Plano ISD
Key Communicators
December 6, 2012
7:00 – 8:30 p.m.
Agenda
www.pisd.edu/keycommunicators
Welcome
Sharon Goldblatt
Key Communicators Chair
Table Topic Break-out Sessions
Table : Fine Arts Overview........................p.2
Kathy Kuddes, kathy.kuddes@pisd.edu
Table : Advanced Academics Secondary.......p.15
Craig McKinney, craig.mckinney@pisd.edu
Director of Fine Arts and Special Programs
Greg Arp, gregory.arp@pisd.edu
Plano Senior High School Theatre Director
Shepton High School Humanities Teacher
Table : Special Education Services..............p.4
Christie Duke, christie.duke@pisd.edu
Asst. Executive Director of Special Education
Gail Lundberg, gail.lundberg@pisd.edu
Director of Special Education - Support Services
Table : Assessment Program......................p.6
Dash Weerasinghe, dash.weerasinghe@pisd.edu
Executive Director of Assessment and Accountability
Table : eSchool...........................................p.8
Jean Parmer, jean.parmer@pisd.edu
eSchool Coordinator
Table : Guidance Services Pre-k – 8...........p.10
Ramona Cartwright, ramona.cartwright@pisd.edu
Dooley Elementary School Counselor
Cathy Shepheard, cathy.shepheard@pisd.edu
Wilson Middle School Counselor
Table : Guidance Services 9 – 12...............p.12
Jane Clanahan, jane.clanahan@pisd.edu
Shepton High School Counselor
Jennifer McConaughy, jennifer.mcconaughy@pisd.edu
Plano East Senior High School Counselor
Table : PE/Recess & Off Campus PE...............p.16
Melinda Smith, melinda.smith@pisd.edu
K-12 P.E./Health Coordinator
Table : Nutritional Guidelines........................p.20
Janet Howell, janet.howell@pisd.edu
Nutrition and Marketing Specialist
Lynn Lane, lynn.lane@pisd.edu
Specialist Compliance & Technology
Table 11 : Multilingual.......................................p.23
Ronnie Cantu, ronnie.cantu@pisd.edu
Multilingual Instructional Specialist
Table 12 : Legislative Agenda............................p.26
Karla Oliver, karla.oliver@pisd.edu
Assistant Superintendent for Government, Community
and Planning Initiatives
Table 13 : Academies Q & A..............................p.28
Renee Godi, renee.godi@pisd.edu
Plano ISD Academy High School Principal
Kathy Witcher, kathy.witcher@pisd.edu
Plano ISD IB Coordinator
Mary Hewett, mary.hewett@pisd.edu
Executive Director for Instructional Technology
Table : Advanced Academics Elementary..p.14
Priya Subramanian, priya.subramanian@pisd.edu
Andrews Elementary School PACE Teacher
Key Communicators
Future Meetings
Key Communicators
Planning Committee
Plano ISD
Communications Office
Weds., February 13, 2012
Administration Building
2700 West 15th Street 75075
Sharon Goldblatt
Angela Miner
Tamra Sadafsaz
Frances Fass
Lesley Range-Stanton (469) 752-8094
lesley.range-stanton@pisd.edu
Thurs., April 25, 2012
Sockwell Center
Adri lea Lindsey (469) 752-8144
adri.lindsey@pisd.edu
Barbara Monroe (469) 752-8099
barbara.monroe@pisd.edu
Plano ISD Fine Arts Program Highlights
Flourishing Fine Arts Programs
Student Participation:
Approximately 27,370 Secondary Students
12,650 ~ music
6,820 ~ visual art
3,100 ~ theatre
4,800 ~ speech
Course Offerings:
Elementary:
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Visual Art
General Music
Middle School:
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Visual Art Survey
2 Dimensional Art
3 Dimensional Art
Advanced Art
Band
Choir
Orchestra
Theatre 1, 2 & 3
Technical Theatre
Speech 1 & 2
High School:
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Art 1 & 2
PreAP Art 1 & 2
Sculpture
Art & Media
Communications
Band
Percussion Ensemble
Choir
Orchestra
Theatre 1 & 2
Technical Theatre 1 & 2
Communications
Applications
Debate 1 & 2
Oral Interpretation 1 & 2
Senior High:
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Dec. 6, 2012
Key Communicators Meeting
Art 1 & 2
Sculpture
Art & Media
Communications
AP 2-Dimensional Design
AP 3-Dimensional Design
AP Drawing Portfolio
AP Art History
IB Art (IB Academy only)
Concert Band (Honors)
Jazz Band
Percussion Ensemble
Concert Choir (Honors)
Jazz or Show Choir
Orchestra (Honors)
AP Music Theory
Theatre 1, 2, 3 & 4 (Honors)
Technical Theatre 1, 2, 3 & 4
Theatre Production
Communications
Applications
Debate 1, 2, 3 & 4 (Honors)
Oral Interpretation 1, 2, 3 &
4 (Honors)
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Extra Curricular Activities:
Visual Art Scholastic Event
Youth Art Month Contest
Young Masters Exhibit
Concert & Sight-Reading Contest
Marching Band Contest
Solo & Ensemble Contest
All-Region/All-State Auditions
One-Act Play
Technical Theatre Contest
Local & State Speech Tournaments
Accomplishments:
8 District Finalists & 1 Winner Texas Association of School Boards Art Exhibit
3 Art History Essays, 18 Artists' Works & 2 Compositions selected for Young Masters Exhibit at DMA
Plano Schools ranked 1st, 2nd & 6th in the state in AP Fine Arts
testing for 2012
Plano again named to "Best Communities for Music"
2 Texas Music Educators Association Invited Choirs
1 American Choral Directors Association Invited Choir
2 National & 2 Commended Mark of Excellence Winners
2 Top-10 Texas Honor Orchestra Finalists
1 Top-15 Texas Honor Band Finalist
3 Top-15 Finalists & 3 Semi-Finalists National Forensic League Tournament
1 International Public Policy Forum Tournament Qualifying Team
Staff Recognitions:
Plano ISD Secondary Teacher of the Year - Greg Arp
TAEA Outstanding YAM Scrapbook - Plano Arts Leaders (2nd year in a row)
TAEA Elementary Division Chair & Chair-Elect - Tamra Alama & Rebecca Shafer
Kodály Educators of Texas President - Brenda Keen
TEA Fine Arts Review Committee - Kathy Kuddes
Central Office Staff:
Kathy Kuddes - Director of Fine Arts
Jeff Turner - Instrumental Music Coordinator
Janice Truitt - Visual Art Coordinator
Carla Rich - Theatre & Speech Coordinator
Dec. 6, 2012
Key Communicators Meeting
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Plano Independent School District
Special Education Services Department
2012-2013
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 5,699 (10.3%) 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.
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Key Communicators Meeting
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Plano ISD Key Communicators
Assessment and Accountability
2012 December
www.pisd.edu/parents/assessment.accountability
Assessment Philosophy
Assessments provide information to improve student performance
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Instructional Decision-Making
Setting Priorities
Allocating Resources
Accountability to
students, parents, and
community
Use of a variety of
assessment techniques
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To capture breadth
and depth of student
learning
Measured over time
State Assessments Administered
STAAR – State of Texas Assessment of Academic Readiness
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Reading: Grades 3 – 8, and Reading I, II, and III
Writing: Grades 4, 7 and Writing I, II, and III
Mathematics: Grades 3 – 8, Algebra I, Geometry, and Algebra II
Science: Grades 5, 8, and Biology, Chemistry, and Physics
Social Studies: Grade 8, World Geography, World History, and U.S. History
TAKS – Texas Assessment of Knowledge and Skills
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Grades 11
Phased out at the end of April 2013 April and replaced with STAAR End-of-Course (EOCs) for 2013-14
TPRI – Texas Primary Reading Inventory
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Grades K – 2, to monitor development of reading in early primary students
Meets state requirements for assessment of early reading
Tejas LEE
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Spanish version of the Early Reading Inventory
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Key Communicators Meeting
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Plano ISD Key Communicators
Assessment and Accountability
2012 December
www.pisd.edu/parents/assessment.accountability
Local Assessments Administered
MAP – Measures of Academic Progress
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Nationally normed achievement test to measure growth over time
Administered on computer
Adaptive to each student
Mathematics, Reading, Language Usage, and Science
CogAT – Cognitive Abilities Test
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Nationally normed test of developed academic reasoning skills
Assesses changeable reasoning ability, not innate (fixed) ability
Grades 3, 5, 7, 9 and for PACE identification matrix
ITED – The Iowa Tests of Educational Development
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Grades 9 – 12, part of identification process for English for Speakers of Other Languages
Naglieri
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Nonverbal Ability Test of reasoning and problem-solving ability
Used as part of PACE gifted and talented identification
Measures abilities and achievement in oral language
College Readiness Measures
EXPLORE
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Grade 8, mathematics, reading, English, and science
Assessment of progress toward post-secondary readiness
Planning for high school courses
PLAN
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Grade 10, mathematics, reading, English, and science
Student planning and instructional support
Prepares students for ACT college entrance test
ACT
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Grade 11 and 12, mathematics reading, English, and science
Reported for college admissions
Students must register on their own and pay the registration fee
PSAT – Preliminary SAT I/National Merit Scholarship Qualifying Test
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Grade 10, skills in verbal reasoning, critical reading, math problem-solving, and writing
Qualifying method for National Merit Scholarship Corporation (NMSC) programs
SAT I and SAT II Writing
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Basic college entrance test of The College Board
Assess basic reasoning and concepts in secondary mathematics and reading
Students must register on their own and pay the registration fee
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Please Read and Note:
 eSchool registration will be closed from December 14, 2012 to January 7,
2013.
 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 22-25, 2012 and December
21, 2012 – January 6, 2013.
 In order to have an eSchool course credit for graduation in June
2013:
1. Students must register for a course before March 22, 2013.
2. Students must complete all course work by May 24, 2013.
 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 2013
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Key Communicators Meeting
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Plano ISD Spring 2013
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 $240 to $270 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
Remember, students must secure campusManagement,
counselor approval
prior 1
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 $310 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
Courses for Non-Credit/Enhancement
Oceanography
*Plano ISD students may take the course for credit recovery only.
Dec. 6, 2012
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PLANO INDEPENDENT SCHOOL DISTRICT
Counseling and Guidance – Grades Pre K - 8
Presented by Ramona Cartwright, Dooley Elementary Counselor and Elementary Cluster Leader
Cathy Shepheard, Wilson Middle 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:
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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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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
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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.
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PLANO INDEPENDENT SCHOOL DISTRICT
Counseling and Guidance – Grades 9 - 12
“College Readiness”
Presented by Jane Clanahan, Shepton Counselor and 9-10 Cluster Leader
Jennifer McConaughy, Plano East Senior High School Counselor
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 2012 Plano ISD
gave 2898 AP exams to 2492 students at the high school level and 71% scored a 3, 4, or 5. At the senior
highs, 8610 exams were given to 3156 and 79% 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 2012 there were 98 full diploma candidates and 77 International
Baccalaureate Diplomas were awarded. 665 exams were given and 567 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.
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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 2012:
District
State
National
English
Math
Reading
24.7
19.6
20.5
26.6
21.4
21.1
Science
25.6
20.8
21.3
Composite
25.1
25.6
20.8
20.8
20.9
21.1
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 2012:
District
State
National
Critical Reading Math
547
470
491
Writing
586
496
505
532
456
481
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
Announced in February
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.
2012 December Key Communicator sec.doc
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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)
Kindergarten. Identified kindergarten students begin receiving PACE services by March 1st.
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.
Dec. 6, 2012
Key Communicators Meeting
13
Middle School (6-8)
The middle school gifted program emphasizes the PACE Humanities class, which meets daily.
Depending upon the campus, Humanities is either in the English or the social studies class.
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 self-directed study.
PACE students also may qualify for advanced services in math (grades 6-8) and/or science
(grades 7 and 8), but also must be enrolled in the Humanities program. Gifted math and science
consists of differentiated instruction offered in each subject. A Humanities student who also
qualifies for honors in either program is considered gifted in that program as well and may receive
differentiated instruction.
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 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.
PACE students also may qualify for advanced services in math and/or science Gifted math and
science consists of differentiated instruction offered in each subject. A Humanities student who
also qualifies for honors in either program is considered gifted in that program as well and may
receive differentiated instruction as needed.
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 after the 10th grade or who does not enroll in at least one AP/IB course in any one of
the four core subject areas in 11th and/or 12th grade is no longer designated as a gifted
student in official district records.
Dec. 6, 2012
Key Communicators Meeting
14
Off Campus PE Reminders
Approved sports for the 2012‐2013 school year: 








Archery Art Skating 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 Dec. 6, 2012
Key Communicators Meeting
15
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.
Krull, Sharon, Moderate to Vigorous Physical Activity, October 9 8, 2008, February 06, 2012
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.
Elementary Program
Spatial Awareness
Safety
Chasing, Fleeing, Dodging
Locomotor Skills
Rhythms
Conditioning/Fitness
Throwing and Catching
Striking and Volleying
Kicking and Punting
Balance and Rolling
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:
x
x
x
x
x
x
x
x
x
x
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
Middle School Program
Foundations of Personal Fitness
Aerobic Activities
Adventure/Outdoor Activities
Individual Sports
Team Sports
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:
x
x
x
x
x
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.
x
Foundations of Personal Fitness- represents a new approach in physical education and the concept of personal
fitness. The basic purpose of this course is to motivate students to strive for lifetime personal fitness with an
emphasis on the health-related components of physical fitness. The 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 concept of wellness, or striving to reach optimal levels of health, is the corner stone of this course and is
exemplified by one of the course objectives-students designing their own personal fitness program.
High School Choices include:
x
Aerobic Activities- Students enrolled in aerobic activities are exposed to a variety of activities that promote healthrelated fitness. A major expectation of this course is for the student to design a personal fitness program that uses
aerobic activities as a foundation.
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Key Communicators Meeting
Dec. 6, 2012
x
x
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.
Adventure/Outdoor Activities- Students enrolled in adventure outdoor education are expected to develop
competency in 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.
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
x
Team Sports- Students enrolled in team sports are expected to develop health-related fitness and an appreciation
for team work and fair play. Like the other high school physical education courses, Team sports is less concerned
with the acquisition of physical fitness during the course than reinforcing the concept of incorporating physical
activity into a lifestyle beyond high school.
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:
x Refine instant activity, when the students enter the gym, they should be active from the start of class
x Use small sided games, such as 3 on 3 instead of 11 on 11 while playing activities in class
x Place equipment in every students hands during instruction of a new skill
x Provide maximum participation, little or no waiting in line for their turn and no elimination games
x Continue to provide productive and appropriate motor skill learning experiences
x Increase concept knowledge
x Enhance instruction on health-related fitness
x Continue to teach students to have self responsibility and improve their social skills
x Continue to teach students the value physical activity
„
„
School Based Activities
Physical Activity
Nutrition Education
The general wellness of all students shall be promoted through:
„
Coordinated School Health- Plano ISD is one of only two districts in the State of Texas that has written their own
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.
17
Key Communicators Meeting
Dec. 6, 2012
What to Look for in a Physical Education Class, Melinda Smith, Coordinator of Health and Physical Education, Administration Building
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.
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 a pilot is being conducted testing a pedometer 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- Our 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, District Hoop Shoot, Thrill of the Grill,
and Play 60.
Physical education and health prepares our students for “lifetime readiness”.
18
Key Communicators Meeting
Dec. 6, 2012
SCHOOL YEAR 2013-2014
5 cups per week min. 1 cup per day
SCHOOL YEAR 2014-2015
GRADES 6–8
SCHOOL YEAR 2012-2013
No required changes
from school year 2011-2012
New Nutrition Standards for National School Lunch and School Breakfast Programs
BREAKFAST
No required changes
from school year 2011-2012
TIMELINE & PORTION AMOUNTS
FRUITS
No required changes
8 to 10 servings per week - min. 8 to 10 servings per week - min.
1 oz. eq. per day. All of grains
1 oz. eq. per day. Half of grains
served must be whole grain-rich served must be whole grain-rich
GRAINS
0 grams per serving
Less than 10 percent of total calories over the school week
Must be non-fat or low-fat (1%) unflavored or non-fat flavored milk. 5 servings per week - min. 8 fl. oz. per day
No required changes
SCHOOL YEAR 2014-2015
Less than or equal to 600mg
400-550
SCHOOL YEAR 2013-2014
No required changes
No required changes
SCHOOL YEAR 2012-2013
2 1/2 cups per week - min. 1/2 cup per day
8 to 10 servings per week - min.
1 oz. eq. per day. All of grains
served must be whole grain-rich
3 3/4 cups per week - min. 3/4 cup per day
1/2 cup per week
MILK
SATURATED FAT
TRANS FAT
CALORIE RANGE
SODIUM TARGET
LUNCH
FRUITS
VEGETABLES
DARK GREEN
1/2 cup per week
3/4 cup per week
1/2 cup per week
RED / ORANGE
1/2 cup per week
BEANS / PEAS (LEGUMES)
STARCHY
600-700
0 grams per serving
No required changes
Less than or equal to 1360mg
Less than 10 percent of total calories over the school week
Non-fat or low-fat (1%) unflavored or non-fat flavored milk
5 servings per week - min. 8 fl. oz. per day
9 to 10 servings per week - min. 1 oz. eq. per day
8 to 10 servings per week - min. 1 oz eq. per day
Half of grains served must be whole grain-rich
1 cup per week
OTHER
ADDITIONAL VEGETABLES
TO REACH TOTAL
GRAINS
MEAT (OR ALTERNATE)
MILK
SATURATED FAT
TRANS FAT
CALORIE RANGE
SODIUM TARGET
New Nutrition Standards for National School Lunch and School Breakfast Programs
TIMELINE & PORTION AMOUNTS
GRADES 6–8
School meals are changing to meet the new nutrition standards in the National School Lunch and School Breakfast
Programs. The chart on the other side of this sheet offers a handy reference to these changes and includes
serving sizes for each food group as well as the calorie ranges school nutrition professionals will serve students
in grades 6-8. The changes will be made over several years and the chart shows the school year during which
each change will take effect. The calorie ranges reflect the developmental needs for this age/grade group. Children
go through many changes as they grow, which makes the nutritional needs of a fifth grader very different from an
eighth grader. Because these children are starting to make more of their own decisions, it’s a good time to
encourage them to choose healthy foods.
Most of the changes will occur during a three-year period beginning with school year 2012-2013. Schools will have
an additional 8 years to meet the sodium targets beyond school year 2014-2015.
This schedule is for general reference only and should be used in conjunction with materials from USDA and the Texas
Department of Agriculture. For complete information and current materials, visit www.teamnutrition.usda.gov or
www.SquareMeals.org.
A three year administrative review cycle for breakfast and lunch begins in school year 2013-2014,
that will include a weighted nutrient analysis.
FOOD-BASED MENU PLANNING APPROACH
Lunch
School Year 2012-2013
Breakfast & Lunch
School Year 2013-2014
MONITORING
Breakfast & Lunch
Beginning with school year 2014–2015, reimbursable meals must contain a fruit or vegetable (1/2 cup min.).
6–8 SODIUM TARGETS BEYOND SCHOOL YEAR 2014-2015
SCHOOL YEAR 2017-2018
Less than or equal to 470mg
SCHOOL YEAR 2022-2023
Beginning with school year 2012–2013, reimbursable meals must contain a fruit or vegetable (1/2 cup min.).
Less than or equal to 535mg
Less than or equal to 710mg
OFFER VS. SERVE
Breakfast
Lunch
Less than or equal to 1035mg
Breakfast
Lunch
The National School Lunch Program and School Breakfast Program are
LUNCHby the U.S. Department of Agriculture, Food and Nutrition Service.
funded
The Texas Department of Agriculture is an equal opportunity provider.
Published August 2012
19
Key Communicators Meeting
Dec. 6, 2012
SCHOOL YEAR 2013-2014
5 cups per week min. 1 cup per day
SCHOOL YEAR 2014-2015
GRADES 9–12
SCHOOL YEAR 2012-2013
No required changes
from school year 2011-2012
New Nutrition Standards for National School Lunch and School Breakfast Programs
BREAKFAST
No required changes
from school year 2011-2012
TIMELINE & PORTION AMOUNTS
FRUITS
No required changes
No required changes
0 grams per serving
1 1/4 cup per week
1/2 cup per week
SCHOOL YEAR 2014-2015
Less than or equal to 640mg
450-600
No required changes
No required changes
Less than 10 percent of total calories over the school week
Must be non-fat or low-fat (1%) unflavored or non-fat flavored milk. 5 servings per week - min. 8 fl. oz. per day
9 to 10 servings per week - min. 9 to 10 servings per week - min.
1 oz. eq. per day. All of grains
1 oz. eq. per day. Half of grains
served must be whole grain-rich served must be whole grain-rich
GRAINS
MILK
SATURATED FAT
TRANS FAT
CALORIE RANGE
SODIUM TARGET
SCHOOL YEAR 2013-2014
5 cups per week - min. 1 cup per day
DARK GREEN
1/2 cup per week
SCHOOL YEAR 2012-2013
RED / ORANGE
1/2 cup per week
10 to 12 servings per week - min.
2 oz eq. per day. All of grains
served must be whole grain-rich
5 cups per week - min. 1 cup per day
BEANS / PEAS (LEGUMES)
3/4 cup per week
LUNCH
FRUITS
VEGETABLES
STARCHY
750-850
0 grams per serving
No required changes
Less than or equal to 1420mg
Less than 10 percent of total calories over the school week
Non-fat or low-fat (1%) unflavored or non-fat flavored milk
5 servings per week - min. 8 fl. oz. per day
10 to 12 servings per week - min. 2 oz. eq. per day
10 to 12 servings per week - min. 2 oz eq. per day
Half of grains served must be whole grain-rich
1 1/2 cup per week
OTHER
ADDITIONAL VEGETABLES
TO REACH TOTAL
GRAINS
MEAT (OR ALTERNATE)
MILK
SATURATED FAT
TRANS FAT
CALORIE RANGE
SODIUM TARGET
New Nutrition Standards for National School Lunch and School Breakfast Programs
TIMELINE & PORTION AMOUNTS
GRADES 9–12
School meals are changing to meet the new nutrition standards in the National School Lunch and School Breakfast
Programs. The chart on the other side of this sheet offers a handy reference to these changes and includes
serving sizes for each food group as well as the calorie ranges school nutrition professionals will serve students
in grades 9-12. The changes will be made over several years and the chart shows the school year during which
each change will take effect. The calorie ranges reflect the developmental needs for this age/grade group. The
portion sizes for these students are larger and the calorie limits are higher. School nutrition professionals can
offer more fruits and vegetables to meet the higher calorie ranges. High school students are more savvy and may
want foods similar to what they’d find at a restaurant. It’s important to focus on adult-type offerings. Student
involvement through tastings and surveys is critical.
Most of the changes will occur during a three-year period beginning with school year 2012-2013. Schools will have
an additional 8 years to meet the sodium targets beyond school year 2014-2015.
This schedule is for general reference only and should be used in conjunction with materials from USDA and the Texas
Department of Agriculture. For complete information and current materials, visit www.teamnutrition.usda.gov or
www.SquareMeals.org.
A three year administrative review cycle for breakfast and lunch begins in school year 2013-2014,
that will include a weighted nutrient analysis.
FOOD-BASED MENU PLANNING APPROACH
Lunch
School Year 2012-2013
Breakfast & Lunch
School Year 2013-2014
MONITORING
Breakfast & Lunch
Beginning with school year 2014–2015, reimbursable meals must contain a fruit or vegetable (1/2 cup min.).
9–12 SODIUM TARGETS BEYOND SCHOOL YEAR 2014-2015
SCHOOL YEAR 2017-2018
Less than or equal to 500mg
SCHOOL YEAR 2022-2023
Beginning with school year 2012–2013, reimbursable meals must contain a fruit or vegetable (1/2 cup min.).
Less than or equal to 570mg
Less than or equal to 740mg
OFFER VS. SERVE
Breakfast
Lunch
Less than or equal to 1080mg
Breakfast
Lunch
The National School Lunch Program and School Breakfast Program are
funded
LUNCHby the U.S. Department of Agriculture, Food and Nutrition Service.
The Texas Department of Agriculture is an equal opportunity provider.
Published August 2012
20
Key Communicators Meeting
Dec. 6, 2012
SCHOOL YEAR 2013-2014
5 cups per week min. 1 cup per day
SCHOOL YEAR 2014-2015
GRADES K–5
SCHOOL YEAR 2012-2013
No required changes
from school year 2011-2012
New Nutrition Standards for National School Lunch and School Breakfast Programs
BREAKFAST
No required changes
from school year 2011-2012
TIMELINE & PORTION AMOUNTS
FRUITS
No required changes
No required changes
0 grams per serving
SCHOOL YEAR 2014-2015
Less than or equal to 540mg
350-500
SCHOOL YEAR 2013-2014
No required changes
No required changes
Less than 10 percent of total calories over the school week
Must be non-fat or low-fat (1%) unflavored or non-fat flavored milk. 5 servings per week - min. 8 fl. oz. per day
7 to 10 servings per week - min. 7 to 10 servings per week - min.
1 oz. eq. per day. All of grains
1 oz. eq. per day. Half of grains
served must be whole grain-rich served must be whole grain-rich
GRAINS
MILK
SATURATED FAT
TRANS FAT
CALORIE RANGE
SODIUM TARGET
SCHOOL YEAR 2012-2013
2 1/2 cups per week - min. 1/2 cup per day
1/2 cup per week
8 to 9 servings per week - min.
1 oz eq. per day. All of grains
served must be whole grain-rich
3 3/4 cups per week - min. 3/4 cup per day
DARK GREEN
1/2 cup per week
3/4 cup per week
LUNCH
FRUITS
VEGETABLES
RED / ORANGE
1/2 cup per week
BEANS / PEAS (LEGUMES)
STARCHY
1/2 cup per week
550-650
0 grams per serving
No required changes
Less than or equal to 1230mg
Less than 10 percent of total calories over the school week
Non-fat or low-fat (1%) unflavored or non-fat flavored milk
5 servings per week - min. 8 fl. oz. per day
8 to 10 servings per week - min. 1 oz. eq. per day
8 to 9 servings per week - min. 1 oz eq. per day
Half of grains served must be whole grain-rich
1 cup per week
OTHER
ADDITIONAL VEGETABLES
TO REACH TOTAL
GRAINS
MEAT (OR ALTERNATE)
MILK
SATURATED FAT
TRANS FAT
CALORIE RANGE
SODIUM TARGET
New Nutrition Standards for National School Lunch and School Breakfast Programs
TIMELINE & PORTION AMOUNTS
GRADES K–5
School meals are changing to meet the new nutrition standards in the National School Lunch and School Breakfast
Programs. The chart on this sheet offers a handy reference to these changes and includes serving sizes for each food
group as well as the calorie ranges and sodium targets school nutrition professionals will serve students in grades
K-5. The changes will be made over several years and the chart shows the school year during which each change will
take effect. The calorie ranges reflect the developmental needs for this age/grade group.
Most of the changes will occur during a three-year period beginning with school year 2012-2013. Schools will have
an additional 8 years to meet the sodium targets beyond school year 2014-2015.
This schedule is for general reference only and should be used in conjunction with materials from USDA and the Texas
Department of Agriculture. For complete information and current materials, visit www.teamnutrition.usda.gov or
www.SquareMeals.org.
Less than or equal to 640mg
Less than or equal to 430mg
SCHOOL YEAR 2022-2023
Beginning with school year 2012–2013, reimbursable meals must contain a fruit or vegetable (1/2 cup min.).
Beginning with school year 2014–2015, reimbursable meals must contain a fruit or vegetable (1/2 cup min.).
A three year administrative review cycle for breakfast and lunch begins in school year 2013-2014,
that will include a weighted nutrient analysis.
FOOD-BASED MENU PLANNING APPROACH
Lunch
School Year 2012-2013
Breakfast & Lunch
School Year 2013-2014
MONITORING
Breakfast & Lunch
OFFER VS. SERVE
Breakfast
Lunch
Less than or equal to 935mg
Less than or equal to 485mg
K–5 SODIUM TARGETS BEYOND SCHOOL YEAR 2014-2015
SCHOOL YEAR 2017-2018
Breakfast
Lunch
The National School Lunch Program and School Breakfast Program are
LUNCHby the U.S. Department of Agriculture, Food and Nutrition Service.
funded
The Texas Department of Agriculture is an equal opportunity provider.
Published August 2012
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12/5/2012
STATE REQUIREMENT
BILINGUAL EDUCATION
PLANO
INDEPENDENT
SCHOOL DISTRICT
Multilingual Education Program
STATE REQUIREMENT
ENGLISH AS A SECOND LANGUAGE
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.
IDENTIFICATION OF STUDENT
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 such students.
IDENTIFICATION OF STUDENT
Home Language Survey
Required by law
All students new to the district
Translated into Spanish
Translated into other languages when possible
PLANO INDEPENDENT SCHOOL DISTRICT
Home Language Survey:
“What language is spoken in your home most of
the time?”
“What language does your child (or you) speak
most of the time?”
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PROGRAM MODELS
BILINGUAL EDUCATION PROGRAM
 Purpose
 Bilingual Education
 Offered from PK-5
 Enable students to become competent in literacy and academic skills in English
 Same curriculum as that used by English-speaking
 To help English language learners (ELL) master the Texas Essential Knowledge and
through their native language.
students
 Instruction provided in native language and in English
Skills (TEKS) required by the state.
 Will my child learn English in a Bilingual Education program?
 Yes, the mastery of English listening, speaking, reading and writing skills are required
in the Bilingual Education program.
 Yes, English as a Second Language (ESL) is an integral part of the Bilingual Education
 The following program models are used:
program.
 Yes, the academic instruction in the native language facilitates the transition to
 Pre-K – K: Bilingual Chinese/English
English.
 K-5: Bilingual Spanish/English
1st grade
Program Implementation
WHAT IS NEW?
Bilingual Program change to Early Exit
Reading
Math
45-60IC
minutes
150-180 / LA
60-75
minutes
120-145
minutes
70-80 minutes
80-90 minutes
minutes
* Second Semester: Small group English literacy instruction during Spanish guided reading time.
2nd grade
Program Implementation
Reading / LA
120-135 minutes
Math
75-90 minutes
IC
80-90 minutes
* Newcomer students may receive Spanish reading instruction if below 2nd grade Spanish reading level.
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3rd, 4th & 5th grade
Program Implementation
Reading / LA
Math
IC
105-120 minutes
90-105 minutes
75-90 minutes
* Use students’ native language to scaffold instruction.
* Newcomers may receive small group reading instruction in Spanish..
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Program Models
RECLASSIFICATION/EXIT
 English as a Second Language (ESL)
 Meet standards on combination of assessments
 Offered from PK-12
 Oral Language Proficiency Assessment
 Same curriculum used as the
English-speaking students
 Reading/ELA
 All instruction is in English
 Grades 1, 2: Reading norm-reference test in
with assistance from a teacher
trained in second language
acquisition methodology
 The following program models are
used:
 Pre-K: ESL Self-contained
classroom
 K-5: ESL Pull-Out Program
 6-12: ESL Content-Based
English
 Grade 3+: Criterion-referenced test
(STAAR)
 Grade 9: STAAR + End of Course (EOC)
English 1
 Writing
Name
Position
Phone
Email
Emelia Ahmed
Director of Multilingual
28223
Emelia.Ahmed@pisd.edu
Tita Alarcon
Elementary Bilingual/ESL
Coordinator
28165
Tita.Alarcon@pisd.edu
Kim Gamage
ESL Coordinator
28816
Kim.Gamage@pisd.edu
Rosa Encinas
Director’s Secretary
28213
Rosa.Encinas@pisd.edu
Nirmala Manalan
Secretary
28083
Nirmala.Manalan@pisd.edu
Delmy Ewing
Instructional Specialist
28214
Delmy.Ewing@pisd.edu
Ronnie Cantu
Instructional Specialist
28074
Ronnie.Cantu@pisd.edu
Esther Loera
Instructional Specialist
28049
Esther.Loera@pisd.edu
Lorena Almazan
Data Communications
Support
28212
Lorena.Almazan@pisd.edu
Itza Arango
Testing Center Manager
28874
Itza.Arango@pisd.edu
CONTACTS
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Plano ISD Academy High School Learner Profile
Sense of Self
The Academy learner is ready to take on challenges and problems with enthusiasm and integrity.
Flexible
Self-Directed
Adaptable to change and prepared to work with other students,
Willing to care for personal learning and growth and interested in
facilitators, businesses, colleges, and the community
taking ownership of the school
Learner
The Academy learner has the ability to work independently on challenging tasks.
Resilient
Project-Oriented
Appreciates a trial and error approach to learning and willing to be a
Willing to research, use resources to find creative solutions, and
risk-taker
apply critical thinking to multiple projects
Collaborator
The Academy learner is willing to actively assist, partner, lead, debate, and defend ideas.
Respect
Open-Minded
Treats others with tolerance, genuine concern for well-being, and
Willing to listen to all points of views in order to reach a solution and
displays responsibility in an unstructured environment
enjoys an environment that is diverse with a broad range of
viewpoints and experiences
Connected
The Academy learner desires to be a part of a community.
Communicator
Knows They are the Future
Willing to develop communication skills, as oral presentations will
Embraces opportunities to work in “real world” settings, interested in
occur in most projects, and be prepared to use technology daily
the world around them, and enjoys serving the community
Learn more at
http://academyhs.pisd.edu/
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IB Organization Mission Statement
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create
a better and more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop challenging programs of
international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that
other people, with their differences, can also be right.
IB Learner Profile
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared
guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.
They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned,
ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other
individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the
experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and
act to make a positive difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new
roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and
limitations in order to support their learning and personal development.
Learn more at
http://ib.pisd.edu/
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


Emergency Medical Technician
Certified Nurse Aide
Electrocardiography Certification
Health Unit Coordinator
HEALTH SCIENCES
ACADEMY
In partnership with
Who Should Apply?
A student in the PISD Health Sciences Academy is a student
who:
 wants the foundational experiences and college
course credits in preparation for pursuing a college
degree in the health science field.
 wants the opportunity to enter the work force using
a certification in the medical field upon high school
graduation and may work his/her way through postsecondary education
 enjoys the challenge of a rigorous yet supportive
academic environment and desires to work hard with
students of similar ambition as a representative of
Plano ISD holding to a higher standard of conduct.
 desires a service-oriented career while helping others
through simulated and real job experiences in a
health science setting.
 strives to be an independent, organized, communicative, and responsible learner that understands the
connection between study habits and success in
college level courses.
 self-advocates in order to seek resources and support
when needed and enjoys working collaboratively
with others.
If you can identify with more than one of the points
above, then maybe the Health Sciences Academy is for
you!
Healthcare Specialty Options

Pre-Health Information Management
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Health Care Specialties

Plano ISD
Contact Us — http://healthsciences.pisd.edu/contact/
http://healthsciences.pisd.edu
P L ANO I ND E P E ND E NT SC HO O L D IST R I CT
HE AL T H S CIE NC E S ACAD E M Y
What is the Health Science
Academy?
The Health Sciences Academy will be an exciting, new
choice for students who are interested in pursuing careers
and further education in health care.
The Academy targets students who like to work with
people and who have an interest in health-related careers.
The Academy offers a rigorous academic program that
meets the requirements for a 4-year college, but also
prepares graduates to enter a technically oriented
curriculum or to enter the work force after high school.
Application and Academy
Admissions
When will the Academy open, and where will it be
located?
The Academy will open in the fall of 2013 at Williams
High School for 9th and 10th graders. Plano East Senior
High School will open in the fall of 2014 for 11th graders
coming from the Health Sciences Academy at Williams
High School and in the fall of 2015 for 12th graders at
PESH in the Academy moving from the 11th grade.
Will I be able to apply for the Health Sciences
Academy?
Plano ISD students on the recommended or distinguished graduation plan entering ninth or tenth grade
in the 2013-14 school year are eligible to apply.
* This information is subject to change. *
* Please visit the Health Science Academy Website for a complete list of FAQs. *
Collin College Admissions
Do I need to apply to Collin College to take dual credit
courses?
Yes. Enrollment in dual credit courses require that you
submit all necessary information, including the Texas Common Application, in order to be admitted to Collin College. Additionally, you will need to pass the TSI assessment before taking any dual credit courses which begin in
the 10th grade. The TSI will be taken in the 9th grade
while attending the Academy and before August 2, 2013
for 10th graders entering the Academy.
To complete a healthcare certification that includes a
clinical experience in a healthcare facility, are there any
additional requirements?
Yes, healthcare facilities (hospitals, clinics, doctors’ offices)
require clinical students to have various immunizations,
background checks and meet other possible criteria before
spending time on-site.
Academy Courses and Health
Science Certificates
Are college courses a required part of the Academy?
Yes, all Health Science dual credit courses in the
9th – 12th grade will be required. Academic dual credit
courses in the core areas of Math, English, Science, and
Social Studies will be optional. You will be allowed to take
up to 54 dual credit hours in the Health Science Academy.
Will I be able to choose how many dual credit courses
that I want to take?
There are required health sciences courses in 9th and 10th
grades (1 class period each year). There are required
health science workforce dual credit courses in 11th and
12th grade (2 class periods each year). You may choose
additional academic dual credit courses that add up to the
maximum number of credit hours allowed in the core
courses of Math, Science, English, and Social Studies.
Will the college credit hours that I earn be on my official
college transcript?
Yes, all college credit hours will be on your college transcript and will become a permanent part of your academic
record at the collegiate level.
What is the Cost?
How much does it cost to take the dual credit courses?
Collin College tuition is $37 per credit hour. Some courses
have an additional lab fee. Textbooks may be required in
some courses. Tuition for a 3 hour course would be $111.
You will be required to pay for the dual credit courses as
well as any required textbooks and lab fees. The Plano
district is pursuing business partnerships that might offset
some or all of this student cost. Collin College offers tuition
assistance for students with financial need. All free and
reduced lunch students will have the tuition waived.
Transfers and Transportation
If I do not attend Williams High School now, will I need to
transfer to Williams High School in order to enroll in the
Academy?
Yes. You will need to be a student at Williams High School
to attend the Health Sciences Academy. If Williams High
School is not your home campus or it is not in your feeder
pattern, you will need to transfer to Williams High
School. There will be no transfer fee. Information regarding the transfer process will be provided to accepted students.
Will transportation be provided?
Yes, transportation will be provided to and from the Academy sites. More details will be provided at a later time.
Pickup sites will be at selected middle schools and high
schools throughout the district
Community Partners
Collin College is an important partner with PISD in forming
the Health Sciences Academy program. All dual-credit
courses will be provided by Collin College.
Partnerships with local hospitals and other health care
providers will allow us to provide students with hands-on
clinical experiences and advanced health science classes.
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