Curriculum Department Team
Instructional Services Department
Instructional Services provides a wide range of support to the schools and students of Blanco Independent School District. The district curriculum is based on the required Texas standards called the Texas Essential Knowledge and Skills (TEKS). The state standards, TEKS, provide the “what” we teach. One significant role of the instructional services department is to work to define the “how” of what we teach. Our work provides more specificity to the scope of the curriculum, adding more rigor and details for teachers to plan and deliver instruction to all students effectively.
Instructional Services Include:
Assessment and Accountability
Career and Technical Education
College and Career Readiness
Federal Programs and Grants
English Language Learner Services
Title I, Part A - Improving Basic Programs
Title I, Part C - Migrant
Title II, Part A - Teacher and Principal Training and Recruiting
Optional Extended Year -
The intent of the Optional Extended Year Program is to reduce retention by providing interventions to students at risk of retention and to assure that they have the skills necessary for success in the next grade level.
Migrant - Our Migrant services provide needed instructional support to help migrant students overcome the challenges of mobility and to succeed in school.
The purpose of the At-Risk Intervention Program is to provide needed instructional support to students at risk of not graduating to help them stay in school and graduate. Program services allow for parent involvement, early identification and intervention, and regular assessment of student progress.
Blanco ISD Dyslexia Program
The goal of our dyslexia program is to identify and provide support and services to students exhibiting characteristics of dyslexia to such an extent that additional intervention is needed beyond conventional or intensified instruction within the regular classroom.
The Dyslexia Program in Blanco ISD is established to meet the needs of students who qualify for the program.
Dyslexia is one of several distinct learning disabilities. It is a specific language-based disorder of constitutional origin characterized by difficulties in single-word decoding, usually reflecting insufficient phonological processing. These difficulties in single-word decoding are often unexpected in relation to age and other cognitive and academic abilities; they are not the result of generalized developmental disability or sensory impairment. Dyslexia is manifested by variable difficulty with different forms of language, often including, in addition to problems with reading, a conspicuous problem with acquiring proficiency in writing and spelling (International Dyslexia Association Research Committee in collaboration with the National Center for Learning Disabilities and the National Institutes of Child Health and Human Development, April 1994).
The difficulties of a student identified as having dyslexia occur in phonemic awareness and manipulation, single-word decoding, reading fluency, reading comprehension, spelling, and/or written composition. These difficulties are unexpected for the student’s age, educational level, or cognitive abilities. Additionally, there is often a family history of similar difficulties. The TEA Dyslexia Handbook explains further the laws and procedures for identifying students with dyslexia and related disorders.
Student Assessment and Identification
Referrals for dyslexia screening originate on the home campus through the Campus GIST Committee or ARD committee. Parental notification and permission is obtained through the 504 referral process if the student is in regular education. Screening is done by the district dyslexia contact, Shawn Kipp, and admission into the Dyslexia program is decided by the District 504/ Dyslexia Committee.
Eligibility requirements include ruling out medical issues, poor attendance, and behavioral concerns; establishing difficulty in language arts with strengths in other content areas; average to above average intelligence; and characteristics of dyslexia. A committee of campus counselors, campus dyslexia teachers, and the student’s reading teacher(s) make the determination after considering all data. Parent information is valuable in making the final decision.
Dyslexia Programs and Services
The District 504/Dyslexia Committee designs an educational plan for each identified student. Students may be placed in a dyslexia reading program that meets the state descriptors. Wilson Reading has been adopted as the district dyslexia program, but a student's plan may include other programs that meet the state's descriptors and are available on the student's home campus. Accommodations are also outlined for other subject areas. The student's progress is monitored after each grading period and adjustments are considered if necessary.
The District 504/Dyslexia Committee has gathered a list of available resources for students with dyslexia. Please see the district dyslexia coordinator for a list of these resources.
ESL - The goal of English as a Second Language shall be to provide support and services to students of limited English proficiency so that they can become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a Second Language program shall emphasize the mastery of English language skills, as well as mathematics, science, and social studies as integral parts of the academic program for all students.
Gifted and Talented-Blanco ISD
Blanco ISD Goal for Services for Gifted/Talented Students:
We believe Gifted and Talented (GT) students possess the potential for self-directed learning, thinking, research, and communication, as evidenced by innovative products and performances reflecting individuality, creativity, and intellectual ability more advanced than the majority of students of the same age or grade.
Therefore, we will endeavor to provide services to develop their potential.
Identification & Assessment Process:
To be considered for potential placement in gifted services, a student must be referred for testing. A referral can be completed by a parent, teacher, counselor, administrator, or student. Once a referral is submitted, students go through the screening and placement process, which includes both quantitative and qualitative assessments.
Blanco ISD offers a flexible system of viable program options throughout the district that provides a learning continuum and reinforces the strengths, needs, and interests of gifted and talented students. The district provides an array of learning opportunities that are commensurate with the abilities of gifted/talented students, and that emphasize content in the four (4) core academic areas (English language arts, mathematics, science, and social studies). Teachers responsible for delivery of services will have thirty (30) hour foundation training as well as six (6) hour annual updates.
Blanco ISD GT Calendar 2023-2024
GT Nomination Referral Window
December 1-19, 2023