Equalizing Effects
A 2009 report entitled Arts and At-Risk Youth
looked at a collection of studies. Portions of the
studies reviewed suggest that programs that
offer deep arts involvement may help to narrow
the achievement gap among socio-economic
groups
and
enable
BACK
PANEL
HEADINGstudents from financially challenged background to have a more level playing
field with their peers
Civic Involvement
This report also found that high school students
from low income backgrounds with arts-rich
experiences participated in student government
and school service clubs at four times the rate of
low income students who lacked those experiences.
These students were also more likely than other
young adults to have volunteered recently and
to vote and/or to participate in a political campaign.
Creativity
A 30 year study of the careers of 40 scientists
entitled, Arts Crafts: Keys to Scientific Creativity,
reports that data demonstrated a significant
correlation between artistic hobbies, specific
forms of thinking (visual, kinesthetic, verbal,
etc.) and success as a scientist. The Nobel Prize
winners and most of the members of the National Academy of Sciences in the study were
universally artistic and/or musical, most had
several arts-related hobbies as adults, and they
utilized a wide range of arts-associated mental
thinking tools such as three-dimensional mental
imagery, kinesthetic feelings and pattern formation.
Financial Benefits
Last year Plano ISD students earned more then
$17 Million in scholarships as a result of their
fine arts involvement.
How Fine Arts Contribute
Design
The Texas Cultural Trust reports that the
“Creative Sector” in Texas employs roughly
700,000 individuals in everything from manufacturing of art supplies and musical instruments,
to graphic design, to music and movie production and distribution, to performance companies in dance, theatre and music. These jobs
carry an average annual salary of $70,000.
•The focus is on creating something that is functional while also
being beautiful. – Our art students do this every day.
Fine Arts =Success
We believe that a vibrant Fine Arts education is
the right of every child and that the research
suggests that these experiences can assist students to be more engaged in school and learning in general, to succeed academically, to overcome the challenges of poverty, to participate
more fully in their communities, to contribute
creatively to the world and to make a decent
living.
Plano ISD Fine Arts
Cox Building Annex
1517 H. Avenue
Plano, Texas 75074
(469)752-5380
•When
Story
our lives are brim-
ming with information and
data, the essence of persuasion and communication has
become the ability to create
a compelling narrative. –
Speech and theatre classes
give this narrative a voice
for students.
Symphony
•This idea is about synthe-
sis, the ability to see the
big picture or to combine
pieces into a truly new
whole. – This is the very
essence of a musical performance or the creation
of a visual artwork.
•The ability to laugh, play,
and enjoy oneself will become increasingly more
critical in this new age. –
Participation in the arts in
school lays the foundation
for a life of artistic recreation.
Play
Empathy
A 2007 Harris poll demonstrated that
extended involvement in the arts
increases the likelihood that a student will graduate and go on to college nearly three fold. In addition,
individuals who were involved in the
arts for a longer period of time were
more likely to be college graduates
with higher incomes than their peers
who had a lower arts involvement
Academic
Success
•Those who thrive will
have the ability to understand those around them,
to build new relationships
and to care for others. – To
be a part of an ensemble,
cast or team one must
learn to appreciate others
and work together.
Engagement
Meaning
•In a time when so many of the
basic needs are easily met, human
beings desire to pursue more significant ideas of purpose and spiritual fulfillment. – The arts provide
a powerful vehicle for exploring
and expressing such ideas.
A study conducted by the Colorado
Department of Education in 2008
concluded that students who do well
in reading, writing, and science
attend schools that offer a rich and
varied arts program – regardless of
the population’s racial composition
or socio-economic
Plano Independent School District
Special Education Services Department
2013-2014
The leadership and support teams of the Special Education Services Department of Plano Independent
School District are dedicated to a Purpose and a Mission Statement affirmed by shared beliefs. The
purpose of special education is best described as minimizing the impact of disability and maximizing the
opportunities for students with disabilities to participate in schooling and the community.
Mission Statement
The mission of the Special Education Services Department of the Plano Independent School District is to
provide an excellent education for students with identified needs.
Plano ISD has approximately 5,494 (10%) students who receive special education services. They are
students who have a disability such as Specific Learning Disability, Visual Impairment, Auditory
Impairment, Orthopedic Impairment, Speech Impairment, Intellectual Disability, Autism, Other Health
Impairment, or Traumatic Brain Injury and demonstrate a need for specially designed instruction.
Special education students are served by campus staff that includes speech pathologists, highly qualified
teachers and teaching assistants. These services are individualized based on student need and are
facilitated by district instructional specialists, evaluators, related service providers and the special
education leadership team.
Philosophical Belief
It is our philosophical belief that supported education is implemented within a continuum of both natural
and established classroom supports providing an educational experience where all students learn and
achieve. Equal in importance are the provision of differentiated instruction, varied approaches to
learning, and curricular modifications and/or accommodations along with consideration for the
complexity of various instructional settings and the degree of instructional support based on individual
student needs. A commitment to consistent practices and procedures assures access to the continuum of
services district-wide.
We believe that:
• The purpose of special education is for students to achieve learning that leads to life success such
as: academic achievement, meeting basic needs, self-determination, career attainment, and social
and emotional well-being.
• A quality education occurs in an environment where communication and collaboration are the
shared responsibility among students, families, staff, and the community.
• Respect and dignity for students and families and a demonstrated understanding of their diversity
is essential to a quality education.
• Learning is a life-long process for all, driven by individual student needs.
• Individually designed educational programs developed to meet identified student needs lead to
meaningful participation and maximum growth.
Plano Independent School District
AVID Program
What does AVID do for students?






Teaches study and organizational skills
Gives tutorial help through college tutors
Builds leadership potential
Teaches students to work collaboratively to be successful in the most rigorous courses
Assists students with the application process for colleges and universities
Helps students explore careers through guest speakers
How are students selected for the AVID program?
AVID targets students in the academic middle that have the potential to succeed in advanced courses.
The selection process is as follows:
 Recommendations are taken from teachers, counselors, and parents. Students may also
recommend themselves for the program.
 Interested students complete an application, written interview, and an oral interview.
 The AVID campus site team (composed of an administrator, a counselor, the campus AVID
coordinator, and teachers from other subjects) selects the students for the program.
What is the commitment for students in the AVID program?





Students must enroll in the AVID elective course which is taught during the school day.
Students in AVID must commit to taking college-prep courses, including honors and Advanced
Placement.
Students must pursue participation in extracurricular activities and community service.
Students must maintain an AVID binder with an agenda.
Students must have a daily dedicated time for homework, studying and working on projects.
What campuses offer the Secondary AVID program?
Middle Schools
Armstrong
Otto
Bowman
Renner
Carpenter
Robinson
Frankford
Rice
Haggard
Schimelpfenig
Hendrick
Wilson
Murphy
High Schools
Clark
Jasper
McMillen
Shepton
Vines
Williams
Senior High Schools
Plano East Senior High
Plano Senior High School
Plano West Senior High
What campuses offer the Elementary AVID program?

Barron, Christie, Forman, Jackson, Meadows, Memorial, Mendenhall, Sigler & Thomas
How are the Secondary AVID Program and Elementary AVID Program different?

th
th
The AVID Elementary Program serves all students in the 4 and 5 grade. AVID strategies, such
as goal setting, time management, organization, using an agenda, note-taking, and levels of
thinking are incorporated into the school day. The cornerstone of the Secondary AVID Program is
the AVID Elective Course. Students must apply for the AVID Elective and be selected to
participate in the program.
Plano ISD Spring 2014
Plano ISD
Class On Your Time!
HIGH SCHOOL COURSES THROUGH INDEPENDENT INTERNET STUDY
http://planoisdeschool.net
Plano ISD offers students grades 9-12 a flexible learning option.
WEBSITE AND ENROLLMENT PROCEDURES
The Plano ISD eSchool website can be accessed at www.planoisdeschool.net. Course listings and descriptions can be found on the website.
Students will enroll online through the Plano ISD eSchool website. Currently enrolled Plano ISD students must follow the approval process through their
campus counselor.
CREDIT REPORTING FOR PLANO ISD STUDENTS
Credit reporting for online courses will follow existing correspondence course policies. Plano ISD students must follow similar course
selection and approval procedures through their campus counselor.
 Students will have a minimum of six weeks and a maximum of 18 weeks to complete courses.
 Students currently enrolled in Plano ISD will be allowed to take two eSchool courses at one time.
 Students currently enrolled in Plano ISD may earn a total of three credits through correspondence and/or off-campus online courses.
 Grades earned in eSchool courses shall not be used in computing class rankings. [Reference Plano ISD School Board Policy EHDE
Local]
TUITION
Payment options:
1. Online through PISD eSchool website. (Visa, MasterCard, American Express)
2. Through a cashier’s check or money order mailed to: (no personal checks accepted)
Plano ISD
Student Services/eSchool
3540 E. 14th Street
Plano, TX 75074
3. Reimbursement guidelines:
Within 15 days of the online registration, students may cancel enrollment and receive a reimbursement, as per enrollment agreement.
A fee of $50.00 will be retained for administrative expenses.
4. Some courses may require the purchase of additional materials, such as textbooks, not included in the tuition fee.
Special Offer!
Plano ISD eSchool: Expanded Course Offerings!
In an effort to meet our students’ needs, Plano ISD eSchool has developed twenty four (24) online courses locally. We are able
to offer these courses at a reduced tuition cost. The tuition for the following courses is $280 per semester.
*Algebra 1, Semester 1
PE Foundations
Psychology
*Algebra 1, Semester 2
PE Foundations 2
United States History, Semester 1
*English 1, Semester 1
English 4, Semester 1
United States History, Semester 2
*English 1, Semester 2
English 4, Semester 2
World Geography, Semester 1
*English 2, Semester 1
Economics
World Geography, Semester 2
*English 2, Semester 2
Health
United
States to
Government
These courses will
be available
students beginning May 25, 2001.
English 3, Semester 1
World History, Semester
1
Business
Information
Semester
1
Remember, students must secure campusManagement,
counselor approval
prior to
English 3, Semester 2
World History, Semester
2
BIM
Semester
2
registration (available on the eSchool website).
*Plano ISD students may take the course for credit recovery only.
Tuition for the courses listed below is $320 per semester course.
Plano ISD eSchool Courses Available At This Time
Refer to website for updated course offerings.
Courses for Graduation Credit
Algebra II
Geometry I
Precalculus
*Spanish I
Chemistry I
*Spanish II
Physics I
*Plano ISD students may take the course for credit recovery only.
MOS Certification Testing
Now Available - refer to the
website for information and
registration.
Please Read and Note:
 eSchool registration will be closed from December 13, 2013 to January 2,
2014.
 Only registration is closed during the time outlined above. Students who have
registered before the dates listed will be able to continue working through their
course/s.
 The eSchool helpdesk will be closed November 27 to December 1, 2013 and
December 20, 2013 to January 2, 2014.
 In order to have an eSchool course credit for graduation in June
2014:
1. Students must register for a course before March 19, 2014.
2. Students must complete all course work by May 23, 2014.
 There are a limited number of “seats” in each eSchool course. Registration for
each course closes when that course is full and opens again as places
become available. Therefore, registration for an eSchool course may be open
or closed at any time.
 Before you register for a course, please make sure that you read and
understand the eSchool Guidelines and Policies. Adherence to these
guidelines, for example those concerning academic integrity, will be expected
and consequences enforced.
 Each student will have a specific schedule for completing and
turning in assignments.
When you register for an eSchool course, please make sure that you
provide the email address that you intend to use throughout your course.
That email address must be an active, functional account that will handle large file
attachments.
If you have any questions or concerns, please contact the eSchool office at:
469-752-8894
eschool@pisd.edu
Spring 2014
PLANO INDEPENDENT SCHOOL DISTRICT
Counseling and Guidance – Grades Pre K - 8
Presented by Ramona Cartwright, Dooley Elementary Counselor and Elementary Cluster Leader
Angie Novak, Renner School Counselor and Middle School Cluster Leader
The purpose of the school guidance program is to promote and to enhance the learning process. School
counselors work closely with administrators, teachers, parents, and community to support the Plano ISD
mission and accomplish goals with focus on three strands of guidance:



Academic Success
College and Careers
Personal/Social Development
The Plano ISD Guidance Plan is an integration of the American School Counseling Association National
Standards and the Texas Education Agency Guidance for Program Development. A developmental guidance
program emphasizes success for all students. This plan will enable all students to achieve success in school and
to develop into contributing members of society. Plano counselors have a Master’s degree in School
Counseling or a Master’s degree in another area with a School Counseling Certificate and minimum of two
years of classroom teaching experience.
Guidance Topics:

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Anger Management
Bullying Prevention
Character Education
Communication
Conflict Resolution/Peer Mediation
Decision Making
Diversity
Drug Awareness (Red Ribbon Week)
Friendship

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
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Test Anxiety
Motivation
Organization
Peer Pressure
Personal Safety
Self Confidence
Social Skills
Study Skills
Stress Management
Red Ribbon Week – The last week in October is devoted to drug abuse awareness and prevention. Schools
offer specific guidance lessons, guest speakers, and motivational assemblies.
College Week – Students participate in guidance lessons promoting college awareness and career information.
The lessons are followed by a week in January highlighted by career fairs and school-wide college awareness
activities.
Yello Dyno – this program addresses bullying and includes lesson plans, videos, and activities highlighting
personal safety and making wise decisions.
WHO – We Help Ourselves – this anti-victimization program also includes a section on bullies and
information on staying safe, child abuse, and getting help from a trusted adult.
R-Time – this elementary program fosters cooperation and respect with an emphasis on manners. Students are
randomly paired and learn to greet one another using names and making eye contact. Activities are designed to
2014 key communicator k 8.doc
help students relate well to each other (and thereby, reduce bullying), raise self-confidence, and support
learning.
Other guidance lessons – Many and varied classroom guidance lessons are available to address issues and
situations that occur on the campus. Guidance lessons are also available online. The majority of schools use
the following popular and effective lessons to address bullying, violence, and anger: Don’t Pop Your Cork on
Monday (Anger Management), Peacemaking Skills for Little Kids, Kelso’s Choice (Conflict Resolution),
Bullies Are a Pain in the Brain, and No More Teasing.
Negotiate - The philosophy of Negotiate is based on the principle that by placing students in a well-defined and
supportive situation, they will develop inter-personal skills and positive relationships. Negotiate is an extension
of R-time, the elementary school relationship program, for middle school students. Each 15-20 minute weekly
session requires cooperation with a randomly chosen partner. Fundamental to Negotiate is the expectation and
use of good manners, appropriate body language and courtesy, while students are engaged in mutually
respectful and productive dialogue. Lessons cover multiple topics including: self-respect, gossip, cell phone
bullying, friendship loyalty, honesty, and cheating.
Second Step - This program is available in all middle schools designed to promote social skills and academic
success. Students learn the protective skills to make good choices and stay engaged in school despite the
pitfalls of substance abuse, bullying, cyber bullying, and peer pressure.
Be EPIC – Educated, Pro-Active, Influential, and Changed - Trained presenters from The Turning Point make
classroom presentations about appropriate and inappropriate social interactions and sexual harassment. There is
a focus on this form of bullying.
Be Cool – This video based program presents the paradigm of self-control and assertion training. The modules
uses real-live, everyday classic situations to model the effective use of assertive strategies, as well as the
ineffective use of passive and aggressive styles in coping with difficult feelings and difficult people. Topics
include coping with stress, harassment, anger, and bullying.
Prevention of Bullying - Guidance lessons promote the Golden Rule, encourage empathy, help students
understand the nature and destructiveness of bullying, help students who are bullied cope with their feelings and
with the bullying, as well as encourage those who bully to stop mistreating others.
Plano counselors also conduct small group sessions with students. These may include groups about Changing
Families (divorce, separations), Grief, Social Skills/ Friendship, or New Students. These groups are supportive
in nature and not therapeutic. They are based on an educational model which is part of the educational
curriculum. Participation may be recommended by parents or teachers, and parental permission is always
required.
Plano ISD also offers online parenting classes addressing bullying, cyber-bulling, discipline, power struggles,
and sibling rivalry. Class Series offered are Back to Basics, Help, A Teenager has Moved Into My Child’s
Body, Parental Authority, Parenting the Strong-Willed Child, Building Bright Futures – ADD/ADHD, and
Grandparents Raising Grandchildren.
2014 key communicator k 8.doc
PLANO INDEPENDENT SCHOOL DISTRICT
Counseling and Guidance – Grades 9 - 12
“College Readiness”
Presented by Jane Clanahan, Shepton Counselor and 9-10 Cluster Leader
Jana Hancock, Plano East Senior High School Director of Guidance
The Plano ISD Secondary Counselors are committed to preparing all students for post secondary
education. The counselor, as the academic leader, is responsible for the comprehensive student
preparation using the vertical team approach for college readiness. Working closely with the family,
counselors monitor students about their choice of academic plans – additional academic conferences are
held in the 10th and 11th grades. To achieve this, parent meetings, classroom presentations, orientation
days, and academic conferences are offered to assure that all students meet their individual goals.
Honors Courses – These courses have specific entry criteria for highly motivated students. An honors
curriculum includes a wider range and greater depth of subject matter than that of the regular course.
Emphasis is placed on higher level and critical thinking skills, on creative, productive thinking and on
independent guided research.
Advanced Placement – Plano ISD offers 31 AP courses at high schools and senior highs. The program
allows students to complete college-level studies while still in high school. Courses must meet rigorous
criteria and teachers have received additional training. Students taking AP courses are encouraged to take
the appropriate AP exams. Students may receive college placement and credit based on their examination
score. The College Board indicates that AP high school courses help students qualify for scholarships,
improve skills necessary for college level work, and effectively compete in the college admissions
process. AP participation promotes college readiness both in academics and maturity. In 2013 Plano ISD
gave 3034 AP exams to 25411 students at the high school level and 78% scored a 3, 4, or 5. At the senior
highs, 9564 exams were given to 3306 students and 80% scored a 3, 4, or 5.
International Baccalaureate – The IB program is offered at Plano East Senior High School and is a
rigorous course of study designed to meet the needs of highly motivated secondary students and to
promote international understanding. Students are carefully screened for academic potential and
admission into the program. The IB Program requires each student to take courses in six academic areas.
To qualify for the International Baccalaureate Diploma, students must take examinations in six subject
areas, participate in the Creativity, Action, and Service (CAS) program, and write an extended essay
during the 11th and 12th grade years. In 2013 there were 113 full diploma candidates and 80
International Baccalaureate Diplomas were awarded. 767 exams were given and 641 were passed.
Dual Enrollment – In partnership with Collin College, juniors and seniors may take dual enrollment
courses and earn both high school and college credit for US History, English 4, Government, and
Economics. Courses are taught on senior high campuses by Collin College professors.
Explore – A career exploration program for 8th graders from ACT – students take four 30 minute multiple
choice tests – English, Math, Science, and Reading. The student report gives information on knowledge,
skills, interests, and plans.
PLAN –This assessment helps 10th grade students measure their current academic development, explore
career/training options, and make plans for the remaining years of high school and post-graduation years.
Students take 20 – 30 minute tests in English, Math, Science, and Reading.
2014 February Key Communicator sec.doc
PSAT – Tests taken in the sophomore and junior year. Junior year results determine National Merit
Semi-Finalists. The test measures critical reading skills, math problem solving skills, and writing skills.
The test consists of two 25 minute critical reading sections, two 25 minute math sections, and one 30
minute writing section.
ACT – a 3 hour and 15 minutes test consisting of five subtests: English (English usage), Math (based on
Algebra I, II, Geometry, and Trigonometry), Reading, Science Reasoning (a science-based reasoning
test), and Writing. The subtests measure ability to perform typical intellectual tasks asked of college
students and is designed to measure intellectual skill and abilities, not specific content. ACT scores range
from 1-36 with the composite score being the average of all five subtests.
Scores 2013:
District
State
National
English
Math
Reading
25.1
19.8
20.2
26.6
21.5
20.9
Science
25.8
21
21.1
25.3
20.9
20.7
Composite
25.9
20.9
20.9
SAT – The SAT Reasoning Test is divided into three subtests: Critical Reading, Math and Writing. Each
subtest is scored between 200 and 800 with a perfect score being 2400. The SAT is 3 hours and 35
minutes in length. Writing: Students are asked to write an essay that requires them to take a position on
an issue and use examples to support their position. Multiple-choice questions are also included to see
how well students use standard written English. Math: The math section includes Algebra II topics, such
as exponential growth, absolute value, and functional notation, and places greater emphasis on other
topics such as linear functions, manipulations with exponents, and properties of tangent lines. Critical
Reading: The critical reading section includes short reading passages along with long reading passages.
Scores 2013:
District
State
National
Critical Reading Math
555
471
491
Writing
593
496
503
541
456
480
National Merit Semi-Finalists and Finalists – The National Merit Scholarship Program is an academic
competition for recognition and scholarships that began in 1955. Students qualify for entry based on
scores earned in the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT).
Finalists are determined by high academic performance and SAT scores.
Semi-Finalists
2011
2012
2013
Finalists
89
96
128
77
92
120
Support and Education – Plano ISD hosts two college nights, holds financial planning seminars, and
offers college admission process presentations. Families have several opportunities to participate in
parent education classes as well as learning about academic planning. Counselors assist students with the
college admission process including applications, scholarship information, and letters or recommendation.
2014 February Key Communicator sec.doc
Overview of the PACE Program - K-12
The Plano Academic and Creative Education (PACE) program is an advanced academic program
offering services to children with demonstrated need for consistent, rigorous academic
challenges. The district’s assessment should not be confused with determining whether an
individual is, or is not, gifted. Instead, our process seeks those students who show the need for
additional academic services as revealed at the time of assessment. Consequently, there are
students who may be gifted but do not participate in PACE for a variety of reasons, such as:
evidence supporting the need for more advanced services is not apparent at the time of
assessment, or the student’s gifts and talents may exist in areas other than academics. Since
children’s academic needs change over time, a student who is not recommended for participation
in a given year may be referred again in the future. At the appropriate grade level, children with
gifts and talents in areas other than academics may seek to enroll in advanced music, art, sports,
and theater programs, as well as take advantage of the many leadership opportunities that exist
at our campuses.
Elementary (K-5)
st
Kindergarten. Identified kindergarten students begin receiving PACE services by March 1 .
Services may be through their kindergarten teacher or through the gifted specialist. The formal
pull-out class with the gifted specialist begins in first grade.
Grades 1 through 5. The first through fifth grade elementary gifted program consists of two
academic experiences: (1) pull-out instruction several hours each week with the gifted specialist,
and (2) differentiated instruction in the student’s general education classroom as needs
demonstrate.
Pull-Out Program / Curriculum. The PACE pull-out curriculum is an interdisciplinary curriculum
that emphasizes higher level / creative thinking while coaching the students to grow as individuals
and to better understand themselves. Although the PACE curriculum is tied to topics studied or
academic skills learned in the general education classroom that year, pull-out instruction is
designed to address topics / skills at a more challenging level and to make connections between
what is learned. Every PACE student has areas of strength and areas for potential growth. An
interdisciplinary curriculum allows the gifted specialist to appeal to a student’s strengths while
coaching him / her in an area of relative weakness. PACE units of study are an integral part of
the challenge PACE students receive and are neither “more nor extra” work. The pull-out
experience, the specially trained teacher, and the opportunity to work with fellow PACE students
several hours each week is what distinguishes PACE from the general education program.
Differentiated Lessons in the General Education Classroom. Although the pull-out program is a
unique and dynamic aspect of the elementary gifted program, students spend many hours each
week in the general education classroom, so classroom teachers who work with PACE students
are responsible for adapting and differentiating the general education curriculum in math,
language arts, social studies, and science. Not every PACE student will need every lesson
adjusted, so the teacher must determine which students need this differentiation. The goal of
differentiation is for the teacher to develop alternative activities to make the material appropriately
challenging and interesting to the student. Please visit with your student’s classroom teacher to
learn about differentiation in math, language arts, social studies, and science.
Middle School (6-8)
The middle school gifted program emphasizes the PACE Social Studies Humanities class, which
meets daily. Humanities compacts the TEKS and the general education curriculum and adds
special units drawn from a study of the humanities as well as frequent divergent instruction;
extension of prior learning; advanced critical thinking skills; problem-solving; creative
interpretation and expression; advanced oral, written and visual presentation skills; and selfdirected study.
Gifted students enrolled in an Honors, AP or IB math, science or English class receive
differentiated instruction on an as needed basis: gifted students may be above level in one
subject area, but not in others.
High School (9-10)
The focus of the high school gifted program is the PACE Humanities class, which meets daily.
The Humanities is an honors/AP course focusing on the connections between world art, music,
and literature. Students compact the honors world history TEKS and curriculum with an in-depth
study of a history of the fine arts. Students experience frequent divergent instruction; extension
of prior learning; advanced critical thinking skills; problem-solving; creative interpretation and
expression; advanced oral, written and visual presentation skills; self-directed study; and
advanced research and expository writing skills.
Gifted students enrolled in an Honors, AP or IB math, science or English class receive
differentiated instruction on an as needed basis: gifted students may be above level in one
subject area, but not in others.
Senior High School (11-12)
While the formal program called PACE ends in 10th grade, gifted services continue through
additional opportunities. Students may continue to have their academic and developmental needs
met through American Studies (designed as an interdisciplinary experience reminiscent of the
Humanities experience) and/or a variety of Advanced Placement (AP) and International
Baccalaureate (IB) courses offered in all core disciplines.
American Studies combines AP US History and English III AP Language to create a daily twohour cultural experience simultaneously enabling students to explore the connections between
literature and history. Students explore the history of the United States with special emphasis
placed on the study of rhetorical styles and structures of important historical documents and
readings. This course also focuses on the cultural accomplishments as manifested in art,
architecture, literature, music, and other visual media. Students learn and practice the craft of
writing through various products, specifically focused on the essay formats necessary for success
on both the AP US History and AP English Language exams. US Literature of all genres are
incorporated into the curriculum within the structure of the historical study and used as a method
of enhancing the depiction of historical time periods. At the culmination of the class, students may
choose to take both the AP US History and the AP English Language exams in the hopes of
earning college credit.
In order to be recognized as a gifted student, one must have been in Humanities in high school
(or be a newly identified or out-of-district transfer student) and must be enrolled in at least one
AP/IB course in any one of the four core areas. Any Humanities student who formally exits PACE
th
after the 10 grade or who does not enroll in at least one AP/IB course in any one of the four core
th
th
subject areas in 11 and/or 12 grade is no longer designated as a gifted student in official
district records.
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
Plano ISD Physical Education
“Reaching one child at a time with a lifetime of healthy habits!”
“As we climb the obstacles of inactivity in youth today, we as educators, find ways to maximize participation and strive
toward total wellness of our students.”
All physical education programs address the knowledge of physical activity, cover movement skills, help with social
development, contribute to physical activity, and cover health concepts as it relates to physical performance.
MVPA (Moderate to Vigorous Physical Activity)
Physical activity means movement of the body that uses energy. For health
benefits, physical activity should be moderate or vigorous adding up to at least
30 minutes a day.
Moderate physical activity means you are exercising but not pushing or exerting
yourself. Your heart is beating, breathing increases, but you won’t break a
sweat. Brisk walking, hiking, riding a bike on level terrain and shooting a few
baskets are examples of moderate physical activity.
Vigorous physical activity means your heart is beating fast, there is a large increase in breathing (conversation is difficult or broken)
and you sweat. Jogging or running, riding your bike uphill and playing a high speed game of basketball are examples of vigorous
physical activity.
Krull, Sharon, Moderate to Vigorous Physical Activity, October 9 8, 2008, February 06, 2012
Elementary Program
At the elementary level you will see students moving. Students should be active between 70-90% of class time. Students should be
active at a moderate to vigorous level for at least 50% of class time. Using pedometers and heart rate monitors helps measure student
activity levels. Teachers are required to teach a variety of activities and address all Texas Essential Knowledge and Skills for each
grade level. You should see units of instruction which include:
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Spatial Awareness
Safety
Chasing, Fleeing, Dodging
Locomotor Skills
Rhythms
Conditioning/Fitness
Throwing and Catching
Striking and Volleying
Kicking and Punting
Balance and Rolling
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
Middle School Program
At the middle school level you will also see students moving. Students should be active between 70-90% of class time. Students should
be active at a moderate to vigorous level for at least 50% of class time. Using pedometers and heart rate monitors helps measure
student activity levels. Teachers are required to teach a variety of activities and address all Texas Essential Knowledge and Skills for
each grade level. You should see units of instruction which include activities from the following areas:
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Foundations of Personal Fitness
Aerobic Activities
Adventure/Outdoor Activities
Individual Sports
Team Sports
Activities you might see will be: Goal Setting, Developing a Personal Fitness Program, Power Walking, Aerobic Dance, Jump Rope,
Archery, Fishing, Boating, Badminton, Table Tennis, Bowling, Basketball, Ultimate Frisbee, Tennis, and Weight Training.
High School Program
At the high school level students choose which
path to follow. In Physical Education, students
acquire the knowledge and skills for movement
that provide the foundation for enjoyment,
continued social development through physical
activity, and access to a physically-active lifestyle.
The student exhibits a physically-active lifestyle
and understands the relationship between
physical activity and health throughout the
lifespan.
High School Health
THIS COURSE IS REQUIRED FOR GRADUATION. This course in health education is required of all students in grades nine through
twelve. In Health I, students develop skills that will help them to become health-literate adults. Students gain a deeper understanding
of the knowledge and behaviors they use to safeguard their health, particularly pertaining to health risks. Students are taught how to
access accurate information that they can use to promote health for themselves and others in such areas as fitness, nutrition,
mental/emotional health, substance abuse, and interpersonal relationships. Students use problem-solving, research, goal-setting, and
communication skills to protect their health and that of the community.
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
High School Course Offerings include:
Adventure/Outdoor Activities- Students, enrolled in adventure/outdoor education, are expected to develop competency in
Adventure/Outdoor Education activities that provide opportunities for enjoyment and challenge. Emphasis is placed upon student
selection of activities that also promote a respect for the environment and that can be enjoyed for a lifetime. Adventure/Outdoor
Education includes activities such as archery, backpacking, camping, cycling, hiking, fishing, martial arts, orienteering, rollerblading, or
new games. Knowledge of The National Parks Association, Endangered Species Information, Boating Safety and Hunting Safety are a
part of the curriculum. Recreational pursuits include field experiences, navigation, water recreation, and recreational shooting.
Aerobic Activities- Students enrolled in Aerobic Activities are exposed to a variety of activities that promote health-related fitness. A
major expectation of this course is for the student to design a personal fitness program that uses aerobic activities as a foundation.
Aerobic Activities include activities such as aerobic dance, cycling, jogging, jump rope, new games, power walking, recreational dance,
self-defense, step aerobics, and weight training. Students enrolled in Aerobic Activities could experience activity levels of moderate to
high intensity.
Foundations of Personal Fitness- Students enrolled in Foundations of Personal Fitness will strive for lifetime personal fitness with an
emphasis on the health-related components of physical fitness. Knowledge and skills taught in this course include teaching students
about the process of becoming fit as well as achieving some degree of fitness within the class. The concepts of wellness and how to
reach an optimal level of health are the cornerstones of this course. Students will design their own personal fitness program as one of
the objectives of the class. Students enrolled in Foundations of Personal Fitness could experience activity levels of moderate to high
intensity.
Individual Sports- Students enrolled in Individual Sports are expected to participate in a wide range of individual sports that can be
pursued for a lifetime. The continued development of health-related fitness and the selection of Individual sport activities that are
enjoyable is a major objective of this course. Students will have the opportunity to participate in and develop more advanced skills in
individual sports. Individual Sports include activities such as archery, badminton, bicycling, bowling, golf, gymnastics, handball, new
games as developed, pickle ball, self-defense, table tennis, tennis, track and field, and weight training. Students enrolled in Individual
Sports could experience activity levels of moderate to high intensity.
Partners Physical Education- Students enrolled in this course assist Special Education Services students in a variety of physical
education activities. Students enrolled in this course will be working with special needs students.
Team Sport Officiating- Students enrolled in the Team Sport Officiating Course will learn rules and regulations of selected team
sports. While working with coaches, players, other officials and parents, students will develop skills in the area of communication,
decision-making, and conflict management needed to officiate team sport competitions. Students will develop a personal fitness and
injury prevention plan that directly relates to the needs of an official. Students will understand and apply time management skills
required and recognize legal rights and responsibilities of an official involved with youth sports in the 21 st century. Cardiopulmonary
resuscitation (CPR), use of an automated external defibrillator (AED) and basic first aid skills will be taught in class. Students will be
certified in CPR/AED first aid and receive an officiating certificate upon successful completion of course.
Team Sports- Students enrolled in Team Sports are expected to develop health-related fitness and an appreciation for teamwork and
fair play. Students will have the opportunity to participate in and develop more advanced skills in team sports. Team sports include
activities such as basketball, field hockey, flag football, floor hockey, kickball, lacrosse, new games as developed, soccer, softball, team
handball, Ultimate Frisbee and volleyball.
Weight Training- Students enrolled in this course will be taught correct lifting form. Students will establish a personal program to
include circuit training and/or individualized training programs. Aerobic fitness training will be incorporated into the course.
For additional information concerning Physical Education please contact:
Melinda Smith
Coordinator for 6-12 Health, k-12 Physical Education, Coordinated School Health, and Fitnessgram
2700 W. 15th Street, Plano 75075
469-752-8051, melinda.smith@pisd.edu
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
Additional Information for Physical Education
“No Child Left on Their Behind”
Recent legislation has challenged our programs to get our students “up and “active” with moderate to vigorous levels of physical
activity. Our department adopted “Up and Active” as our theme. Some examples of how our staff has increased the activity level and
expanded our content:
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Refine instant activity, when the students enter the gym, they should be active from the start of class
Use small sided games, such as 3 on 3 instead of 11 on 11 while playing activities in class
Place equipment in every students hands during instruction of a new skill
Provide maximum participation, little or no waiting in line for their turn and no elimination games
Continue to provide productive and appropriate motor skill learning experiences
Increase concept knowledge
Enhance instruction on health-related fitness
Continue to teach students to have self responsibility and improve their social skills
Continue to teach students the value physical activity
The general wellness of all students shall be promoted through:
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Nutrition Education
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Physical Activity
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School Based Activities
Coordinated School Health- Plano ISD is one of only two districts in the State of Texas that has a District written and Texas
Education Agency approved coordinated school health program. This program is called: Healthy in Plano or “HIP”.
The health curriculum includes an active, challenging, and student-centered environment. Written by master teachers, the
curriculum provides rich health content and is naturally interconnected to real life situations
It offers students numerous opportunities to read, write, solve problems, and to access,
synthesize, and use information. In health education, students acquire the health information
and skills necessary to become healthy adults and learn about behaviors in which they should
and should not participate.
Elementary Program
Health instruction is delivered during students integrated curriculum block in the classroom and physical education during class time.
The curriculum covers 4th different themes- one each nine weeks. The themes are: Stay Safe, My Body, Nutrition and Wellness.
Middle School Program
Health instruction is delivered during the student’s semester in physical education. There are 6th, 7th and 8th grade lessons for health
instruction. Physical Education lessons are delivered during physical education class time. Themes include: Health, Wellness and
Fitness, Decisions, Growth and Development, Self Esteem and Body Image, Nutrition, Mental Health and Stress, Your Body Systems,
Diseases and Disorders, Substance Abuse and Personal Safety.
Campus Wellness Teams include: Parents, Students, Physical Education Teachers, Classroom Teachers, Administrators, Counselors,
Food and Nutritional Services Manager. Campus wellness teams establish wellness goals based on the campus needs.
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
Rotation Equipment- Over 100 different equipment packages available for check out to enhance lessons. Examples include: Action
Based Learning, Ages Golf, Badminton, Balance & Core Stability, Archery, Bocce, Bowling, Box Hockey, CatEye Game Bike, Core
Conditioning Pack, Speed "Cup" Stacking, Dance Dance Revolution, Field and Floor Hockey, Frisbee Golf, Juggling, Lacrosse,
Orienteering, Soccer, Speedminton, Table Tennis, Team Handball, Tennis, and Exergaming.
The Heart Adventure Challenge Course is on the rotation equipment and travels to each elementary school. The Heart Adventure
Challenge Course is a fantastic journey allowing children to move through the four chambers of the heart in a larger-than-life setting.
This specially designed fitness course encompasses more than just physical activity; it is a science lesson on the move where students
acquire a general understanding of the heart, as well as the importance of exercise, in maintaining a healthy lifestyle.
A pedometer or step counter is a device, in modern times usually portable and electronic or electromechanical, that counts each step
a person takes by detecting the motion of the person's hips. We currently have class sets of pedometers on every campus. The
elementary pedometer counts steps only. The secondary pedometer counts steps, time and calories expended. Currently we have
pedometers on some campuses that measures MVPA.
Heart Rate Monitors allow teachers to objectively assess student and class performance while safely motivating students with instant
feedback on a daily basis. Heart rate monitors also provide teachers with a reliable way to ensure that all students are exercising at the
right intensity because time spent in the target heart rate zone is recorded. Incorporating heart rate monitors into New PE programs
enable teachers to get all students involved, regardless of athletic ability. Every elementary and secondary campus has class sets of
heart rate monitors.
Fitnessgram is a fitness assessment and reporting program for youth, first developed in 1982 by The Cooper Institute. The assessment
includes a variety of health-related physical fitness tests that are used to determine students' overall physical fitness and suggest areas
for improvement when appropriate. Plano ISD administers the Fitnessgram test to 3rd -12th grade students during physical education
class. Fitnessgram reports are required to be sent home in the 4th and the 7th grade. High school students are tested in any area that
provides physical education credit. A parental report can be requested by the parent to the principal of the campus.
Action Based Learning is based on brain research that supports the link of movement and physical activity to increased academic
performance. Brain science strongly supports the link of movement to learning. The brain and body’s movement and learning systems
are interdependent and interactive. For example, motor development provides the framework that the brain uses to sequence the
patterns needed for academic concepts. Action based learning labs travel to campus through the rotation system.
Exergaming is a term used for video games that are also a form of exercise. The genre has been credited with upending the
stereotype of gaming as a sedentary activity, and promoting an active lifestyle. The District currently has Wii’s, Dance Dance
Revolution, GameBikes, Xbox Kinect, PS3 Move, and Jackie Chan available to campuses.
Extra Innings- Campuses participate in a variety of additional outside activities. We have included these events in our curriculum. The
include Adventure Camp Curriculum, Marathon Kids, Speed Stacks, Rock and Bowl Tournament, District Hoop Shoot and Play 60, and
the Healthy Zone School Program.
Physical education and health prepares our students for “lifetime readiness”.
Off Campus PE Reminders
Approved sports for the 2013-2014 school year:
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Archery
Art Skating
Badminton
Dance
Equestrian
Fencing
Golf
Gymnastics
Ice Hockey
Ice Skating
Lacrosse
Martial Arts
Rock Climbing
Rowing
Squash
Swimming
Tennis
Table Tennis
Track Cycling
Category Participation Options:
Category 1 - 15 hours per week of supervised practice/instruction; students may arrive to school one period
late (AM) or be dismissed 1 period early (PM); required to participate a total of five (5) days per week of which
four (4) of those days must be during the week (Monday through Friday).
Category 2 – 10 hours per week of supervised practice/instruction; students remain on campus all day;
required to participate a total of five (5) days per week of which four (4) of those days must be during the
week (Monday through Friday).
Category 3 - 25 hours per week of supervised practice/instruction; allows the student to adjust their schedule
to take less than the required daily course load; required to participate a total of five (5) days per week of
which four (4) of those days must be during the week (Monday through Friday). There is a Category 3 form
that needs to completed in addition to the Off Campus PE application.
Fee:
The enrollment fee is $125.00 per semester or $200.00 for the year if paid in a single payment. Parents may
pay online using PayPAMS, by check (made payable to Plano ISD) or with cash.
Reminders:
 For incoming 6th graders, the school counselor must approve the OCPE application before it is
submitted.
 Counselors please do not schedule a student into OCPE until the application has been approved
through Secondary Academics.
 Information is located on the PISD website at:
http://www.pisd.edu/students/athletics/off.campus.pe.shtml
Plano ISD Early Childhood Programs
Presented by: Rachel Taylor, Early Childhood PPCDTeacher – Pearson Early Childhood School
Claudia Yanez, Early Childhood Bilingual Teacher – Head Start
Table #10
1. Early Childhood Schools
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Isaacs Early Childhood School – East Cluster
3400 Parker Road
469-752-3480
Beaty Early Childhood School – West Cluster
1717 Nevada Drive
469-752-4200
Pearson Early Childhood School – Central Cluster
4000 Eagle Pass
469-752-4300
2. Access to the Early Childhood Programs:
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Preschool Program for Children with Disabilities (PPCD)
PPCD is a special education program that serves children between the ages of three and five who
have delays in the areas of speech, language, physical, social and/or emotional development.
Bilingual (Spanish) classrooms are provided when necessary. The amount of time and type of
services provided are determined by an Individual Education Program (IEP) committee. Eligible
students attend this program at no cost to the family and transportation is provided by the district.
Students are eligible for services on their third birthday. This is a half-day program available five
days per week.
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State-Funded Prekindergarten Program
Prekindergarten is a state-mandated program that serves children who are four years of age on or
before September 1. Eligible students attend this program at no cost to the family and
transportation is provided by the district. This is a half-day program available five days per week.
The student:
 is limited English speaking.
 qualifies for free or reduced lunch.
 is a military dependent.
 has been in the conservatorship of the Department of Family and Protective Services.
 is homeless.
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Tuition-Supported Community Prekindergarten
Children who are four years old on or before September 1 and who do not qualify for either the
Preschool Program for Children with Disabilities or the State-Funded Prekindergarten are eligible to
enroll in the Tuition-Supported Prekindergarten Program. Parents are responsible for paying tuition
and providing transportation. This is a half-day program and students attend five days a week.
3. Specialized Early Childhood Programs:
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Chinese Bilingual Prekindergarten and Kindergarten Program
This program serves four and five year old English Language Learners whose primary language is
Chinese. This is a half-day program for Prekindergarten and a full day program for kindergarten.
Eligible students attend this program at no cost to the family and transportation is provided by the
district.
Harrington Elementary
2528 Country Place Drive
469-752-1500
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Head Start
This federally funded all-day program serves three and four-year-old students whose families are at
or below the poverty level. The program provides a variety of social services to the family. Eligible
students attend this program at no cost to the family and transportation is provided by the district.
1600 Rigsbee Drive
469-752-2400
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Senior High School Early Learning Centers
This vocational education program allows high school students the opportunity to work in an early
childhood setting under the supervision of the Early Childhood Learning Center Director. This is a
half-day, tuition-based program available at all three of the PISD Senior High Schools.
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Plano Family Literacy Program
This program provides critical and substantive family literacy and development services for PISD
families that close gaps and open doors for economically disadvantaged families in our community.
The program has family-centered initiatives that embrace the whole family as the “student”. This
program is provided at no cost to families.
Dr. Allan K. & Carolyn H. Bird Education Center
1300 19th Street
469-752-2252
4. Kindergarten
Children who are five years of age on or before September 1st are eligible to attend Kindergarten.
Each of our elementary schools offers a kindergarten program. Students attend a full day program
from 7:45 a.m. to 2:45 p.m. The Texas Essential Knowledge and Skills are the basis for the
kindergarten curriculum.
Sample Daily Schedule
7:45 – 8:00
Morning Gathering
8:00 – 9:30
Classroom Workstations – Small Group Literacy Instruction
9:30 – 10:15
Integrated Curriculum – Science, Social Studies, Health
10:15 – 10:30
Shared Reading – Concepts about Print
10:30 – 11:30
Lunch and Outdoor Play
11:30 – 12:00
Read aloud and Independent Reading
12:00 - 12:45
Specialized Instruction – Physical Education, Music, Art, Counselor
12:45 – 1:45
Mathematics
1:45 – 2:30
Learning Centers
2:30 – 2:45
Sharing Time – Oral language development
For More Information:
Child Find Hotline: 469-752-4299
http://www.pisd.edu/schools/early.childhood
04/02/2014
State Requirement Bilingual Education
Each school district which has an
enrollment of 20 or more limited English
proficient students in any language
classification in the same grade level
district-wide shall offer a bilingual
education program.
State Requirement English As A Second Language
All limited English proficient students for
whom a district is not required to offer
a bilingual program (fewer than 20)
shall be provided an English as a
second language program…
regardless of the students’ grade levels
and home language, and regardless
of the number of students.
Languages in PISD
Spanish
Mandarin (Chinese)
Vietnamese
Arabic
Urdu
Teluau (Telegu)
Identification of students
• Home Language Survey
o Required by law
o All students new to the country
o Translated into Spanish
• “What language is spoken in your home most of the
time?”
• “What language does your child (or you) speak
most of the time?”
Program Models
• Bilingual Education:
o Offered from PK – 5
o Same curriculum as that used by English-speaking students, except
Spanish Language Arts in PK-1st grade
o Instruction provided in English with support in native language
Korean
Hindi
Cantonese (Chinese)
Kurdish
Farsi (Persian)
• The following program models are used:
o PK- K Bilingual Chinese/English
o PK – K Bilingual Spanish/English
Tamil
Gujarati
1
04/02/2014
Bilingual Education Program
Suggested schedules/minutes‐ bilingual
• Purpose
o Enable students to become competent in literacy in English through their
native language.
o Help English Language Learners master the state standards
o Prepare students to be successful in school among English-speaking peers.
English as a Second
Language Program
• ESL
o Offered from PK-12
o Same curriculum used as the English-speaking students
o All instruction is in English with scaffolded provided by ESL
teacher or by classroom teacher with training in second
language acquisiton methodology
• The following program models are used:
What is the goal of both language programs?
College and Career Readiness o Pre-K: ESL Self-contained classroom
o K-5: Pull out/push –in program
o 6-12: ESL Content-based
Contact Information
2
KEY COMMUNICATORS — SECURITY UPDATE: FEBRUARY 12, 2014
PISD SAFETY AND SECURITY SERVICES
Snapshot of Safety and Security Services
SAFETY AND SECURITY
STAFF:
Joseph L. Parks,
Executive Director
Gary Holly,
Coordinator of Security
Ormie Melton,
Security Specialist
West Cluster
PISD Safety and Security Services manages safety and security for the 55,000 students
and 6,700 employees at 72
campuses and other District
facilities. PISD utilizes professional Security Specialists who
are neither security guards nor
police officers, to facilitate
emergency preparedness and
response. The many areas of
responsibility for PISD Security
includes:
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puses and other facilities
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Provide safety and security
training for campus staff
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Serve as liaison with local,
state and federal agencies
on any number of issues.
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Detection K9 handler
teams (narcotics and explosives detection)
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Conduct criminal history
reviews of all applicants,
volunteers and contractors
Addressing day to day
security concerns of cam-
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Coordinate District-wide
staffing of contract police
officers for campus protection, traffic direction, special event security, and
alarm response
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Liaison with the Murphy
and Plano Police Departments School Resource
Officer (SRO) program
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Conduct internal investigations
Campus Protection Officer (CPO) Program
Charlette Gabriel,
Security Specialist and
K-9 Handler
Central-South Cluster
Emmett Smith,
Security Specialist and
K-9 Handler
Central-North Cluster
Larry Frazier,
Security Specialist
East Cluster
Sharon Geminden,
Office Manager
Criminal Histories
Open Records
Glenda Smitheart,
Support Specialist
Criminal Histories,
Badges, SB9
The PISD Campus Protection
Officer (CPO) Program has been
fully implemented as of August
2013. Contract peace officers
from several local law enforcement agencies patrol designated schools in marked police
vehicles furnished by PISD.
Some highlights of the program
include:
Terri Klein,
Support Specialist
Fingerprinting
Criminal Histories
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Robyn White,
Support Specialist
Open Records
Facility Rentals
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“walk thru” patrols.
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CPOs continuously patrol
all elementary, middle and
early childhood schools
during the school day.
CPOs visit each school
several times per day and
conduct both vehicle and
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CPOs have direct radio
communication with campuses and with the Plano,
Allen, Richardson and
Murphy police departments.
CPOs are provided cell
phones which alert them if
a 9-1-1 call is placed from
a campus. We hope to
add notification of panic
alarms in the very near
future.
CPOs do not function as
SROs or provide general
law enforcement services;
rather, the program is
designed to provide continuous high-visibility patrols and immediate response to serious, life
threatening emergencies.
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CPOs can be deployed
immediately at any District
location when needed for
extra police presence or
fixed-site security.
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High School and Senior
High School campuses
continue to have a full
time School Resource
Officer
(SRO) at these
campuses.
KEY COMMUNICATORS — SECURITY UPDATE
PAGE 2
PISD Safety and Security Services
Target Hardening / Entry Renovations
access to the secure areas of
the school.
SAFETY AND SECURITY
STAFF:
Joseph L. Parks,
Executive Director
Gary Holly,
Coordinator of Security
Ormie Melton,
Security Specialist
West Cluster
Charlette Gabriel,
Security Specialist and
K-9 Handler
Central-South Cluster
Beginning in 2013, the District
began an aggressive schedule
of renovating the entry vestibules of 44 campuses to provide a more secure building
entry. The objective of these
renovations is to create a physical barrier that requires all
visitors to pass through the
school office before gaining
PISD Facilities Services Department has done an outstanding
job, completing 31 of the 44
campuses thus far. An additional 20 campuses have had a
remote release door lock added to the office door to provide
an additional layer of security.
The remaining campuses are
on target for completion by the
end of the 13-14 school year.
Wireless Panic Alarms
Emmett Smith,
Security Specialist and
K-9 Handler
Central-North Cluster
Larry Frazier,
Security Specialist
East Cluster
Sharon Geminden,
Office Manager
Criminal Histories
Open Records
Glenda Smitheart,
Support Specialist
Criminal Histories,
Badges, SB9
Terri Klein,
Support Specialist
Fingerprinting
Criminal Histories
Robyn White,
Support Specialist
Open Records
Facility Rentals
PISD, in cooperation with local
law enforcement agencies, is
installing wireless panic alarms
in its elementary school campuses. While all PISD facilities
currently have panic alarms,
the new system utilizes a police
radio to transmit the emergency signal directly to a police
dispatcher, resulting in a nearinstant notification.
Several campuses have had
the system installed and are
undergoing final testing. Campus staff will be provided training on proper use of the devic-
es. Some highlights of this
initiative include:
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Emergency signal is typically received by police in
one or two seconds.
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Selected PISD and law
enforcement personnel
will receive a text message
anytime a panic button is
pushed, thus providing
additional notification of a
potential emergency event.
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Test phase campuses are
on target to go live before
the end of the 13-14
school year.
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Additional campus installations are anticipated over
the summer.
Welcome
Plano ISD’s Program PASAR provides excellent after-school care for students
in kindergarten through fifth grade on their home campus. Benefits of PASAR
include:
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Homework guidance and supervision with Texas-certified teachers
Structured recreational and Project-Based Learning Clubs
Opportunities for overall skill development
STEAM (Science Technology Engineering Arts and Mathematics) activities
Safe environment: Employees undergo a security background check and
receive ongoing safety and behavior management training
• After-school, holiday, and early-release child care
• Summer PASAR, which is licensed and monitored by the Department of
Family and Protective Services
PASAR Highlights
• Safe after-school care offered at each elementary campus
• Holiday care on some school holidays at selected sites
• Summer care Monday through Thursday from 7:00 a.m. to 6:30 p.m.
and 7:00 a.m. to 6:00 p.m. on Fridays at a selected site
• Snacks provided by Plano ISD Food and Nutritional Services Department
• Holiday care meals are provided by Rose Food Service
• PASAR is available on PISD early release days at no extra charge
Parent Comments
“The convenience, safety and homework help are much appreciated.”
“The staff is friendly, kids love it and it’s affordable.”
“My child does not have to ride on a van or bus to get to after-school care.”
“Excellent staff, with outstanding problem-solving skills with kids.”
Campus Support Services Department
Director of Campus Support Services - Robin Garcia
5804 Coit Road, Suite 102
Plano, Texas 75023
Main Office: 469-752-3782
Finance Office: 469-752-8915
www.pisd.edu/pasar
Superintendent of Schools - Richard Matkin
Plano Independent School District
2700 W. 15th Street
Plano, Texas 75075
Students and Safety First
Homework Time and Activities
Registration
Plano Independent School District, renown for excellence in education,
provides an equally excellent after-school care program on each elementary school campus. Program PASAR provides a safe, positive environment
where students have opportunities to complete homework assignments,
participate in structured recreational and fine arts activities, and to enhance
their overall skill development. PASAR employees include home campus
educators and other staff, who have been cleared through a security background check. Employees receive ongoing training in safety and behavior
management.
PASAR is offered from 2:45 to 6:30 p.m. Monday through Thursday and 2:45
to 6:00 p.m. on Friday. Program PASAR is offered each day after school on
the child’s home campus. Children have one hour Monday through Thursday
to work on homework with a Texas-certified teacher. Snacks and drinks are
provided daily.
PASAR is a tuition-based program offered outside of the school district curriculum and instructional school day. No taxpayer or school district monies are
used to support PASAR. Transportation is not required, since care is provided
at the child’s home school.
A sample afternoon might consist of:
2:45 p.m. ~ Transition student to the PASAR location at their school
2:50 p.m. ~ Roll call to check attendance
3:00 p.m. ~ Snack time
3:30 p.m. ~ Homework time (generally one hour)
4:30 p.m. ~ Outside fun free play and Project-Based Learning Clubs
5:30 p.m. ~ Inside gym games/arts and crafts/STEAM activities
6:00 p.m. ~ Board games/story time/clean up
Holiday Care
Program PASAR Holiday care is available from 7:00 a.m. to 6:30 p.m.,
Monday through Thursday and 7:00 a.m. to 6:00 p.m. on Friday at selected
campuses. Holiday care is available on most school holidays.
Summer Care
Summer care is offered at a select site from 7:00 a.m. to 6:30 p.m., Monday
through Thursday and 7:00 a.m. to 6:00 p.m. on Friday. During the summer, students spend two hours a day, Monday through Thursday with a
Texas-certified teacher reviewing and practicing curriculum skills in all core
areas of math, reading, science and social studies. Field trips are a part of
the summer program and are included in the weekly tuition.
Information, on-line registration, parent handbooks and tuition costs are
available on the Plano ISD website at www.pisd.edu/pasar.
The Program PASAR and PASAR Finance Administrative offices are located at
5804 Coit Road, Suite 102, Plano, TX 75023.
Philosophy/Objectives
Mathematics, science, and technology courses play increasingly important roles in the education of
today's students. The students of today will need a strong math and science background to be
competitive in the global marketplace. In this changing landscape it is critical that Plano ISD develop
the mathematical abilities of all students, especially students who are mathematically gifted and
talented. These students need opportunities to study topics in depth through an enriched, challenging
curriculum taught by qualified mathematics teachers who can guide and develop their students'
specific gifts and talents. The mathematics curriculum is appropriate for most students in Plano;
however, there are students for whom an enriched grade level curriculum still does not develop their
mathematical talent. Simply accelerating students to the next grade level is not the answer. While
acceleration exposes students to new content, the mathematically talented students need in-depth
experiences in mathematics to maximize their potential.
Program Goal
Identify and serve mathematically high performing students with rich tasks based on classic
mathematical topics that require thinking far beyond their grade level.
Selection Criteria
Math Rocks is available to students who will be entering grades 4, 5, or 6. Students in grades 4 and 5
are invited to participate in the Math Rocks program if the average of their winter and Spring MAP
scores is greater than two standard deviations above the District mean. Students entering 3rd grade
may also qualify if their average score is greater than three standard deviations above the district
mean. Sixth grade students are invited to enter if their average score is 1.7 standard deviations
above the district mean. Students who enter the program and continue to perform satisfactorily will
not need to re-qualify each year.
Program
The Math Rocks program serves students in grades 3-8. The Math Rocks class replaces the
students’ regular mathematics class. The program includes work on grade-level TEKS and exposure
to rich, in-depth mathematical experiences. The course sequence is outlined below:
4th, 5th, and 6th Grades – Math Rocks Enrichment Units and 4th – 8th grade TEKS
7th Grade – Math Rocks and Algebra I Honors
8th Grade – Math Rocks and Geometry Honors
Contact Information:
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Ms. Whitney Evans, Secondary Mathematics Coordinator, 469/752-8160
Ms. Julia Haun, Elementary Mathematics Coordinator, 469/752-8171
Plano Independent School District
2013-2014
Elementary Campus Clusters 2013-2014
Elementary campuses are organized into twelve Math Rocks clusters. Students who do not attend a
Math Rocks campus are given the opportunity to transfer to their cluster school so that they can take
advantage of this program. The transfer fee is waived for Math Rocks students. Parents are
responsible for all transportation. Siblings may transfer if space is available. (Transfer fee applies for
siblings.)
Andrews Elementary
Beverly Elementary
 Bethany
 Beverly
 Hedgcoxe
 Rasor
Brinker Elementary
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Barksdale
Brinker
Hightower
Huffman
Jackson (west of Coit)
Mitchell
Rose Haggar
Centennial Elementary
Christie Elementary
 Aldridge
 Carlisle
 Christie
 Davis
 Harrington
 Hughston
 Jackson (east of Coit)
 Saigling
 Shepard
 Sigler
 Thomas
 Weatherford
 Wells
Plano Independent School District
Haun Elementary
 Daffron
 Gulledge
 Haun
Mathews Elementary
McCall Elementary
 Barron
 Dooley
 Forman
 Hickey
 McCall
 Meadows
 Memorial
Schell Elementary
 Boggess
 Hunt
 Mendenhall
 Miller
 Schell
Stinson Elementary
Skaggs Elementary
Wyatt Elementary
2013-2014
Middle School Campus Clusters 2013-2014
Middle School campuses are organized into six Math Rocks clusters. Students who do not
attend a Math Rocks campus are given the opportunity to transfer to their cluster school so that
they can take advantage of this program. The transfer fee is waived for Math Rocks students.
Parents are responsible for all transportation. Siblings may transfer if space is available.
(Transfer fee applies for siblings.) Students return to their home high school campus in ninth
grade.
Schimelpfenig
MS
Aldridge
Bethany
Beverly
Carlisle
Christie
Davis
Harrington
Hedgcoxe
Hughston
Jackson
(east of Coit)
Mathews
Rasor
Saigling
Shepard
Sigler
Thomas
Weatherford
Wells
Rice MS
Andrews
Skaggs
Wyatt
Plano Independent School District
Murphy MS
Robinson MS
Boggess
Dooley
Forman
Hunt
Meadows
Miller
Daffron
Gulledge
Haun
Renner MS
Barksdale
Brinker
Centennial
Huffman
Hightower
Jackson
(west of Coit)
Mitchell
Rose Haggar
Otto MS
Barron
Hickey
McCall
Mendenhall
Schell
Stinson
Memorial
2013-2014