Gifted and Talented Program 

  • The Rose Bud School District provides services to 235 high-ability and identified gifted students through the elementary through enrichment classes.

  • 28 students in grades 4-6 are provided 150 minutes of direct instruction through pull-out classes.

  • 69 identified gifted students at the high school level that are provided with a differentiated curriculum in content classes, and quarterly GT meetings with GT Program Administrator.

  • During the 15-16 school year, Rose Bud School District offered the following AP classes on campus: Biology, Calculus AB,  Chemistry, English Literature and Composition, and US History.

  • A certified GT facilitator/AP coordinator is employed

Special Education Services

The Special Services Department is responsible for the identification, evaluation, educational programming, and placement for students who may have a disability which adversely effects their education and requires specialized instruction. 

Following a comprehensive assessment that may include a psychological evaluation, educational testing, speech-language assessment, audiological testing and other assessments, a student found eligible for and needing special education services in one or more of the following categories:

  • Autism

  • Deaf-blindness

  • Hearing Impairment

  • Emotional Disturbance

  • Intellectual Deficiency

  • Multiple Disabilities

  • Orthopedic Impairment

  • Other Health Impairment

  • Specific Leaning Disability

  • Speech or Language Impairment

  • Traumatic Brain Injury

  • Visual Impairment

The Rose Bud School District is required to provide free, appropriate public education to eligible children in cooperation with parents and other agencies under the Individuals with Disabilities Education Act. Each eligible student must have an Individual Education Program (IEP), which is developed by a team composed of teachers and other qualified school personnel, parents or guardians and the student, when appropriate. The IEP is revised when necessary and reviewed at least annually.


  • During the 2017-2018 school year, Rose Bud Public School District used the evidenced-based Recipe for Reading as well as IMSE Comprehensive and IMSE Advanced in small group intervention to address the deficit areas of students identified as exhibiting the characteristics of dyslexia.

  • During the 2017-2018 school year, 70 students attending Rose Bud School District received dyslexia intervention services from a trained dyslexia interventionist.

  • During the 2017-2018 school year, 56 students attending Rose Bud School District were identified as exhibiting the characteristics of dyslexia. 

Arkansas Child Find

Does my child do the same things other children his or her age do?  Some children need help walking, talking, seeing, hearing, or learning.If you feel your child needs help, contact your local school district. Special education services are available to all eligible children birth through high school, in both public and private including children who are highly mobile, homeless or wards of the state.

Early detection is the key to helping your child get off to a good start. Getting help today prepares your child for future success.

For more information about Arkansas Child Find, click here.

Section 504 of the Rehabilitation Act 

Section 504 of the Rehabilitation Act of 1973 focuses on non-discrimination. The denial of public education participation or enjoying the benefits offered by the public school’s programs because of a student’s disability is prohibited.

Unlike special education, under Section 504, there is no list of “approved” disabling conditions. A “handicapped” person is one who:

  • Has a physical or mental impairment which substantially limits one or more major life activities,

  • Has a record of such an impairment, or

  • Is regarded as having such an impairment

35 C.F.R Sec. 104.3(j)(1)

Physical or Mental impairment means (A) any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems, neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genitourinary’ hematic and lymphatic, skin and endocrine; or (B) any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities.

34 C.F.R. Sec. 104.3(j)(2)(i)

Major Life Activities means “functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, breathing, learning, and working.”

34 C.F.R. Sec 104.3(j)(2)(ii) &

42 U.S.C. Sec 12102(2)(A)

Each campus has a Section 504 building coordinator. To discuss the initiation of a referral for consideration of accommodations under Section 504 contact your child’s principal or assistant principal.

Please click here for information about Title 1 information or McKinney-Vento Act Information (Homeless)


The Rose Bud School District is a consortium member of several regional school districts in support of Crossroads Alternative Learning Center. Students in grades 7-12 who meet criteria of “at risk” are eligible to be considered for placement at CALC. At risk criteria may include those students who exhibit two or more of the following characteristics:

  • Disruptive behavior

  • Drop out from school

  • Personal or family problems or situations

  • Recurring absenteeism

  • Transition to or from residential programs

  • Ongoing, persistent lack of attaining proficiency levels in literacy and mathematics

  • Abuse: physical, mental or sexual

  • Frequent relocation or residency

  • Homelessness

  • Inadequate emotional support

  • Mental/physical health problems

  • Pregnancy

  • Single parenting

  • Returning drop-out under age 21

  • Students with frequent suspensions or expulsion

Please contact a High School administrator to initiate a referral to CALC.