The RtI process is a multi-step approach to providing services and interventions to students who struggle with learning and/or behavior at increasing levels of intensity. The progress students make at each stage of intervention is closely monitored. Results of this monitoring are used to make decisions about the need for further research-based instruction and/or intervention in general education.  The RtI process has the potential to limit the amount of academic failure that any student experiences and to increase the accuracy of targeting instruction. Its use could also reduce the number of children who are mistakenly identified of having learning disabilities when their learning problems are actually due to cultural differences or lack of adequate instruction. Information and data gathered by an RtI process can lead to earlier identification of children who are in need of special education services.  The RtI process is defined as a three- or four-tier model of school supports that uses research-based academic and/or behavior interventions. PSJA utilizes a four-tier model that is student centered at every stage. The emphasis is to discover a manner in which to create positive and successful learning experiences.

Section 504 of the Rehabilitation Act of 1973 is a civil rights statute that prohibits discrimination against individuals with disabilities in programs or activities that receive federal financial assistance from the U.S. Dept. of Education. The Office of Civil Rights (OCR), a component of the U.S. Dept. of Education, enforce Section 504.  Section 504 regulations require a school district to provide a “free and appropriate public education” (FAPE) to each qualified student with a disability who is in the school district’s jurisdiction, regardless of the nature or severity of the disability. Section 504 requires districts to provide students with disabilities appropriate services and accommodations designed to meet their individual needs to the same extent as the needs of students without disabilities are met.

Child Find Statement

Pursuant to Section 504 of the Rehabilitation Act of 1973, the District has a duty to identify, refer, evaluate and if eligible, provide a free, appropriate public education to disabled students.  For additional information about the rights of parents of eligible children, or for answers to any questions you might have about identification, evaluation and placement into Section 504 services, please contact the District’s Section 504 Coordinator Debra Ann Salinas at  956-354-2043  or by mail at: 900 East Birch, Alamo, TX78516.

Dyslexia is a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.  International Dyslexia Association, 2002

Pharr-San Juan-Alamo ISD offers career and technical education programs in: Agriculture, Food, & Natural Resources, Architecture & Construction, Arts, A/V Technology & Communications, Business, Management & Administration, Education & Training, Finance, Health Science, Hospitality & Tourism, Human Services, Information Technology, Law, Public Safety, Corrections & Security, Manufacturing, Marketing, Sales & Service, Science, Technology, Engineering & Mathematics, Transportation, and Distribution & Logistics.  Admission to these programs is based on interest and aptitude, age appropriateness and class space availability. 

It is the policy of Pharr-San Juan-Alamo ISD not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, 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.

Pharr-San Juan-Alamo ISD will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational and vocational programs.

For information about your rights or grievance procedures, contact the Title IX Coordinator at virgina.saenz@psjaisd.us, 956-354-2000 and/or the Section 504 Coordinator at debra.salinas@psjaisd.us, 956-354-2043.

El Distrito Escolar de Pharr-San Juan-Álamo ofrece programas de educación técnica y vocacional en: Agricultura, Alimentación y Ciencias Naturales; Arquitectura y Construcción; Artes, Tecnología A/V y Comunicaciones; Negocios, Gerencia y Administración; Educación y Entrenamiento; Finanzas; Ciencias de Salud; Hostelería y Turismo; Servicios Humanos; Tecnologías de la Información; Leyes, Seguridad Pública y Seguridad; Fabricación; Marketing, Ventas y Servicio; Ciencia, Tecnología, Ingeniería y Matemáticas; y Transporte, Distribución y Logística. La admisión a estos programas se basa en interés y aptitud, edad apropiada, y disponibilidad de espacio.

Es norma del Distrito Escolar de Pharr-San Juan-Álamo no discriminar en sus programas, servicios o actividades vocacionales por motivos de raza, color, origen nacionalidad, sexo o impedimento, tal como lo requieren el Título VI de la Ley de Derechos Civiles de 1964, según enmienda; Título IX de las Enmiendas en la Educación de 1972, y la Sección 504 de la Ley de Rehabilitación de 1973, según enmienda.

El Distrito Escolar de Pharr-San Juan-Álamo tomará las medidas necesarias para asegurar que la falta de habilidad en el uso del inglés no sea un obstáculo para la admisión y participación en todos los programas educativos y vocacionales.

Para información sobre sus derechos o procedimientos de quejas, comuníquese con el Coordinador del Título IX virgina.saenz@psjaid.us, 956-354-2000, y/o el Coordinador de la Sección 504 debra.salinas@psjaisd.us, 956-354-2043.