Career and Technical Education (CTE) Courses

Dickinson Independent School District’s Career and Technical Education Department strives to equip their students with the tools that will help them to be successful in today’s business world and in post-secondary education. We offer a wide variety of career clusters for our students to choose from for their career paths. We emphasize rigor and relevance through problem solving and hands-on experience on real life projects. We also provide the opportunity for our students to receive industry certifications. The courses in this department are designed to move students through a set or sequence of courses that will lead toward a foundation in a specific career; toward an industry certification OR both!  Students who have taken courses in a specific cluster should contact their current/former teacher to determine which course is the next in the sequence. Our students have received state and national recognition in our vocational clubs and UIL contests. The courses are designed to move students from an introductory course in 9th/10th grade and have them working along with professionals in the final course through an internship or practicum by 12th grade. Some of the CTE courses have class size restrictions for safety and/or state law. If class size is restricted and more students request a course than we have spaces, the counselors will work together to determine which students are closest to filling graduation requirements and potential course certification requirements. We would look at seniors first then juniors, sophomores third and freshmen fourth. Some of the courses may offer credit in Science, Math, or English. Courses are organized in the Career Clusters created by the state also known as Achieve Texas. We are using their icons so you may easily research careers and potential workforce trends as you, the student, set your future goals. Some CTE courses have fees however, need based fee waivers are available.

Nondiscrimination Clause

The Dickinson Independent School District (DISD) offers career and technical education programs in Agriculture, Food and Natural Resources; Architecture and Construction; Arts, A/V Technology and Communications; Business Management and Administration; Education and Training; Finance; Government and Public Administration; Health Science; Human Services; Information Technology; Law, Public Safety, Corrections and Security; Manufacturing; Marketing; Science, Technology, Engineering and Mechanics; as well as Transportation, Distribution and Logistics. Admission to these programs is based on student interest, student needs and grade level requirements set by the Texas Education Agency. It is the policy of the DISD not to discriminate on the basis of race, color, national origin, sex or handicap for services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended. It is the policy of the DISD not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended. DISD works to ensure that the lack of English language skills will not be a barrier to admission and participation in all educational programs. For information about your rights or grievance procedures, contact the Title IX Coordinator, Robert Cobb, at 2218 East FM 517, Dickinson, TX 77539, (281) 229-6000, and/or the Section 504 Coordinator, Laurie Rodriguez, at 2218 East FM 517, Dickinson, TX 77539, (281) 229-6000.

Notificación Publica de No Discriminación en Programas Vocacionales

El Distrito Escolar Independiente de Dickinson ofrece programas de carrera y educación técnica en Agricultura; Alimentos y Recursos Naturales; Arquitectura y Construcción; Artes; Tecnología y Comunicaciones de Audio/Video; Gerencia y Administración de Empresas; Educación y Entrenamiento; Finanzas; Administración Pública y Gubernamental; Ciencia Médica; Servicios Humanos; Informática; Derecho; Seguridad Pública; Correcciones y Seguridad; Manufactura; Mercadeo; Ciencia, Tecnología, Ingeniería  y Mecánica; así como también Transportación, Distribución y Logística. La admisión para estos programas toma en cuenta el interés del estudiante, necesidades del estudiante y requerimientos de nivel académico impuestos por la Agencia de Educación de Texas.  

Es política del Distrito Escolar Independiente de Dickinson no discriminar en base de raza, color, nacionalidad de origen, sexo o discapacidad, por servicios o actividades como es requerido en el Título VI del Acto de los Derechos Civiles de 1964, según enmendado; el Título IX de la Enmiendas de Educación de 1972, según enmendado; y la Sección 504 del Acto de Rehabilitación de 1973, según enmendada. Es política del Distrito Escolar Independiente de Dickinson no discriminar en base de raza, color, nacionalidad de origen, sexo, discapacidad, o edad en las prácticas de empleo como es requerido por el Título VI del Acto de los Derechos Civiles de 1964, según enmendado; el Título IX de la Enmiendas de Educación de 1972; el Acto de la Discriminación de Edades de 1975, según enmendado; y la Sección 504 del Acto de Rehabilitación de 1973, según enmendada. El Distrito Escolar Independiente de Dickinson trabaja para garantizar que la falta de habilidades en el idioma Inglés no sea una barrera para la admisión y participación en todos los programas educacionales. Para información sobre sus derechos o procedimientos de quejas, contacte el Coordinador del Título IX, Robert Cobb, en 2218 East FM 517 Dickinson, TX 77539, (281) 229-6000, y/o el Coordinador de la Sección 504, Laurie Rodríguez, en 2218 East FM 517 Dickinson, TX 77539, (281) 229-6000.

Collegiate High School Application Guide 2025-26

Collegiate High School (CHS) helps students earn an associate degree while simultaneously completing a high school diploma, allowing students to save time and money on higher education. College of the Mainland (COM) waives 40 percent of tuition and fees for CHS students. CHS is an exciting place for responsible, mature teens who are ready for the academic challenge of college-level courses. Students entering this program are considered college students. High school procedures will not be followed in the college classes and college professors follow their own grading and attendance procedures. Professors do not send progress reports and other parental notifications home. Students must be mature and self-motivated to be successful. Dickinson High School will require unsuccessful students in the Collegiate High School Program to return to Dickinson High School to ensure high school graduation.

CHS Application Requirements:

• DHS students must meet the below requirements to be eligible for Collegiate High School (CHS).
  • GPA - Must be a 3.0 or higher.
  • Grades - Must pass ALL current semester courses.
  • Teacher Recommendations - Must receive 2 Positive teacher recommendations.
  • TSI - Must meet required TSI scores or exemptions outlined in the chart below.
  • Attendance - Must meet 90% attendance for semester 1.
  • STAAR EOC - Must have passed ALL STAAR EOCs and Pass future EOCs to remain
• Students may apply to attend CHS for their junior or senior year.
• Participants in the CHS program are ineligible for valedictorian or salutatorian recognition.
• For additional details, visit https://www.com.edu/collegiate-high-school.

Step 1: Dual Credit/Collegiate Inquiry Form - Complete the inquiry form on the COM website at https://www.com.edu/dual-credit/index.html.

This form is not the application.

Step 2: TSI - Refer to the chart below to see if you are exempt from taking the TSI.

• If TSI If exempt - Use your COM ID# and username (sent to the email used in the Inquiry Form), to upload the exempting SAT/ ACT score report to https://www.com.edu/admissions/academic-records.html (scroll to “Upload Documents for Admissions”). scores must be a PDF to upload.
• If NOT TSI exempt
  • You will receive an email with steps to complete the application and directions to sign up to take your TSI.
  • Once you have your COM ID # sent to your email used in the Dual Credit Inquiry Form, complete the MANDATORY Pre-Assessment Activity (PAA) at: https://practice.accuplacer.org/login
    • Select “Texas Success Initiative 2.0 Pre-Assessment Activity.” (PAA)
  • If you do not receive an email, sign up in the College and Career Center - L127.
  • Not successfully completing the TSI will result in disqualification for that registration period.
  • For students with an IEP that requires testing accommodations, please contact the Office of Disability Services at COM before scheduling your TSI test: https://www.com.edu/counseling/disability-services/index.html
  • Free study materials - https://practice.accuplacer.org/login
• DO NOT move on to Step 3 without passing English and Math TSI scores.

Step 3: After successfully completing your TSI, you will receive an email with instructions to apply to COM Dual Credit.

• If you need assistance, attend an application workshop or visit the College and Career Center in L127.

Step 4: Complete DHS - Collegiate High School Application form

• The CHS application Google Form will be made available to eligible students through their DISD email.
• Review the instructions below before beginning the application.

CHS GOOGLE FORM APPLICATION INSTRUCTIONS

All documents need to be saved as PDF

• Upload Essay 200 - 300 words (Typed)
  • Include why you believe you would be a good candidate and why you should be selected for the CHS program.
  • Career goals and personal aspirations should be an integral part of this essay.
  • In the heading include your first and last name and both your DHS ID # and COM ID #
• Upload Required Test Scores: Must meet one of the test requirements above for English and Math
  • TSI scores can be accessed at the following website using your COM ID#: https://studentportal.accuplacer.org/#/studentisr
  • SAT scores can be downloaded from the College Board website: www.collegeboard.org
  • ACT can be downloaded from the testing website: www.act.org
• Upload STAAR Assessment Report
  • STAAR scores can be downloaded from the Parent/Student Portal: https://tx-familyportal.cambiumast.com/#/#/
• Upload Unofficial High School Transcript
  • Log into Skyward to download the most recent transcript from the Portfolio section and save it as a PDF for upload.
• Upload Meningitis Vaccination Record:
  • Log into Skyward and save a PDF copy of your meningitis vaccination record if within the last 5 years or upload a vaccination record from a physician. Gator Hope Clinic can access state vaccination records and administer the meningitis vaccination.
• Recommendations
  • Parent recommendations will be completed after the student application is submitted. Parent recommendations come from a separate link sent to the parent's email entered on the Google Form Application. Parents will have 2 days following the student’s application deadline to submit their recommendation.
  • Current English, Math, and Science teacher, Assistant Principal, and Counselor email addresses are selected in the Google form. Teachers, Assistant Principal, and Counselor will receive an email after the student submits the Google form application. These recommenders will have one week following the deadline to complete their recommendations.
  • Students can check teachers’ emails on their websites at the following link: http://schools.dickinsonisd.org/page/10.staff.directory

Application Deadline:

• The deadline to submit a complete application including qualifying test scores is the Friday before Spring Break.
• Applications that do not meet the deadline, do not meet the requirements above, or are incomplete will not be considered.

Interview:

• ?Look for an email or phone call from COM for an interview after your application is verified by your counselor and submitted to CHS. Once your application is submitted, all communication regarding interviews and final acceptance will be through the CHS office at COM, 409-933-8169. Interviews will be scheduled by COM for the summer.

Questions? Visit the College and Career Center in L127 or email jcarse@dickinsonisd.org

Dual Credit

Dual Credit is a program that allows high school students to enroll in college classes for credit prior to high school graduation that can be applied towards high school and college graduation. The college credits can be transferred to other colleges or universities. Check prospective colleges' transfer policies prior to registering for dual credit.

Steps to Enroll in Dual Credit

1. High School GPA - 2.8 or higher as of January 2025 Required

2. Dual Credit/Collegiate Inquiry Form – Go to COM website at https://www.com.edu/dual-credit/index.html

3. TSI - Refer to the chart below to see if you are exempt from taking the TSI.

• If TSI exempt - Use your COM ID# and username (sent to the email used in the Inquiry Form), to upload the exempting SAT/ ACT score report to https://www.com.edu/admissions/academic-records.html (scroll to “Upload Documents for Admissions”). scores must be a PDF to upload.
• If NOT TSI exempt,
  • You will receive an email with steps to complete the application and directions to sign up to take your TSI.
  • Once you have your COM ID # sent to your email used in the Dual Credit Inquiry Form, complete the MANDATORY Pre-Assessment Activity (PAA) at: https://practice.accuplacer.org/login
    • Select “Texas Success Initiative 2.0 Pre-Assessment Activity.” (PAA)
  • If you do not receive an email, sign up in the College and Career Center - L127.
  • Not successfully completing the TSI will result in disqualification for that registration period.
  • For students with an IEP that requires testing accommodations, please contact the Office of Disability Services at COM before scheduling your TSI test: https://www.com.edu/counseling/disability-services/index.html
  • Free study materials - https://practice.accuplacer.org/login

4. After successful completion of your TSI, you will receive an email with instructions to apply to COM Dual Credit.

If you need assistance, attend an application workshop or visit the College and Career Center in L127.

5. Register

• Qualified students will receive a Dual Credit Permission Form to be completed electronically by the student and parent.
• Dual Credit Permission Forms will be processed for registration. 

6. Payment

• Payments are accepted online via COM Web Advisor account (https://webadvisor.com.edu/) or at COM’s Cashier’s Office.
• Emails regarding payment will go to the student’s COM email.

Tuition and Fees 2025-2026 school year

• Students who qualified for the National Free/Reduced Lunch program in any of the previous four academic years are eligible for the F.A.S.T. Scholarship → No charge for tuition, fees, books, or supplies. Qualification will be verified with no further application.
• The Flat Rate Tuition cost is $33 per credit hour (a 3-credit course would be about $99)
• Books are NOT included.

Dual Credit Course Offerings and Qualifying Test Scores

*The chart above is subject to change due to class/instructor availability and possible governing board amendments.

Dual Credit Guidelines

Student Eligibility at DHS

The High School Counselor’s signature on the Dual Credit Enrollment Form indicates the following guidelines have been met:

1. The student has a 2.8 GPA to enroll in academic (core curriculum) courses.
2. The student does not have excessive absences during the current school year.
3. The student does not have any severe behavior incidents during the current school year.

Student Enrollment Process through COM

College of the Mainland’s signature on the Dual Credit Enrollment Form indicates the following guidelines have been met:

1. The student has completed a Dual Credit Advising Session with a COM Enrollment Coach.
2. The student has met the TSI Assessment requirements for the classes in which they are to enroll.
3. The student’s requested courses on the form are scheduled to be offered for the term in which the student is enrolling.

Student Registration

1. The deadline to register for dual credit for the Fall semester is May 1st, of each school year.

   Registration includes: processed ApplyTexas application, qualifying TSI or exempting SAT/ACT score submitted to COM, and signed enrollment form turned in for processing.

2. The payment deadline will be published on COM’s academic calendar.
3. Should the student need to change courses, add, or drop a course, the student will meet with both, their counselor and the COM Enrollment Coach.

Dual Credit Probation

1. If a dual credit student receives a grade of “D” or below in a college class, the student will not be eligible for additional college courses the following semester.
2. To be eligible for Dual Credit courses again, the student must retake the course in which they were unsuccessful with the next opportunity for the course (possibly failing in a summer session). Once the student successfully completes the course, they will be eligible to register for additional Dual Credit courses.

COM Dual Credit Crosswalk

Most students who graduate from high school never complete a college degree. This problematic national trend can be reversed for students who engage in high-quality college-level learning experiences early in their academic career.

OnRamps offers distance education courses through a dual enrollment model. Using best-in-class resources, materials, and instructional strategies, OnRamps also provides intensive, yearlong professional development and support that improves instructional quality in hundreds of classrooms throughout the state for a widespread benefit to Texas high school students.

Key outcomes of early exposure to postsecondary education include:

• ?aligning high school students to the academic and social expectations of college;
• ?accelerating student matriculation, retention and time to degree; and
• ?increasing the number and diversity of students who are fully prepared to follow a path to college and career success.

UT OnRamps courses are dual-enrollment courses. This means that a student has the opportunity to earn both high school and college credit by taking a college level course. OnRamps courses are taught by Dickinson High School teachers who have been trained by a UT professor in a specific course curriculum. Students learn the same rigorous content that is being taught by the UT professor. OnRamps college credit is accepted at all public colleges and universities in Texas, and beyond.

Student criteria to participate in OnRamps courses:

• Meet same eligibility requirements as Pre-Advanced Placement and Advanced Placement courses as outlined in this section
• Completed prerequisites for course
• Recommendation from current teacher of respective On Ramps subject area
• Technology device and internet available at home

Eligible students will be invited to an informational meeting about the OnRamps courses in the Spring. Course tuition for UT will apply based on available funding.

Courses offered at Dickinson High School:

Dickinson Continuation Center (DCC)

The Dickinson Continuation Center is a non-disciplinary Alternative Education Campus of Choice and is evaluated using Alternative Education Accountability standards. DCC is a public 8-12th grade high school for students “at risk” of dropping out of school and is located within the Dickinson Independent School District. Starting in the 2024-25 school year Dickinson Continuation Center (DCC) will have their own graduation for their students. DCC students will not participate in the Dickinson High School graduation ceremony. 

Students interested in DCC begin an application process which includes a personal interview. Before a student is enrolled in DCC, the application process must be completed, and academic and discipline records are reviewed to determine if DCC is the best educational setting for the applicant. If it is determined that DCC is not the best educational environment, the student may attend the traditional high school campus or other alternatives may be discussed. 

The Continuation Center offers flexible scheduling; this type of scheduling allows students with various occupational, personal or academic needs to remain in school and pursue a high school diploma. Students are not included in the DHS ranking and are not eligible to be recognized as Valedictorian or Salutatorian. Curriculum is delivered through a multitude of methods, including computer-based and direct instruction, credit-by-exams, credit recovery, community-based learning projects as well as cross-curricular projects, to satisfy state graduation requirements. Any student requiring/requesting additional support, to meet state assessment standards or course completion, is served according to their individual needs. Graduating seniors are assisted in filling out financial aid and post-secondary education applications. College of the Mainland advisors and Military recruiters will be on campus to help students plot a path after graduation. Students desiring to enter the workforce directly upon graduation, as well as while attending high school, are assisted in filling out job applications and online profiles. All students are provided with a wealth of information pertaining to financial aid, scholarships, colleges, trade programs and current job opportunities and trends.

DCC students have the opportunity to address personal issues with an on-site licensed counselor and referrals to outside agencies are made when deemed necessary. 

Students who are interested in applying to DCC may apply online at the DCC website.

SPECIAL PROGRAMS

Dickinson High School offers a variety of specially designed instruction for students with individual needs. These programs include screening for special programs, dyslexia, English for Speakers of Other Languages (ESOL), 504/Americans with Disabilities Act (ADA) and federal programs mandated by the Individuals with Disabilities Act (IDEA). Each program includes specific guidelines for qualification.

ESL Program

Program Design
Dickinson ISD will promote a consistent district-wide educational program that focuses on meeting the individual needs of students through a challenging cognitive and linguistic curriculum. Classroom instruction will focus on transitioning students to the English language as quickly as possible. Education services support will focus on the content and delivery of an effective program.

Program Goals
The DISD Bilingual/ESL program will:

1. Provide challenging instruction at an appropriate level of difficulty for each student;Promote bi-literacy with an ultimate goal that each student will become a confident learner in the English language curriculum;
2. Ensure mastery of the Texas Essential Knowledge and Skills (TEKS);
3. Ensure proficiency in the areas of:
1.  Listening;
2. Speaking (including aligned vocabulary development);
3. Reading
4. Writing
4. Encourage parental support and involvement;
5. Help students understand and appreciate culture and heritage while accepting the importance of collaboration of different cultures,
6. Foster self-esteem;
7. Provide opportunities for social interaction in bilingual and monolingual English language settings;
8. Transition student as quickly as possible from bilingual classes to Emergent Bilingual instructional classes.

Dickinson High School ESL Program: (TEA definitions)

Content-Based (EB Sections)- The vast majority of the classes at DHS focus on the content area TEKS with ESL students acquiring English as they learn the TEKS. ESL students receive accommodations in all classes. Most classes are a mix of ELs and Non-ELs. Emergent Bilingual (EB) cohort classes typically have more ESL students and may have a paraprofessional translator.

Pull-Out - ESOL I & II, EB Practical Writing, EB Reading, EB Creative Writing, and EB Environmental Systems classes only have ESL students and are designed for rapid English language acquisition.

Gifted and Talented

At the high school, students’ gifts and talents are served within our advanced academic courses (Honors, AP, On Ramps or dual credit) or within the accelerated pathway at Collegiate High School (beginning in grade 11). Courses in the Honors or AP curriculum offer challenging learning experiences and maintain national standards set by the College Board. Students who meet specific criteria set by each college or university on an AP Exam receive credit for specific college courses. Dual Credit and On Ramps courses or acceleration through Collegiate High School offer students an opportunity to also earn transferable college credits for their advanced coursework in high school in partnership with College of the Mainland  and the University of Texas, respectively.

Students who are identified as gifted and talented must continue to receive services through high school, and must enroll in courses designated as Honors, AP, On Ramps or dual credit. Students may also apply to attend Collegiate High School in grade 11. Any GT student who elects to not receive GT services through advanced coursework in grades 9-12 will be recommended for furlough or exit from the GT Program. Additional information about GT services can be found on the DISD website under Educational Services.

Section 504

Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon disability.
The Rehabilitation Act of 1973 is a non-discrimination statute enacted by the United States Congress. The purpose of the Act is to prohibit discrimination and it applies to all programs and entities that receive federal funding. However, school districts do not receive federal money specifically for this Act. This Act was amended in 1990 to substitute “individual with disabilities” for “handicapped.” Thus, Section 504 is an anti-discrimination, civil rights statute that requires the needs of students with disabilities to be met as adequately as the needs of the non-disabled are met. Specifically, § 504 of this act applies to students in public schools to ensure that students with disabilities have educational opportunities and benefits equal to students without disabilities. Section 504 states that: "No otherwise qualified individual with a disability in the United States, as defined in section 706(8) of this title, shall, solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance...." [29 U.S.C. §794(a), 34 C.F.R. §104.4(a)]. Students needing testing accommodations for College Board or ACT exams must make a request through the testing organization. See counselor for details.

Special Education

In accordance with federal and state laws, DISD provides special education to students who are evaluated with a full, individual evaluation (FIE) and determined by an Admissions, Review and Dismissal (ARD) committee to meet the Texas Education Agency (TEA) eligibility criteria as having a disability condition and to need specialized instruction to receive a free and appropriate education (FAPE) in the student’s least restrictive environment (LRE).

Entry into special education:

There are three primary ways a student is determined eligible for special education: 

1. Child Find Process

a. ECI  transition (also known as Project Launch)
b. Monthly child find  screenings conducted by DISD Child Find Assessment Team

2. Campus RtI Referral Team
a. A campus RtI may refer a student for a full, individual evaluation (FIE) which is conducted by a multi-disciplinary team led by either a speech language pathologist (SLP), an LSSP (licensed professional in school psychology) or an educational diagnostician. Upon completion of the FIE, the student’s ARD committee will meet to review the evaluation, determine eligibility for services, and, if eligible, plan the student’s individualized education plan (IEP).

3. Transfer from another district
a. Students who are eligible for special education in another Texas district or from another state

are entitled to immediate special education services upon enrollment in DISD. The parent should bring a copy of the most recent ARD or IEP paperwork to the campus ARDC facilitator. If the parent is able to provide sufficient information, or the facilitator is able to obtain enough information from the sending district, then the “verification of IEP” form is completed and DISD attempts to match services as closely as possible. Otherwise, a “transfer” (or temporary) ARD is held and services are implemented pending receipt of full records. Within 30 school days of the initial verification or transfer ARD, the student’s ARD committee will meet to do a full ARD to finalize evaluation, goals, objectives, services and placement.

Students needing testing accommodations for College Board or ACT exams must make a request through the testing organization. See counselor for details.

Special Education Courses

In class Support is provided in the general education setting by support staff who assist the student with accommodations, instructional tools, academic growth, social/emotional learning and building independence in their educational learning environment. Time, duration and frequency are individualized based on student data and demonstrated need. 

Dyslexia Services:  Students with dyslexia may receive monitoring support and accommodations in the general education setting or direct instruction in a general education setting outside of the instructional classroom.  Components of Dyslexia Instruction must include phonological awareness; sound-symbol association; syllabication; orthography; morphology; syntax; reading comprehension; and reading fluency. Delivery of Dyslexia Instruction must be simultaneous, multisensory (VAKT); systematic and cumulative; explicit; diagnostic teaching to automaticity; synthetic; and analytic. Dyslexia instruction must be evidence-based and effective for students with dyslexia, taught by an appropriately trained instructor and implemented with fidelity. District programs include Basic Language Skills, Esperanza, and Reading by Design. The purpose of dyslexia services is to provide students tools to be self sufficient and accommodate for their own needs.   The Talking Book Program (TBP) https://www.tsl.texas.gov/tbp/index.html provides digital audio, large print and magazines to Texans who cannot read standard print due to a reading disability.  Service for students is available both at home and in the classroom.

BTC is our leveled Behavior Teaching continuum programming. BTC provides direct services to include a BIP, monitoring, social/adaptive skills, and consultation with the teacher(s). The student continues to receive campus and classroom support in addition to direct support from the Behavior Coach. Checks are in the form of coaching; check-in, check-out, home base, or other monitoring depending on students’ level of need.  In addition, the student will receive direct social/adaptive skills in a pull-out setting, lunch bunch, or other time of the day to work on specific behaviors outlined in the BIP and goals per the ARD (i.e. 3x per 9 weeks or 5x per 9 weeks, etc).In the event that the student's needs increase, they may get pulled out to a sped setting where the student will participate in re-orientation, to work on target behaviors. Direct instruction on social skills is also provided.

Life Skills (Alt) - is an individualized special education program for students K - 12th grade who have both cognitive and adaptive behavior deficits that require academic instruction through pre-requisite skills.   This support provides a highly  structured approach to academic, vocational, and life skills education.  Instructional modifications and accommodations, social skills, behavioral support and personal care are built into the support structure. The program goal is to enable students to reach their maximum level of independence in their school and community setting.  

Life Skills Medical Program - is an individualized special education program for students K - 12th grade who have both cognitive, adaptive behavior deficits that require academic instruction through pre-requisite skills and intense medical needs overseen by a CNA in the classroom.   This support provides a highly  structured approach to academic, vocational, life skills and overall health and safety wellness education.  Instructional modifications and accommodations, social skills, behavioral support and personal care are built into the support structure. The program goal is to enable students to reach their maximum level of independence in their school and community setting while receiving optimal care in their educational environment.  

DEAR Program- Dickinson Education, Acceleration, Recovery (DEAR) for students in high school who have mild to moderate learning deficits, health, or emotional disabilities who are at risk of dropping out, or not graduating on time. Students receive targeted, accelerated specially designed instruction in a special education setting to gain credits needed for graduation.  The program goal is to keep students from dropping out and provide opportunities to graduate.

18+ Program- Post secondary instruction focused on daily living and work skills.  Students are 18 to 21 years old with significant cognitive disabilities, autism or other health impairments that have completed the required high school credits for graduation but require a significant level of support to master functional goals and objectives. Students will receive a continuum of services that include district resources and support to community or employment settings, based on their needs and abilities that will enable the student to reach their maximum level of independence in self-help, assisted adult living, working within the community and self-advocacy. 

DISD Family Guide to Response to Intervention (RtI)

DISD schools are committed to helping all children succeed. Campuses have many ways to help children who are struggling to learn and need additional support to be successful. Response to Intervention (RtI) is one form of support.

This guide reviews the basic components of any RtI process and includes questions you might ask to learn more about their RtI process. Also included are ways you can get involved in the process and what to do and where to go if you have questions or concerns.

What is RtI?

Response to Intervention is “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying student response data to important educational decisions.” (National Association of State Directors of Special Education, 2006).

What are the benefits of RtI?

RtI provides structure; it holds the promise of ensuring that all children have access to high quality instruction and that struggling learners, including those with learning disabilities are identified, supported and served early and effectively. An essential assumption of RtI is that all students can learn, and will, given the right opportunities.

What does RtI look like?

The Tiered Delivery Model is central to RtI. It is a model of support designed to improve the delivery of instruction to all students. It is more than a campus intervention team … It is a problem-solving system which empowers educators to identify and provide intervention and support to students who are experiencing educational difficulties. Each level represents a grouping of students whose differing needs are met with more intensive (sometimes different) instructional approaches. Parents are involved in all Tiers of the RtI process.

• In Tier 1, the base or largest level, represents the majority of students, largely served by the core instructional program (general education classroom), which is monitored for effectiveness.
• In Tier 2 represents a smaller grouping of students who may require additional help—interventions—in addition to (though not replacing) core instruction, to achieve the learning rate necessary to meet grade level expectations.
• In Tier 3 represents a still smaller group who need even more assistance—intensive interventions—to achieve the same goals.

Who do I contact about how RtI works in my child’s school?

University Interscholastic League (UIL) Eligibility and Extracurricular Activity

The University Interscholastic League (UIL) uses the following guidelines at the beginning of each school year to determine participation in any school-sponsored activity. Credit requirement for eligibility during first six weeks:

• Grade 9: Students must be promoted to the 9^th grade for UIL participation
• Grade 10: 5 accumulated credits
• Grade 11: 10 accumulated credits, or student must have earned at least 5 credits within the last 12 months
• Grade 12: 15 accumulated credits, or student must have earned at least 5 credits within the last 12 months

Students must maintain a minimum of 70 in every course at the beginning of each nine-week period to remain eligible for participation in UIL and extracurricular activities. If a student fails a course, he/she is ineligible for the following three-week period. Ineligibility becomes effective seven days after the end of the nine-week period. The student will regain eligibility for competition seven days after the three-week period if the student has passing grades of a 70 or above in all courses at that time. Dickinson High School publishes a UIL calendar showing all relevant dates for participation. The UIL Calendar can be found on www.dickinsonisd.org under the Calendars tab.

Students who participate in an advanced course (Advanced, AP, Dual Credit, or Honors) may apply for a waiver if they fail an advanced course with a 60 or higher for each UIL grading period. In order to apply for a waiver for UIL participation, this form needs to be filled out completely. The waiver is available from the coach/sponsor. The form will be turned in within the 7-day grace period to the UIL administrator. The following rules must be noted:

•  An application is a request. The UIL administrator will CONSIDER the waiver; it is not a guaranteed waiver.
• Only AP, Dual Credit, and Honor classes are eligible for a waiver.
• On-level courses do not qualify for a waiver.
• The grade under consideration must be a 60 or higher.
• In order to be considered for a waiver, a student must be present 96% of the days in which school was in session during the grading period in which the waiver is requested. For example, if there are 30 days in the grading period, a student must be present 28.8 days. Consideration will be given to extenuating circumstances.