Outreach

P.O. Box 1456
Mount Vernon, TX 75457
903-717-2317

Other Resources:

Aunt Bertha

A Judicial Guide: Identifying and Serving Youth Experiencing Homelessness

Liaison Resource Guide - A compilation of some online resources organized by topic.

McKinney-Vento Act

2-1-1 Texas - A free service that can refer you to appropriate social service agencies and provide their contact information. It is supported by the state’s Health and Human Service Commission's Texas Information and Referral Network. This service can be accessed via its website (searchable by service type and location) or by phone (dial 2-1-1).

Texas Network of Youth Services

Texas Homeless Network

SchoolHouse Connection

National Center for Homeless Education

National Association for the Education of Homeless Children and Youth

Texas Shelters

Presbyterian Children's Homes and Services

Samaritan Counseling Center of East Texas, Inc.

Andrews Center

The Salvation Army

HISD MCKINNEY-VENTO POLICY

Response to Intervention

Response to Intervention (RTI) is a multi-tier instructional framework aimed at improving outcomes for all students. The goal of RTI is to intervene early when students begin to struggle with learning or behavior. To ensure that appropriate instruction directly addresses students’ academic and behavioral difficulties in the general education setting, a multi-tiered service delivery model is used. Included are layers of increasingly intense intervention responding to student specific needs.

Tier 1

Tier 1 is the foundation of the RTI instructional model. In this tier, all students receive high-quality, research-based instruction in the general education setting. Teachers deliver high-quality differentiated core class instruction that is aligned with state standards and in which 80-90% or more of the students are successful.

Tier 2

Tier 2 is for students who are not making progress at Tier 1, about 10-15% of all students. Students are identified for small-group instruction delivered by teachers and/or interventionists, in addition to Tier 1 instruction. This intensified level of intervention includes research-based programs, strategies, and procedures designed to supplement and enhance Tier 1 activities. This occurs for a 30 minutes 2-4 times a week in addition to core instruction.

Tier 3

Tier 3 is for student that have not responded adequately to Tiers 1 and 2. This level of intervention is aimed at approximately 5 –10% of the students. Tier 3 instruction includes small-group instruction delivered by interventionists. The intervention is based on scientific research based programs, strategies, and procedures designed to remediate identified deficits. This is 30-60 minutes for a minimum of 4 days a week in addition to core instruction.

Texas Education Agency Response to Intervention Resources

Texas Education Agency

English as a Second Language

Hawkins ISD students whose home language is a language other than English are assessed for English language proficiency. If a student demonstrates limited English proficiency on a state-approved assessment, the student will be eligible for enrollment in the appropriate language program: bilingual education or English as a Second Language (ESL).

The goal of the Bilingual/ESL program is to enable English language learners to become competent in the reading, listening, speaking, and writing of the English language through the development of literacy and academic skills in grade level content areas. 

Qualifying for ESL

All Texas schools follow the same guidelines for identification of students for ESL services. The Texas English Learner Portal designed by TEA provides information for parents about these processes, including an overview of the identification process, explanation of the language assessments administered throughout the year, and answers to frequently asked questions.

The ESL Program Parent Brochure provided by TEA is available to download as a PDF in English, Spanish, and Vietnamese. To download a copy of this resource, please choose a language: English, Spanish, or Vietnamese.

ESL Services Provided in Accordance with Texas Administrative Code Chapter 89

In HISD, all English Learners receive ESL services in accordance with Texas Administrative Code Chapter 89 regarding ESL program requirements. 

• ESL students receive ESL services from their ESL certified classroom teacher.
• Teachers support ESL students’ affective, linguistic, and cognitive needs.
• Teachers provide instruction in the Texas Essential Knowledge and Skills (TEKS) with linguistic supports outlined the English Language Proficiency Standards (ELPS).

Please visit TAC Chapter 89 to learn more about Texas requirements for ESL program services.

Section 504 covers qualified students with disabilities who attend schools receiving Federal financial assistance. 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. Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities. 

Resources:

TEA Section 504 Guide

Section 504 Fact Sheet for Families:   ENGLISH   |   SPANISH

Resources from U.S. Department of Education - Office for Civil Rights (OCR): 

• Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools
• Supporting Students with Disabilities and Avoiding the Discriminatory Use of Student Discipline under Section 504 of the Rehabilitation Act of 1973
• Protecting Students with Disabilities: Frequently Asked Questions About Section 504 and the Education of Children with Disabilities
• Students with ADHD and Section 504: A Resource Guide
• Section 504 Resources in Languages Other than English

Texas Education Agency Dyslexia Handbook Links

• The Dyslexia Handbook - Updated on August 9, 2024 (The handbook linked here includes the Dyslexia Handbook Frequently Asked Questions (FAQs), also linked below as a standalone document)
• Manual Sobre Dislexia (The Dyslexia Handbook - Spanish) - Updated on October 2, 2024 (The handbook linked here includes the Dyslexia Handbook Frequently Asked Questions (FAQs), also linked below as a standalone document)

District Contact Information

Jennifer Hawkins 

jennifer.hawkins@hawkinsisd.org

Josh White

Hawkins Elementary Principal

903-769-0536

Kendal Kirk

Hawkins MS/HS Principal

903-769-0523

Resources and Links for More Information

Hawkins ISD shares valuable information.  Please see the links below for additional information.  

Texas Education Agency

Talking Books 

Title I, Part A: Improving Basic Programs

Title I, Part A – Improving Basic Programs Operated By Local Educational Agencies—of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015, provides supplemental funding to state and local educational agencies to acquire additional education resources at schools serving high concentrations of students from low-income homes. These resources are used to improve the quality of education programs and ensure students from low-income families have opportunities to meet challenging state assessments.

For more information, click on Title I, Part A Guidance.

Title II, Part A: Supporting Effective Instruction

The purpose of Title II, Part A is to increase student achievement consistent with the challenging State academic standards; improve the quality and effectiveness of teachers, principals, and other school leaders; increase the number of effective teachers, principals, and other school leaders who are effective in improving student academic achievement in schools; and provide low-income and minority students greater access to effective teachers, principals, and other school leaders. The intent of the funding is to support educators in their work to improve the overall quality of instruction and ensure equity of educational opportunity for all students.

For more information, click on Title II, Part A Guidance

Title III, Part A: English Language Acquisition, Language Enhancement, and Academic Achievement Act

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

For more information, click on Title III, Part A Guidance

Title IV, Part A: Student Support and Academic Enrichment

The Elementary and Secondary Education Act of 1965, as reauthorized by the Every Student Succeeds Act (ESSA) of 2015, established Title IV, Part A, the Student Support and Academic Enrichment Grant Program (SSAE). The overarching goal of Title IV, Part A, is to increase the capacity of state education agencies, local educational agencies (LEAs), campuses, and communities to meet the following three goals:

1. Provide all students access to a well-rounded education

2. Improve academic outcomes by maintaining safe and healthy students

3. Improve the use of technology to advance student academic achievement

For more information, click on Title IV, Part A Guidance

Title V, Part B: Rural and Low-Income Schools Program

The purpose of the Rural and Low-Income Schools (RLIS) program is provide financial assistance to rural districts to meet local academic needs. RLIS funds a variety of activities including teacher recruitment and professional development, support for educational technology, parental involvement activities and more.

For more information, click on Title V, Part B Guidance

Hawkins ISD Family Engagement 

2025-2026

• Hawkins ISD committed to the education of the children in our community. We feel parent involvement is essential in ensuring that our students are successful in school. We believe that when parents are more involved in the academic process, school becomes more of a priority for their children. It is our mission to produce a community of lifelong learners, and it is our pledge to maintain an open line of communication from school to home. Our goal is to provide ample opportunities for parental involvement throughout each school year.
• 
  Title I regulations require that each school served under Title I jointly develop with and distribute to parents of participating children a written Parent and Family Engagement Policy agreed on by the parents that describes the requirements outlined in Title I law.
•  

1. POLICY INVOLVEMENT
2. ANNUAL PARENT MEETING- In conjunction with Meet the Teacher in August and Academic Showcase.

• Hawkins ISD will take the following actions to involve parents in the joint development of its district/school parent engagement plan:

1. Distribute surveys and/or hold meetings at convenient times and locations to allow for parent participation
2. Annually solicit feedback on the policy via the website, social media, and newsletters.

• On-Campus Opportunities:
  Parents are invited to participate in a variety of meetings and activities over the course of the school year. An Academic Showcase is held in the Spring to provide parents the opportunity to formally visit their child's classroom(s) to become better informed about grade-level expectations and their student's academic progress.  Other campus opportunities include, but not limited to, Veterans Day Program, Black History Program, Award Programs, Banquets, Field Day, Grandparents Day, Book Fair (Donuts with Dads and Muffins for Moms), Christmas Around the World, and our annual Academic Showcase.
•  
• Hawkins ISD promotes activities through our webpage, campus parent calendar, Parent Square, marquee, and social media.  Parents/guardians are provided online access to their child’s grades and attendance.  

Hawkins ISD Parent/Family Events Calendar can be viewed at:

Parent/Family Calendar

• 
  Parents will have access to teacher contact information on the Web, from our front office, and via Parent Square to better communicate with our staff. Teachers are able (by appointment) to meet with parents in the morning, during the school day, and/or after school to accommodate any requests that are made.

Parent Involvement:

• Our school annually invites parents to participate in review and revision meetings to examine and discuss our Campus Improvement Plan and Parent Involvement Policy. The school's campus improvement team consistently reviews school policy in an organized, ongoing, and timely way. 
•  

Communication:

• Hawkins ISD communicates with parents often about the state's curricular and assessment expectations, school-wide requirements in relation to the delivery of instruction, the techniques utilized to evaluate student work, and individual classroom rituals and routines pertinent to the academic success of our students. We use a variety of communicative techniques such as the HISD Student Code of Conduct, our Campus Student Handbook, Parent Square, Individual Teacher Classroom Newsletters, Campus Newsletters/Email, School Website, Parent/Teacher Conferences, IEP Meetings, PTO meetings, individual notes/calls home, Family Fun Nights, Surveys (paper and electronic), Open House, Back to School Night, Progress Reports, Report Cards, benchmark results, fluency scores, school sign, and many more.  
• 
  We believe using these modalities of communication will communicate information in hopes of creating a productive dialogue between home and school concerning improved student achievement.

SHARED RESPONSIBILITIES FOR HIGH STUDENT ACADEMIC ACHIEVEMENT:

• As a component of the school-level Parent and Family Engagement Policy, each school shall jointly develop with parents for all children served under this part a school-parent compact that outlines how parents, the entire school staff, and students will share the responsibility for improved student academic achievement.
• 
  The education of a student is not only the responsibility of the teacher, but also of the parent and the child. For this reason, a Parent-Teacher-Student Compact has been developed and is utilized in our school. This document serves as an agreement between all parties that they will adhere to certain duties and responsibilities to ensure the success of the student. It is reviewed and signed by all at the beginning of each school year. The signed compacts are kept by the teacher and used in student and parent conferences to remind each participant of their responsibilities. These compacts are also used to motivate students and parents to become more involved in the educational process and to let parents know that they are equal partners in their child's learning.
• Parent Teacher Compact- HES
• Parent Teacher Compact- HHS
• 
  BUILDING CAPACITY FOR INVOLVEMENT:
  To ensure the effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency assisted under this part will:
   

Hawkins ISD shall provide assistance to the parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the Texas Essential Knowledge and Skills (TEKS) state standards and state academic achievement standards, state and local academic assessments, the requirements of this part, and how to monitor a child's progress and work with educators to improve the achievement of their student(s). 

How to Help My Child Prepare for State Assessments

Hawkins ISD shall materials and assist parents in working with their children to improve their children's achievement, such as literacy training and using technology, as appropriate, to foster parental involvement.

Hawkins ISD along with HISD Administration, shall educate teachers, student services personnel, principals, and other staff, with the assistance of parents, on the value and utility of contributions of parents and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the teachers.

•  
• Faculty and staff members will be cognizant of educational research on parent involvement. Parental input will be solicited throughout the year in meetings, through surveys, and during one-on-one conferences. Information derived will be utilized by the school's Administrative Team to strengthen the tie between school and home for the purpose of increasing student achievement. The school's Parent and Family Engagement team will take the lead in providing a multitude of opportunities for parents to become involved in our school over the course of the year in order to take full advantage of the benefits that come with active parent involvement.
• 
  Due to the volume of information that is sent home each year from school, written information is purposefully as compact and concise as possible.
• 
  Hawkins ISD has made it a practice to send home school correspondences in English and ensure all information related to our school is understandable and can be translated through our online translation services.  See Translation Policy
•  

Campus Experiences:

• In carrying out the parental involvement requirements, Hawkins ISD, to the extent practicable, shall provide full opportunities for the participation of parents with children with limited English proficiency, parents with children with disabilities, and parents of migratory children, including providing information and school reports in a format and, to the extent practicable, in a language such parents can understand.
• 
  Parents of all students, regardless of English proficiency, mobility, or disability, are considered to be an important part of our learning community. All parents are afforded the opportunity to be involved in their child's school environment.