Keller ISD Parent Handbook
Table of Contents About Keller ISD ................................................................................................ 3 Anti-Bullying and Anti-Harassment ............................................................... 6 Attendance Information ................................................................................... 8 Accountability Ratings ..................................................................................... 11 Bilingual/ESL ..................................................................................................... 12 Bell Schedule .................................................................................................... 16 Calendars ............................................................................................................ 17 Child Nutrition Services ................................................................................... 18 Clayton YES! ...................................................................................................... 18 Counseling ......................................................................................................... 19 Drug Awareness Program ................................................................................ 19 Dyslexia .............................................................................................................. 20 Early Childhood Education .......................................................................... 22 Gifted and Talented Program ...................................................................... 24 Handbooks and Code of Conduct for Students ....................................... 25 Career and Technical Education .................................................................. 26 Health Services ................................................................................................ 27 Student Services ............................................................................................... 27 Home Access Center ...................................................................................... 28 New Student Enrollment ................................................................................ 29 Parent-Teacher Association ............................................................................ 30 Portrait of a Graduate .................................................................................... 30 Random, Voluntary Drug Testing ................................................................ 31 Student Transfers .............................................................................................. 32 Transportation ................................................................................................... 34 Transcripts/Records Request .......................................................................... 37 Web Store ........................................................................................................... 37 Work the Plan: Student/Family Reunification Information ................... 38
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About Keller ISD Keller ISD, with an unwavering commitment to excellence and in partnership with our community, will achieve the highest standards of performance by providing exceptional educational opportunities for all students. Incorporated in 1911, KISD has surpassed 100 years of educating students in this community. Long a rural, one-campus operation, Keller ISD has seen tremendous growth over the past three decades and has blossomed into one of the largest districts in the Dallas-Fort Worth metropolitan area. The District now serves more than 33,000 students at 39 campuses. We serve portions of the cities of Colleyville, Fort Worth, Haltom City, Hurst, North Richland Hills, Southlake, Watauga, and Westlake and the entire City of Keller. The District’s 51 square miles encompass the third-largest land area in Tarrant County. KISD employs more than 3,800 staff members including just over 2,500 classroom instructional employees. Everything Keller ISD employees do is focused on providing an exceptional educational experience for students whether it be teaching in the classroom, maintaining the facilities our students use, or offering support and guidance for students and staff alike. Our Vision KISD – an exceptional district in which to learn, work and live. Our Mission The community of Keller ISD will educate our students to achieve their highest standards of performance by engaging them in exceptional opportunities. Our Priorities • Educational Excellence • Excellence in Student, Parent and Community Relations • Excellence in Operational Processes and Systems • Employee Excellence and Organizational Improvement • Excellence in Financial Stewardship Our Values • We hold ourselves accountable for providing exceptional educational opportunities. • We inspire educational excellence through collaborative relationships. • We cultivate life-long learning. • We provide approachable, responsive customer service. • We embrace diversity. • We embrace change and innovation. • We make data-driven decisions. • We have a positive attitude toward the future.
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High Schools
Central High 817-744-2000 9450 Ray White Road 76244 Fossil Ridge High 817-744-1700 4101 Thompson Road 76244 Keller High 817-744-1400 601 N. Pate-Orr Road 76248 Timber Creek High 817-744-2300 12350 Timberland Blvd. 76244 Keller Learning Center 817-744-4465 250 College Avenue 76248
Middle Schools
Fossil Hill Middle 817-744-3050 3821 Staghorn Circle S. 76137 Hillwood Middle 817-744-3350 8250 Parkwood Hill Blvd. 76137 Indian Springs Middle 817-744-3200 305 Bursey Road 76248 Keller Middle Site 817-744-2900 300 College Avenue 76248 Timberview Middle 817-744-2600 10300 Old Denton Road 76244 Trinity Springs Middle 817-744-3500 3550 Keller-Hicks Road 76244
Intermediate Schools
Bear Creek 817-744-3650 801 Bear Creek Pkwy. 76248 Chisholm Trail 817-744-3800 3901 Summerfields Blvd. 76137 Parkwood Hill 817-744-4000 8201 Parkwood Hill Blvd. 76137 South Keller 817-744-4150 201 Bursey Road 76248 Timberview Middle 817-744-2600 10300 Old Denton Road 76244 Trinity Meadows 817-744-4300 3500 Keller-Hicks Road 76244
Elementary Schools
Basswood 817-744-6500 3100 Clay Mountain Trail 76137 Bette Perot 817-744-4600 9345 General Worth Drive 76244 Bluebonnet 817-744-4500 7000 Teal Drive 76137 Caprock 817-744-6400 12301 Grey Twig Drive 76244 Eagle Ridge 817-744-6300 4600 Alta Vista Road 76244 Florence 817-744-4700 3095 Johnson Road 76092 Freedom 817-744-4800 5401 Wall-Price Road 76244 Friendship 817-744-6200 5400 Shiver Road 76244 Heritage 817-744-4900 4001 Thompson Road 76244 Hidden Lakes 817-744-5000 900 Preston Lane 76248 Independence 817-744-6100 11773 Bray Birch Lane 76244 Keller-Harvel 817-744-5100 635 Norma Lane 76248 Liberty 817-744-6000 1101 McDonwell School Road 76034 Lone Star 817-744-5200 4647 Shiver Road 76244 North Riverside 817-744-5300 7900 N. Riverside Drive 76137 Park Glen 817-744-5400 5100 Glen Canyon Road 76137 Parkview 817-744-5500 6900 Bayberry Drive 76137 Ridgeview 817-744-6600 1601 Marshall Ridge Pkwy. 76248 Shady Grove 817-744-5600 1400 Sarah Brooks Drive 76248 Whitley Road 817-744-5800 7600 Whitley Road 76148 Willis Lane 817-744-5700 1620 Willis Lane 76248 Woodland Springs 817-744-5900 12120 Woodland Springs Drive 76244 Early Learning Center 817-744-6700 10310 Old Denton Road 76244
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Anti-Bullying and Anti-Harassment Keller ISD is committed to providing a safe and nurturing learning environment for all of its students. As bullying and harassment continues to be an issue of concern across our country and within our schools, Keller ISD must take intentional efforts to both educate and protect our students, parents, staff, and community. What is bullying? “Bullying” means engaging in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the District and that: 1. Has the effect or will have the effect of physically harming a student, damaging student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property; or 2. Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. This conduct is considered bullying if it: 1. Exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and 2. Interferes with a student’s education or substantially disrupts the operation of a school. What is harassment? Prohibited harassment of a student is defined as physical, verbal, or nonverbal conduct based on the student’s race, color, religion, gender, national origin, disability, or any other basis prohibited by law that is so severe, persistent, or pervasive that the conduct: 1. Affects a student’s ability to participate in or benefit from an educational program or activity, or creates an intimidating, threatening, hostile, or offensive educational environment; 2. Has the purpose or effect of substantially or unreasonably interfering with the student’s academic performance; 3. Otherwise adversely affects the student’s educational opportunities. Prohibited harassment includes dating violence. Where can I get help? To obtain assistance and intervention, any student who believes that he or she has experienced bullying/harassment, believes that another student has experienced bullying/ harassment, or believes that a student has engaged in bullying/harassment should immediately report the alleged acts to a teacher, counselor, principal, or other District employee.
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What happens after a report is made? The District is committed to conducting a prompt, thorough, and fair investigation of all allegations of bullying and harassment. • Once a report is made, the campus will notify the guardians of both the alleged victim and the alleged perpetrator. • The principal or designees will promptly take interim action calculated to prevent bullying during the course of the investigation, if appropriate. • An investigation into the matter will start quickly and every effort will be made to complete its investigation within 10 school days. • Witnesses will be interviewed and any other evidence will be reviewed. • Once all of the information is gathered, the campus administration will make determinations as to whether or not the conduct at issue (1) occurred and (2) constitutes bullying or harassment. • Guardians of both the alleged victim and alleged perpetrator will be notified of the campus’s findings. Parental notification is limited to each guardian’s own child per federal confidentiality laws. The District is committed to tracking and monitoring all instances of bullying and harassment to ensure we are handling these matters effectively. What happens to people who bully or harass? Students and/or employees found to have engaged in acts of bullying or harassment will be promptly disciplined, with such discipline to include, if the circumstances warrant, suspension and expulsion for students and termination of employment for employees. Be aware that federal and state confidentiality laws limit the information that can be shared with parents regarding disciplinary outcomes for students and/or employees. What if speaking up makes it worse? The District prohibits any retaliation by a student or District employee against any person who in good faith makes a report of bullying, serves as a witness, or participates in an investigation. If you have made a report or participated in an investigation and feel as if you are being retaliated against, please immediately report the behavior to the individuals identified above. Where can I learn more? Keller ISD has set up an online resource page to assist our community with learning about bullying and how to prevent it at http://www.kellerisd.net/AntiBullying. Training and lessons with our students and staff regarding identifying and preventing bullying and harassment will be conducted yearly.
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Attendance Information Part 1: Attendance - Texas Compulsory Attendance Facts 1. The law requires a student between the ages of 6 and 18, as well as students enrolled in prekindergarten and kindergarten, to attend school and District-required tutorial sessions unless the student is otherwise legally exempted or excused. (§ 25.085) 2. A student may not be given credit for a subject unless they have attended 90% of the classes for that year. (§ 25.092) 3. If a student is absent without excuse for three or more days or parts of days within a four-week period, the school will send a warning letter to the parents stating that they may be filed on in a court of law for a criminal truancy charge (filing is still optional). (§ 25.095) 4. If a parent does not respond to warning letters that parent may be charged with a criminal offense. (§ 25.093) 5. If a student is absent without excused for ten or more days or parts of days within a six-month period, the school must file criminal truancy charges on the parent (s) and student. (§ 25.094)
Part 2: Attendance - Attendance Policy Highlights Attendance Expectations – Students are expected to be in attendance a minimum of 90% of all school days. Good attendance is the foundation for student learning and achievement. Tardy - All students are expected to arrive on time for the start of school, be on time for any and all classes, and stay in attendance for the duration the instructional day. If a pattern of early leave develops at any time during the school day, a student may be referred to campus administration or the campus attendance committee to review possible action, intervention, or consequences. Parent/Guardian Documentation of Absences - A parent or guardian has 5 days from the date of an absence (with a note, phone call, fax, or e-mail) to provide the school with documentation as to the reason for the absence. Failure to notify the school within 5 days will result in the absences converting to truancy. Make-up work - Students or their parent/guardian are responsible for requesting the opportunity to make up work missed. Denied Credit Due to Excessive Absences - for secondary students, loss of credit is tabulated on an individual course basis. A student may not receive credit for a course unless he/she has been in attendance for at least 90% of the days the course is offered during the semester or a campus based attendance committee determines absences were of an extenuating circumstance in accordance with administrative regulation FEC (R1). Restoring Denied Credit Due to Excessive Absences - for secondary students, students may make up missed work to restore credit through options provided by District policy and assigned by the campus administrator and/or attendance committee. Attendance Requirement/Driver’s License - The Texas Transportation Code (TRC) requires students who have not obtained a high school diploma or its equivalent to be enrolled in a public school, home school, or private school, or GED program and meet specific enrollment conditions to obtain or renew a license. This requirement applies to persons under 18 years of age according to the Texas Education Code 25.092. Minimum Attendance for Class Credit, states that a student may not be given credit for a class unless the student is in attendance for at least 90% of the days the class is offered. The 90% attendance rule applies when determining Verification of Enrollment (VOC) eligibility.
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Appeals procedure - A student in grades 7-12 who has not met the 90 percent attendance requirement due to extenuating circumstances, but who has successfully earned a passing grade may appeal for credit to the campus attendance committee no earlier than the last six weeks of each semester. An exception is that the principal may grant an earlier appeal to any student due to special circumstances and or seniors may appeal for credit in a course at any time during a grading period. The local campus Attendance Committee will review the appeal request and determine whether the student should be required to make up the class time and work missed. The local campus Attendance Committee and or administrator must give the final authorization for course credit.
Part 3: Attendance – Recognized vs. Non-Recognized Absences Recognized Absences: These are absences that the Texas Education Code and Keller ISD board policy indicate do not count toward the student’s 90% attendance rule. The following are the 9 types of absences known as recognized: • Health Care appointments: Student is temporarily absent due to a documented appointment. Student must return with a note from the physician either on the same day or next day. Student must have been present for some portion of the school day on the day of appointment. • Medicaid Screening Appointment: Student is Medicaid-eligible and is participating in the Early & Periodic Screening, Diagnosis, and Treatment Program. Student may be excused for up to one full day at a time. • Observing religious holy days: May include 1 day travel to and 1 day of travel from the event, and requires notification from the parent to a designated school representative. • Mentorship: To fulfill an Advanced Measure to complete Distinguished Achievement Program (DAP) - Applies to high school students only. • School related/extra-curricular activity: Examples include a field trip or an athletic event with designated school/sponsor/employee(s). • Court appearance: The student is involved in court proceedings and includes travel for that purpose. Student should provide documentation of required appearance prior to date of absence. • College Visit: With parent documentation and limited to two days for 12th graders, one day for 11th graders). Absences due to participation in college visit will not count against a student for exemption requirements. • Absence (Grade 6-12 only): For the purpose of sounding “Taps” at military honors funeral for a deceased veteran. Requires parental documentation. • Appearing: At governmental office to complete paperwork for US citizenship and taking part in the Naturalization ceremony. • Child Health Care: Requires excuse of a temporary absence for a student to take the student’s child to a health care appointment with documentation. Same standard as a temporary absence for student’s own health care appointment. • Active Duty Visits: Allows a student to visit a parent, step-parent, or legal guardian who is an active duty member of the uniformed services and has been called for duty for, is on leave from, or immediately returned for continuous deployment of at least four months outside the service members’ residence. SMART TIP: Remember; if a student is absent for a reason not listed here, then the absence is nonrecognized, a note or documentation is required for all absences and should be turned in to the school attendance clerk within 5 days of the absence.
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Non-Recognized Absences: These absences DO count toward the 90% Rule. • Any normal student absence documented by parent/guardian due to illness or other non-recognized absences • Undocumented student absences (truancy absences) • Absences due to an out-of-school suspension • Required participation in an ongoing Court Case • Attendance at a funeral, which may include 1 day for travel to, 1 day for funeral, and 1 day travel from funeral for a maximum of 3 days per single occurrence • Any other absence that is not one of the recognized absences
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Accountability Ratings Keller ISD earned a “Met Standard,” the highest rating from the Texas Education Agency’s 2015 State District and Campus Accountability Ratings. This is the third consecutive year that schools and districts in Texas have been rated under the new accountability system. Under this system campuses/districts are assigned one rating based on meeting the target for each performance index. • Met Standard: Acceptable rating assigned to campuses and districts that meet the target on all indexes for which it has performance data in 2015. • Met Alternative Standard: Acceptable rating assigned to charter operators and alternative education campuses (AECs) that are evaluated by alternative education accountability (AEA) provisions and meet modified targets on all performance indexes for which they have performance data in 2015. • Improvement Required: Unacceptable rating assigned to campuses and districts that miss the target on one or more performance index. Campuses and districts statewide administered state assessments throughout the14-15 school year. Upon completion of the testing cycle, parents received their student’s individual results while the Texas Education Agency spent the next few weeks evaluating student performance at the district and campus levels using four different performance indexes: • Student Achievement: measures performance based on satisfactory student achievement combined over all subjects for all students. • Student Progress: measures academic improvement or growth students have made from last year to this year. • Closing Performance Gaps: emphasizes the academic achievement of economically disadvantaged students and the two lowest performing racial/ethnic student groups. • Postsecondary Readiness: emphasizes the role of elementary and middle schools in preparing students for the rigors of high school, and the importance of earning a high school diploma that prepares students for success in college, the workforce, job training programs, or the military. Campuses that achieve the rating of Met Standard can also earn distinction designations in seven possible areas: • • • • • • •
Academic Achievement in Reading/ELA Academic Achievement in Mathematics Academic Achievement in Science Academic Achievement in Social Studies Top 25% Student Progress Top 25% Closing Performance Gaps Postsecondary Readiness
Out of the 39 Keller ISD campuses 39 Met Standard and 11 received at least one Distinction Designation.
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Bilingual/ESL KISD ESL Program Mission Statement Keller ISD is committed to providing an effective ESL program which supports the development of the cognitive, affective and linguistic domains of the Limited English proficient student. It is Keller’s mission to achieve the highest standards of performance by providing exceptional educational opportunities for all students. How does my child qualify for ESL? Identification/Program Entry/Testing - Title III requires that student identification and parent notification take place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An LPAC should follow the more stringent Texas requirements and have student identification and placement occur within the first 4 weeks (20 days) of student enrollment. 1. Upon initial enrollment all students must have a Home Language Survey (HLS) completed in their student record (only one: The original or a copy of original). The HLS shall be administered to each student new to the district and to students previously enrolled who were not surveyed in the past. If the HLS indicates a language other than English, testing must be initiated to determine English proficiency. 2. For students in grades PreK-1: • Administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for Assessment of ELLs. The list of TEA-approved tests is available at: http://www.tea.state.tx.us/index2. aspx?id=4098&menu_id=720 • Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing. • PreK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL. 3. For students in grades 2-12: • Administer an OLPT, and • The reading and language arts portions of an English norm-referenced standardized achievement test (NRT) from the TEA List of Approved Tests [19 TAC §89.1225(a)]. • Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as LEP. Students who score below the 40th percentile on the English reading and English language arts sections of the NRT are classified as LEP, even if their OLPT score reflects English proficiency. If the student’s ability on the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced standardized achievement test is not valid, then the student is classified as LEP [Chapter 89.1225(f)(2)(c)]. Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing.
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KISD K-8 ESL Model Elementary and Intermediate Levels (K-6th Grade): • ESL Specialists shall utilize the ESL curriculum in Forethought to address District SE’s, DSO’s and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught across content areas. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. • ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP. • Small group instruction shall consist of academic and social language instruction in listening, speaking, reading and writing. • ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP. Middle School Levels (7th-8th Grade): • ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District SE’s, DSO’s and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught in English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. • ESL Specialists shall serve as the instructor for the English language arts and Reading class for students in the Beginner and Intermediate language proficiency levels in 7th and 8th grades. ESL courses will follow the same curriculum as the 7th and 8th grade language arts courses using accommodations for language levels and ESL specific resources. The ESL course is not an elective and is scheduled in place of the required ELA course. • ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP. Middle School ESL Course Guide ESL I — Language Arts, Grade 7 — instruction emphasizes reading a variety of genres, writing a wide variety of compositions, and integrating research and presentation skills in a two period block of instruction. Students learn grammar, usage, vocabulary, and other English language skills within the context of reading and writing. Integrated multi-cultural literature studies are used as stimuli or models for writing as well as to promote literary analysis skills. English language learners must be tested and/or placed in to the class with LPAC permission. ESL II — Language Arts, Grade 8 — concentrates on writ-ten compositions and grammar components. Instruction includes research skills, literacy analysis and writing for purpose. In additions students are required to meet specific in-dependent reading requirements. Integrated studies and literary elements related to multicultural novels, drama selections, short stories and folklore are incorporated into the curriculum. English language learners must be tested and/or placed in to the class with LPAC permission. KISD 9-12 ESL Model High School Levels (9th-12th Grade):
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• ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District SE’s, DSO’s and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught in English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the linguistic level of individual students. ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains of students indicated as LEP. • ESL Specialists shall serve as the instructor for the Sheltered English I–IV, Independent English I-III, and Practical Writing. ESL English courses will follow the same curriculum as English courses using accommodations for language levels and ESL specific resources. Sheltered courses use the same PEIMS identifier as regular class, but have fewer students. They are taught by an ESL certified instructor who is trained in ESL instructional techniques and who accommodates content instruction to match the language proficiency levels of individual students. High School ESL Course Guide High School Language Arts Sheltered English I-IV Grade Placement: 9-12 Prerequisite: Placement test and/or LPAC recommendation Credit: 1 Enrollment is limited to non-native speakers of English in 9th-12th grades. Placement in Sheltered English I-IV will be determined through language proficiency tests and LPAC recommendations. Sheltered English courses align with state and district requirements for English I-IV. Sheltered classes may substitute for the required English credits. Independent English I-III Grade Placement: 9-11 Prerequisite: Placement test and/or LPAC recommendation Credit: 1 Enrollment is limited to LEP indicated students in 9th-11th grades who are at the Beginner-Advanced High language proficiency levels in language acquisition. The course provides additional language arts support for limited English proficient students. Placement will be determined through language proficiency tests and LPAC recommendations. Practical Writing Grade Placement: 12 Prerequisite: Placement test and/or LPAC recommendation Credit: 1 Enrollment is limited to LEP indicated students in 12th grade who are at the Beginner-Advanced High language proficiency levels in language acquisition. The course provides additional language arts support for limited English proficient students. Placement will be determined through language proficiency tests and LPAC recommendations.
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KISD Bilingual Program Mission Statement Keller ISD is committed to providing an effective Bilingual program which supports academic achievement, the development of bilingualism, biliteracy and cross-cultural awareness. It is Keller’s mission to achieve the highest standards of performance by providing exceptional educational opportunities for all students. Does my child qualify for the bilingual program? Identification/Program Entry/Testing - Title III requires that student identification and parent notification take place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An LPAC should follow the more stringent Texas requirements and have student identification and placement occur within the first 4 weeks (20 days) of student enrollment. 1. Upon initial enrollment all students must have a Home Language Survey (HLS) completed in their student record (only one: The original or a copy of original). The HLS shall be administered to each student new to the district and to students previously enrolled who were not surveyed in the past. If the HLS indicates a language other than English, testing must be initiated to determine English proficiency. 2. For students in Grades PreK-1: • Administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for Assessment of ELLs. The list of TEA-approved tests is available at: http://www.tea.state.tx.us/index2. aspx?id=4098&menu_id=720 • Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing. • PK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL. 3. For students in Grades 2-12: • Administer an OLPT, and • The reading and language arts portions of an English norm-referenced standardized achievement test (NRT) from the TEA List of Approved Tests [19 TAC §89.1225(a)]. Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as LEP Students who score below the 40th percentile on the English reading and English language arts sections of the NRT are classified as LEP, even if their OLPT score reflects English proficiency. If the student’s ability on the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced standardized achievement test is not valid, then the student is classified as LEP [Chapter 89.1225(f)(2)(c)]. Districts/charter schools that are required to offer a bilingual program must test students in English and in their primary language. Testing must be administered by trained personnel. Parental permission does not have to be obtained prior to oral language proficiency testing.
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Bell Schedule Campus start and end times are listed below: High Schools: 8:30 a.m. to 3:40 p.m. Middle Schools*: 8:30 a.m. to 3:40 p.m. Intermediate Schools: 7:45 a.m. to 2:45 p.m. Elementary Schools: 8 a.m. to 3 p.m. Early Learning Center AM: 8 a.m. to 11 a.m. Early Learning Center PM: 12:15 p.m. to 3:15 p.m. *Timberview Middle School follows a Middle School Bell Schedule despite the fact that it houses grades 5-8.
2015-16 High School Bell Schedule: A/B Hybrid Block Day Keller ISD high schools operate on a hybrid block schedule, attending 1st and 5th period everyday. 1st
8:30 to 9:20
2 A/B
9:25 to 11:00
3 A/B
3 A/B
3 A/B
3 A/B
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1st Lunch
11:05 to 11:35 11:40 to 1:10
2nd Lunch
11:05 to 11:35 11:35 to 12:05 12:10 to 1:10
3rd Lunch
11:05 to 12:05 12:05 to 12:35 12:40 to 1:10
4th Lunch
11:05 to 12:35 12:35 to 1:10
4 A/B
1:15 to 2:45
5th
2:50 to 3:40
Calendars 2015-2016 Instructional Calendar
From August to June, make sure you know when school starts, when school ends and what holidays and events are in between. 2015-2016 KISD Instructional Calendar 2015
July
S M T W 1 5 6 7 8 12 13 14 15 19 20 21 22 26 27 28 29
Th 2 9 16 23 30
F 3 10 17 24 31
S 4 11 18 25
F ER] 9 16 23 30
S M T W Th F 1 3 PD 5 6 7 8 10 11 12 13 ER ES] 17 18 [19 20 21 22 24 25 26 27 28 29 31
October
S M T W Th 1 4 [5 6 7 8 11 PD 13 14 15 18 19 20 21 22 25 26 27 28 29
2016
January
April
S M T W Th F 1 3 4 5 6 7 8 10 11 12 13 14 ER] 17 [18 19 20 21 22 24 25 26 27 28 29
August
S M T W Th F 3
4
5
S M T 1 6 7 8 13 14 15 20 21 22 27 28 29
F ER 13] 20 27
S 7 14 21 28
S M T 1 6 7 8 13 14 15 20 21 22 27 28 29
Th 4 11 18 25
F 5 12 19 26]
S 6 13 20 27
S M T 1 6 7 8 13 14 15 20 21 22 27 28 29
Th 5 12 19 26
F 6 13 20 27
S 7 14 21 28
S M T W ER 5 6 7 8 12 13 14 15 19 20 21 22 26 27 28 29
2 9 16 23 30
[24 25 26 27 28 31
S 3 10 17 24 31
S 1 8 15 22 29
M 2 PD [16 EQ 30
S 2 9 16 23 30
S M 1 7 8 14 PD 21 22 28 [29
T 2 9 16 23
S 2 9 16 23 30
S 1 8 15 22 29
T 3 10 17 24 31
Bad Weather Make Up Day
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Teacher PD Week
M 2 9 16 23 30
November W 4 11 18 25
Th 5 12 19 26
February W 3 10 17 24
May W 4 11 18 25
H Student/District Holiday PD Student Holiday/Professional Development SA State Assessment Days (Subject to TEA Revision) GD Proposed Graduation Day TW Teacher Work Day
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New Teacher Week
T 3 10 17 24
September
S 1 8 15 22 29
W 2 9 16 23 30
Th 3 10 17 24
S 5 12 19 26
F 4 11 ER 25
Th 3 10 17 24 31
Th ES] 9 16 23 30
December W 2 9 16 23 30
Th 3 10 17 24 31
March W 2 9 16 23 30
June
ES ER ER ER ER EQ
Dates F 4 11 18 25
Aug. 10-14 Aug. 17-21 Aug. 24 Sept. 7
New Teacher week Professional Development/Teacher Preparation First Day of School Labor Day/School Closed
S 5 12 19 26
Oct. 2 Oct. 12 Nov. 6 Nov. 9 Nov. 23-27 Dec. 18 Dec. 21-Jan. 1
Pre K-8th Grade Early Release Day Student Holiday/Professional Development
F 4 11 18 25
S 5 12 19 26
Jan. 4 Jan. 14 Jan. 15 Jan. 18 Feb. 15 Mar. 14-18 Mar. 25
Student Holiday/Professional Development 9-12th Grade Early Release Day End of Semester/Pre K-12th Grade Early Release/Teacher Work Day MLK Day/School Closed Student Holiday/Professional Development Spring Break/School Closed School Closed/Bad Weather Make Up
F
S 4 11 18 25
Apr. 15 May 28
Pre K-8th Grade Early Release Day Proposed Graduation Day
May 30 June 1 June 2 June 3
Memorial Day/School Closed 9-12th Grade Early Release Day End of Semester/Pre K-12th Grade Early Release/Teacher Work Day
TW
10 17 24
21
Pre K-4th Grade Early Release Day Student Holiday/Professional Development Fall Break/School Closed Pre K-12th Grade Early Release Winter Break/School Closed
Teacher Work Day/Second Bad Weather Make Up Day (June 3 TW day will move to June 4 if used as a bad weather day)
End of Semester/Pre K-12th Grade Early Release Pre K-4th Early Release PreK-8th Early Release 9-12th Early Release PreK-12th Early Release Professional Development Equivalency Day
1st Semester 2nd Semester Total
86 Days 90 Days 176 Days
Keller ISD Board Approved 2/19/2015
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Child Nutrition Services Keller ISD’s Child Nutrition Services partner, Sodexo, provides current breakfast and lunch menus at kellerisd.sodexomyway.com. Payments may be made to the student’s lunch account online at www.parentonline.net. At the elementary and intermediate level, Sodexo delivers healthy and delicious school meals based on the USDA’s nutrition guidelines so that students are engaged and ready to learn in school. All meals include a variety of fresh fruit and vegetable choices, and a variety of chilled non-fat or low-fat milk. At the middle school and high school level, Sodexo offers a minimum of six sides daily with lunch choices: fresh garden salad greens plus fruits and vegetables in an inviting variety. Additionally, they offer locally-grown items whenever seasonally available. All meals include low-fat or fat-free milk. For more information, please contact David Smith, Director of Child Nutrition, at 817-744-3980.
Clayton YES! After-School Programs Clayton YES! offers a wide variety of programs and services designed to meet your needs for before and after school child care. • High-quality fee-based before and after school care on-site atKeller ISD schools. • Camp Fundango (full-day care for school holidays, in-service days and summer vacation) provided onsite at local schools. Clayton YES! recognizes that working parents need full day programs during school holidays and in-service days. Selected locations will be open during the winter, spring, summer breaks and for most school holidays. Registration and reservation details will be available approximately two weeks prior to optional full day programs and one month prior to summer programs. Reservations and additional fees are required for full day care; an additional fee is charged after the registration deadline. Reservations are on a first-come, first-served basis. When a center is at capacity, parents might be asked to take their child to another location where space is available. It is important for us to know how many children will be attending so that staff can be scheduled accordingly. Children without reservations will be accepted only if space is available. Once full day reservations are received, no credit or refunds will be issued for cancellations. For more information, visit claytonyes.org.
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Counseling The Keller ISD Counselors believe in promoting the holistic development of all students in partnership with parents, staff, and community. Keller ISD counselors follow the American School Counselor Association Model of a Comprehensive, Developmental Guidance and Counseling Program. The school counselors strive to promote student success through academic, career, social, and emotional development. The responsibilities of each area are as follows: Guidance Curriculum - Guidance lessons on a variety of topics; large-group consultations with students. Responsive Services - Individual counseling sessions; parent consultations regarding individual student needs; coordination with outside referral sources Individual Planning - Academic and career guidance; parent and student consultation regarding planning and goal-setting; interpretation and analysis of assessment instruments System Support - Community outreach; parent education programs; teacher consultation; school improvement planning To learn more about the Keller ISD Counseling Department, or to find more information on Counseling “Hot Topics,” course guides, dual credit, or college and scholarships, visit the Counseling link on the “Need to Know” page at KellerISD.net.
Drug Awareness Program The Department of Counseling and Guidance has collaborated with the Athletics and Fine Arts Departments to create an online drug and alcohol prevention program. The online program provides insight into national, state and local substance abuse trends, as well as important information regarding warning signals and availability of some of the most commonly used drugs. For more infomation on the Drug Awareness Program, contact Marcene Weatherall at
[email protected].
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Dyslexia Students struggling with some or all of the many facets of reading, writing and/or spelling are provided specialized assessment in order to determine if a student may be identified as a student with dyslexia. Those students who are identified are provided with an appropriate instructional program for the student at each campus. The major instructional strategies utilize individualized, intensive, and multi-sensory methods as appropriate. A copy of The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders can be downloaded from the TEA website: http://www.tea.state.tx.us/. Frequently Asked Questions What process is used to determine educational need for dyslexia assessment? The campus student intervention team or 504 or ARD committee determines whether there is an educational need for dyslexia assessment. Recommendation for dyslexia assessment should be based on the educational need of the student as outlined in The Dyslexia Handbook published by the Texas Education Agency. When does KISD assess students for possible dyslexia intervention? Students will be assessed after the campus student intervention team, ARD committee, or 504 committee determines there is an educational need and all individual student data has been considered. Any student who may move into the district after the school year has started and has participated in or been previously assessed for dyslexia may require additional assessment upon entry to school. What information is used to determine if a child should receive dyslexia services? Both informal and formal assessments are evaluated in the decision-making process. A parent interview, classroom teacher checklist, samples of classroom work, and informal assessments conducted by the campus dyslexia teachers are all examples of informal pieces of information that are collected. Formal assessments are standardized, normreferences tests that are conducted by the campus dyslexia teachers include the areas of phonemic awareness, letter ID, rapid naming of words, decoding words both real and nonsense, reading comprehension, and fluency/rate of reading. Who ultimately identifies and makes placement decisions for students exhibiting characteristics of dyslexia? Members of the district’s dyslexia team review all collected data and ultimately decide if a student meets the criteria for program entry for recommendation to the campus student intervention team, ARD committee, or 504 committee. Any additional information provided by classroom teachers, administrators, counselors, other special population teachers, and/or parents is taken into consideration during the 504 meeting in order to gain an understanding of the whole child. How long will my child receive direct dyslexia instruction? The dyslexia curriculum was intended for a three to four year time frame, but is designed to progress at the individual needs of the student. Each student’s program is delivered through daily, small group instruction. Student progress is monitored by the dyslexia teacher. Possible length of time in the program may fluctuate from child to child depending on individual factors such as extended illness, excessive absences, and progress made within the curriculum. What factors are used to determine when a child EXITS from dyslexia intervention? The following factors may be used to determine when a child exits from dyslexia intervention: (1) completion of curriculum; (2) student demonstrating success in grade level material: (3) passing STAAR; (4) recommendation by the dyslexia teacher; (5) parent request; (6) moved from KISD; and (7) lack of appropriate progress within the dyslexia curriculum. All decisions are made in the appropriate committee meeting with attendance and/or input from the parent and student.
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When would a child be considered for a discontinuation of services? The following factors may be used to determine a discontinuation of services: (1) Parent request to return to general education setting: (2) showing academic success by passing classes, demonstrating mastery of grade level material and/or STAAR (3) moved from KISD (4) lack of appropriate progress within the dyslexia curriculum. All decisions are made in the appropriate committee meeting with attendance and/or input from the parent and student. How will my child be supported once they have exited from their daily dyslexia instruction? Campus dyslexia teachers monitor students who have exited the dyslexia program for a period of time. Monitoring is a way to support teachers and students within the classroom setting. This tracking can look different for each student depending on the student’s needs. Tracking can take the form of checking student’s grades each grading period, talking to classroom teacher(s), meeting with the individual student informally, etc. What kind of support is available for my student at the secondary level? A dyslexia teacher is available to support students on middle school and high school campuses. Students are enrolled in a dyslexia class that is scheduled within the regular school day and is different from the regular reading/language arts curriculum. Dyslexia teachers are encouraged to use their expertise to deliver instruction designed to help students transition their learned skills into regular education classes. What kind of support is available for my child at the elementary level? For students in grades K-5th who are struggling with reading and writing, there are interventions that might be available outside of the classroom environment. Accelerated reading instruction and tutoring are possibilities for students who are experiencing difficulty within the general classroom setting. Decisions to participate in these interventions are made when students demonstrate an educational need. Who delivers instruction for students showing characteristics of dyslexia? A teacher who has received extensive training in an alphabetic multi-sensory program will provide the curriculum for students. When KISD hires a new teacher without extensive training, the training begins as soon as possible. Who can I contact at my child’s campus concerning the dyslexia program? Contact the campus dyslexia teacher before/after school or during her conference period. Call the campus office to find out when the teacher is available within the school day for questions concerning the dyslexia program. How does KISD address students who have participated in a dyslexia program in another district? All prior educational history including any previous interventions, assessment results, and past grade level performance information are collected upon a student’s enrollment in KISD. That information is reviewed to evaluate what, if any, additional information might be needed in order to make an appropriate decision concerning student placement. The student’s educational need will determine any program intervention. My child is currently participating in another intervention. Is it possible that he will receive reading support through the district’s dyslexia program? KISD offers several interventions to support student success. Whenever children are placed into these interventions, it is done so with multiple considerations in mind: (1) what will benefit the child, and (2) what intervention is offered that will be delivered in the least restrictive environment for that student. How will I be updated on my child’s progress in the dyslexia program? Your child’s dyslexia teacher will report progress each six weeks and may arrange for parent conferences as necessary to discuss your child’s progress within the dyslexia curriculum. Parents can request a conference as well. Conferences will usually be scheduled before/after the school day or during the teacher’s daily planning period. How can my child be served after K-12? Please contact the College Board at http://sat.collegeboard.org/register/for-students-with-disabilities or call customer service at (609) 771-7137 within five years of initial dyslexia testing and evaluation to learn about the accommodation process on college entrance exams. 21
Early Childhood Education Eligibility for Prekindergarten A child must be at least three years of age and fit at least one of the following criteria: • Be unable to speak and comprehend the English language • Be educationally disadvantaged, which means a student eligible to participate in the national free or reducedprice lunch program • Be homeless, as defined by 42 United States Code (U.S.C.) Section 1143a, regardless of the residence of the child, of either parent of the child, or of the child’s guardian or other person having lawful control of the child • Be the child of an active duty member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who is ordered to active duty by proper authority; or is the child of a member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces, who was injured or killed while serving on active duty • Be in, or have been in, the conservatorship of the Department of Family and Protective Services (DFPS) following an adversary hearing held as provided by Section 262.201, Family Code Documentation for Prekindergarten The following sections provides the requirements and documents needed for each group of students: English Language Learners Students who qualify because they are unable to speak and comprehend English must have the following documentation: • Home language survey: School districts must be administer the home language survey in English and Spanish; for students of other language groups, school districts must translate the home language survey into the home language whenever possible. • Proof of a qualifying score on an approved Oral Language Proficiency Test. The school district must document the official scores in the student’s records. • Documentation of the limited proficiency assessment committee’s identification of the student as an English language learner. Educationally Disadvantaged Students who qualify because they are educationally disadvantaged must income documentation on file. Acceptable documentation for earnings (wages and salary) include: • Current paycheck stub • Current pay envelope • Letter from employer stating gross wages paid and how often they are paid • Unemployment, Worker’s Compensation, or Disability payment stub Acceptable documentation for self-employment income includes: • Business or farming documents, such as ledger books or self-issued paycheck stub • Last year’s tax return (Self-employment) Acceptable documentation for cash income is a letter from the employer stating wages paid and frequency. When providing written evidence of proof of income, parents or those standing in parental relation to the student must submit documents that show income received by the household during the month before verification. The document ought to contain the name of the person standing in parental relation, and amount of income, and the date received. A pay stub with no date would be insufficient. Reported gross income is any money received on a recurring basis, including gross earned income. Specifically, gross income means all money earned before any deductions, such as income taxes, employee’s social security taxes, insurance premiums, bonds, and charitable contributions. For additional sources and examples of income documentation, refer to the Administrator’s Reference Manual (outside source) for Texas Child Nutrition Programs.
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Homeless Students who qualify because they are homeless must fit the definition of homeless as defined by 42 U.S.C. Section 11302 and 42 U.S.C. Section 11434(a). (Refer to “FAQs” for definition of “homeless”) Military Students who qualify because they are the child of an active duty, injured, or killed member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces must have the following documentation on file: • Documentation that a district employee verified the student’s US Department of Defense (DoD) photo identification for children of active duty service members. The documentation must include the printed name and signature of the person who verified the identification and the date of verification. If the student has not been issued such an ID, then documentation must be on file that a district employee verified the military member’s DoD photo identification (or other DoD-issued documentation indicating that the person is an active-duty member of the military) and verified documentation showing that the student is a child of the military member. The documentation to be kept on file must include the printed name and signature of the person who verified the DoD and other documentation and the date that it was verified, as well as a photocopy of the documentation showing that the student is a child of the military member. Important: Your district should not make a copy of DoD identification. • A statement of service from the installation adjutant general director of human resources for children of active members, mobilized reservists, or members of the Texas National Guard. This office would use the military personnel systems and documentation to verify that the service member is in fact on active duty in Texas or a Texas mobilized reservist. For Texas National Guard members (army or air guard), the Texas National Guard’s Office of the Adjutant General may provide documentation or an official letter from a commander (at or above the lieutenant colonel or, for the navy, at the commander level) confirming active or mobilized status, which is acceptable documentation. • A copy of the death certificate using the service-appropriate DoD form, or a DoD form that indicates death as the reason for the separation from service, for children of service members who died or were killed. If the DoD form is not available, the family would ask the casualty assistance office of the closest casualty area command (in Texas) to provide a memorandum signed by the casualty office stating that the service member was killed in action or died while serving. • A copy of Purple Heart orders or citation for children of service members or mobilized reservists or guardsmen wounded or injured in combat. • A copy of the line of duty determination documentation for children of service members or mobilized reservists or guardsmen who were injured while serving active duty but were not wounded or injured in combat. If this documentation is not available, a copy of an official letter from a commander (at or above the lieutenant colonel or, for the navy, at the commander level) that states that the service member was wounded or injured while on active duty is acceptable. A copy of a letter from the US Department of Veterans Affairs indicating that the service member is eligible for disability compensation is also acceptable. • Documentation that a service member is MIA for children of service members who are MIA. Department of Family and Protective Services DFPS will mail a verification letter of prekindergarten eligibility to the parent or caregiver of students who qualify because they are, or ever have been, in the conservatorship of the Department of Family and Protective Services following an adversary hearing, as provided by Section 262.201, Family Code. Districts must accept the DFPS letter as proof of eligibility to enroll these children in free prekindergarten. For assistance in obtaining a letter, please contact the DFPS Education Specialist in your area for assistance or for a description of other forms of proof of eligibility. The Keller Early Learning Center is located at 10310 Old Denton Rd., Fort Worth, TX 76244
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Gifted and Talented Program The mission of the Keller ISD Advanced Academic Services shall be to facilitate students in the development of skills, concepts, and attitudes within the cognitive, emotional and social domains so that they may become autonomous, life-long learners. Gifted and Talented Services Kindergarten-2nd Grade Students identified as gifted and talented, or GT, in grades K-2 are clustered within their homerooms and meet with a primary GT Specialist weekly. Teachers who have received 30 hours of gifted and talented professional development differentiate content to ensure appropriately challenging depth and complexity and employ strategies such as flexible pacing and grouping, tiered instruction, and extension activities. The GT Specialist engages GT students in creative and critical thinking strategies as well as Young Autonomous Learner Model activities with 21st Century Skill reinforcement in the areas of innovation, communication, and problem-solving. 3rd-6th Grade Gifted and talented students are also clustered with teachers who have received 30 hours of gifted and talented professional development. GT students meet with a gifted specialist for in-depth study and activities designed to address the unique social-emotional needs of gifted students. GT Specialists facilitate the growth of students as independent, self-directed learners, with the development of skills, concepts, and positive attitudes within the cognitive, emotional, and social domains through the Autonomous Learner Model. Students are encouraged to pursue areas of interest in selected disciplines through guided and independent research leading to the development of advanced-level products and/or performances. The 21st Century skills of innovation, communication, problem solving, collaboration, critical thinking, and information/media/ technological literacy are reinforced as KISD’s gifted learners become lifelong learners. 7th-12th Grade GT middle school and high school students are encouraged to enroll in pre-advanced placement and advanced placement courses. The Advanced Placement Program allows students to participate in college level courses and possibly earn college credit while still attending high school. The Pre-AP Program is the complimenting preparatory program designed to provide students with the necessary skills to be successful in AP courses. All Pre-AP and AP teachers attend professional development in the areas of the nature and needs, social emotional needs, and the identification and assessment of gifted students, and receive additional training in instruction and differentiation for gifted learners. Credit-by-exam for acceleration, dual credit, correspondence courses, and distance learning are further options for secondary gifted students to earn credit through accelerated and/or enriched study. Differentiated Curriculum for GT Differentiated curriculum includes components that modify content, process, product, or affect. The GT cluster groups work with district curriculum that is differentiated to present learning experiences aligned to the abilities of the students. Grades K-6 GT students are cluster grouped to receive instruction in three formats: • with other GT identified students • individually • with other students possessing a range of abilities
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Grades 7-8 GT students in grades 7 and 8 are offered gifted instruction through advanced classes in the four core content areas: language arts, mathematics, science, and social studies. Grades 9-12 GT students are offered a variety of classes in Pre-AP/AP coursework. The annual High School Course Guide provides additional information. With administrator permission, a student may participate in additional options. Distinguised Achievement Plan Diploma Gifted and advanced learners can consider the DAP high school diploma. The DAP requires rigorous course work and the completion of four advanced measures. Ask your campus administrator for more information. ID & Assessment Identification Process Students in grades K-12 will be referred during the district designated referral periods. A teacher, parent, student, or community member may submit a referral. Admission for GT Students are screened and assessed for the GT program at the campus level. Quantitative and qualitative measures are used to determine eligibility. GT placement is determined by an Admit, Review, and Exit (A.R.E) campus committee of at least three local district or campus educators who have received training in the nature and needs of gifted students and who have met and reviewed the individual student data. GT Transfer Students When a student identified as gifted by a previous school district enrolls in the district, the A.R.E. committee shall review the student’s records to determine if placement in the district’s GT program is appropriate. At the time of enrollment, transfer students should present appropriate GT information from the previous program. The A.R.E. committee shall make a determination based on the transferred records, observation reports of district teachers who instruct the student, and student and parent conferences. Notification for Acceptance of GT Services When selected for the GT program, parents and students are notified in writing. Participation in the GT program is voluntary. Written permission of the parent is required for a student to be placed in the program. If a student does not meet the criteria for the GT program, the student is eligible for screening the following year.
Handbooks and Code of Conduct for Students Student resources such as the Student Code of Conduct, Student Handbook, Technology Acceptable Use Policy and Dress Code can be found under the “Handbooks and Code of Conduct” link on the “Need to Know” page at KellerISD.net.
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Career and Technical Education (CTE) Keller ISD provides a Career and Technical Education program that empowers students to master the basic skills and knowledge necessary for managing the dual roles of family member and wage earner and for gaining entry-level employment in a high-skill, high-wage job or continuing the student’s education at the postsecondary level. The Keller ISD CTE program provides rigorous courses of study consistent with the required curriculum and under which a student may receive specific education in a career and technical profession that: • Meets or exceeds business or industry standards • Leads to postsecondary education • Leads to industry certification Students may obtain from the District an endorsement, an award or distinction for their achievement in career and technical education, a stamp or other notation on the student’s transcript that indicates their receipt of the award. The program model used in Keller ISD varies dependent on grade levels. The following are components of the CTE program at each grade level: Career Awareness: Kindergarten-6th Grade • Students will make connections between TEKS learning outcomes, career responsibilities and skills, through inter-disciplinary lessons and resources that may include Career Days, guest speakers, community partnerships, and other innovative means. Career Exploration: 7th-8th Grade • Students will explore valid, reliable educational and career information to learn more about themselves and their interests and abilities. • Students integrate skills from academic subjects, information technology, and interpersonal communication to make informed decisions. • Students will use interest inventory software or other tools to explore areas of personal interest. • Students will use this information to explore educational requirements for a variety of chosen career paths. • Students will use decision-making and problem-solving skills for college and career planning. • Students will develop a Personal Graduation Plan that outlines post-secondary and career goals, and maps connected high school and dual credit courses over four years toward their goals. Career Readiness: 9th-12th Grade • Students will select a coherent sequence of courses within CTE pathways guided by their Personal Graduation Plans. • Students integrate skills from academic subjects, career and technical education, and interpersonal communication to make informed decisions regarding college and careers. • Students will use decision-making and problemsolving skills within advanced, practicum, and dual credit career and technology credits. • Students will enhance their Personal Graduation Plans to six years to outline forthcoming postsecondary or career plans. • Students will develop a portfolio highlighting industry standard projects and skills, certifications, and work-based learning experiences.
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Health Services Keller ISD Health Services Department’s mission is to support student success, helping each person we touch reach his/her maximum health potential. The Role of the KISD School Nurse • Conduct health screenings for vision, hearing, Acanthosis Nigricans, scoliosis, height and weight. • Provide emergency first aid. • Evaluate and assess the health needs of students and employees. • Provide health counseling on chronic illness, nutrition, disease prevention and positive lifestyles. • Implement and monitor students’ compliance with state immunization laws. • Develop objectives for the health component of the Individualized Health Plan. • Conduct health-related classroom presentations. • Evaluate and monitor communicable diseases. • Provide health resources for faculty and staff. • Serve as liaisons between home and school regarding health concerns. • Record health histories. • Monitor long-term illnesses. • Implement case management within the school setting. • Participate in parent-nurse conferences. • Provide information and referral to community resources. • Participate with parent groups. • Provide activities for health promotion and education The latest immunization information and other health resources can be found under the “Health Services” link on the “Need to Know” page at KellerISD.net.
Special Services In Keller ISD, each student with a disability has the opportunity to participate in a free, appropriate education designed to meet his or her individual needs. Students are educated on a campus as close to home as possible. KISD provides a continuum of child-centered and supportive services which meet the needs of eligible students who have disabilities. KISD also complies with all aspects of the Individuals with Disabilities Education Improvement Act (IDEA 2004). For more information about opportunities within Special Services in Keller ISD, visit the “Special Services” link on the “Need to Know” page at KellerISD.net.
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Home Access Center Home Access Center is a Web portal that allows parents/guardians to log in and view information pertaining to their student including, but not limited to, class schedules, emergency contact information, attendance, and grades. The Home Access Center is provided for the express use of the parents of Keller Independent School District students to assist in the communication of important educational information. The goal of the Home Access Center is to assist you in effectively communicating with the teachers, staff, and administration about your student. Frequently Asked Questions Who can log in to Home Access Center? Students and legal guardians will be provided with a Home Access Center account. Parents can each have their own username and password as long as they each have their own e-mail address. They do not need to share an account. If both parents provided the same email address on their student’s emergency card, then they will have to share one login to Home Access Center using that email address as their username. What is my username? Your username is the email address you provided to your student’s campus on your student’s registration information. If you have changed your email address since registration, please call the school and update your information with your new email address as soon as possible. How will I receive my Home Access Center password? You may retrieve your password by visiting the Home Access Center and clicking on the forgotten password link or by contacting your students’ campus. What can I do in Home Access Center? You will have the ability to communicate with school staff via email by clicking on the staff members’ name when highlighted. You will be able to view your student’s • Demographic information for your student, such as student name, birth date, gender, building, grade, counselor, homeroom number, and residency status • Current schedule • Emergency contacts and doctor information • Student and guardian address information • Progress Report and Report Card information for the current year (as they become available) • Attendance information in calendar format, with color-coded absence types • Class Calendar Events (when entered by the teacher) • Assignments (when entered by the teacher) Having Issues? Email
[email protected] and be sure to include the name of your campus, student name or ID number, and a parent email address to which the account is attached.
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New Student Enrollment Parents of enrolling students new to Keller ISD need to bring the following items with them to registration:
• Parent Identification (Valid Photo ID) • Student Identification (One of the following options: Birth Certificate, Passport, Adoption Records, School ID Card, Hospital Birth Record, Church Baptismal Record, or any other legal document that establishes identity.) • Child’s Immunization Records (Validated by a physician’s signature or stamp; current immunization requirements can be found on the KellerISD.net Health Services Page.) • Child’s Social Security Number (optional but preferred) • Proof of Residency (utility bill, lease agreement, contract). If you are not a resident of Keller ISD, but you are living with someone who is a resident, the resident must complete an Affidavit of Residency form. This form is available when you register. Falsification of information by parent(s)/guardian(s) may be punishable under the TEXAS PENAL CODE, CHAP. 37, SEC. 37.10. • Registration Forms If you have any questions, please contact the individual campus. Residency Information Required Initial Registration – If living in own residence or renting • Provide parent/guardian driver’s license • Provide current utility bill showing name, current address and date • Provide rental agreement or lease (If Renting Or Leasing) Initial Registration – If Building In KISD • Provide parent/guardian driver’s license • Provide builders contract showing projected completion date (Must be less than six months) • Campus will follow Up(At Projected Completion Date) • Provide driver’s license with new address • Provide utility bill showing new address(utility deposit or connection confirmation) Initial Registration – If Living In Another Person’s Residence • Provide parent/guardian driver’s license • Provide driver’s license of person responsible for (Owner Of) residence • Provide utility bill showing name of owner, current address and date • Residence owner to complete affidavit of residency (notarized) • If child(ren) not living with parent, provide court document or power of attorney (signed by parent / guardian and notarized) • Campus will follow up (In 30-60 Days & for following school years) • Provide parent/guardian driver’s license with residence address or utility bill in parent/guardian name showing residence address • Next Year – provide attending school with same/current information for proof of residency including updated Affidavit of Residency All residency affidavits are subject to verification by campus/attendance officer and if falsification of information is determined, withdrawal is immediate in accordance with FD (legal). For more information, or to download registration forms, visit the “New Student Enrollment” link on the “Need to Know” page at KellerISD.net.
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Parent-Teacher Association Keller PTAs, or Parent-Teacher Associations, exist to support local schools, encourage parent involvement, support teachers, and organize family events. Visit the Keller Council of PTAs Web site at http://kcpta.webs.com/.
Portrait of a Graduate A Keller Independent School District graduate will be expected to: Demonstrate success in college or further study and for employment in a global society • Initiate independent learning • Understand world issues and current events • Understand and use effective learning techniques to acquire and apply knowledge Demonstrate social awareness • Develop and maintain positive relationships • Know and appreciate cultural and linguistic diversity • Exhibit an appreciation of the arts and humanities • Commitment to service Exhibit strong personal qualities • Identify personal goals • Demonstrate value of self • Understand and engage in activities that promote intellectual, physical, and emotional balance • Demonstrate integrity and take personal responsibility Communicate effectively • Express ideas and information confidently and effectively in a variety of modes of communication • Work in collaboration with others Use technology as a tool • Select appropriate tools and procedures • Use technology to access, analyze, organize, and process information Exhibit creative thinking, critical thinking, and problem solving • Explore ideas and issues for understanding • Draw well-reasoned conclusions and solutions • Analyze and evaluate thinking with a view to improve it
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Random, Voluntary Drug Testing Keller ISD has a voluntary drug-testing program at its middle and high school campuses. The program is strictly voluntary and free of cost to students and families, while serving as a deterrent to illegal drug use and assisting the district in enforcing a drug-free educational environment. Purpose: • To prevent injury, illness, and harm • To enforce a drug-free environment • Deter use of illegal substances • To educate students about the harm caused by illegal substances Explanation: • District will conduct meetings for parents prior to beginning of each semester to explain policy and granting consent • Attendance at meetings is strongly encouraged Consent: • Student and/or parent must consent before a student can participate in the program • If a student is under 18, parent or guardian must also sign consent form • Parent may revoke consent at any time Use of Results: • Test results alone will not be used to impose disciplinary action, academic penalties, or criminal prosecution • However, any student who commits a disciplinary offense will be subject to consequences in accordance with the Student Code of Conduct Confidentiality: • Results will be strictly confidential and will be disclosed only to student, parent, and designated district officials who need to inform or refer for services • Results will not be maintained in a student’s academic record Collection: • Contracted laboratory personnel will collect urine samples under condition no more intrusive than those experienced in a public restroom • Samples will be produced by student from behind a closed restroom stall • A district or laboratory representative of the same gender will be present when samples are collected Random Testing: • Random tests shall be conducted on as many as four dates throughout the year • The contracted laboratory shall generate the random sample of students to be tested on each testing date. Students will not receive prior notice of the testing date or time Refusal to Test or Tampering: • A student, whose parent has signed consent, who refuses to test, or who is determined to have tampered with a sample, will be deemed to have a positive test result and will be subject to the appropriate provisions of a positive test result • A student who is randomly selected to be tested, but is absent on the day of testing, will have a sample collected on the next random testing date Positive Test Results: • An initial positive test will be confirmed by a second test of the same sample before it is reported as positive • Any positive result will require a mandatory meeting between designated district officials and the student and parent; during the meeting, the student/parent will be provided with available resources • Any student who tests positive will automatically be tested again on the next random testing date
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Student Transfers Keller ISD Transfer Guidelines
The Keller Independent School District (Keller ISD) is committed to the neighborhood school concept. Where a student resides determines the schools he or she will attend. The District maintains a comprehensive student assignment plan that is designed to support the neighborhood schools concept, promote balanced enrollment and efficient use of facilities, and comply with legal requirements. Any student, kindergarten through twelfth grade or a student of an employee living outside of KISD, who wishes to attend a Keller ISD school outside of his/her, neighborhood attendance area (the “zoned home school”) must complete an Intra-district Transfer Request and obtain District approval to change schools.
Procedures for Intra-district Transfer
Request Transfer request forms are available in the front office of each school or on the District website at www.Keller ISD.net under the “Need to Know” tab and the Student Transfer link. Parents desiring an intra-district transfer must complete the request form and submit it to their zoned home school for processing. Incomplete forms will be returned for completion. Transfer requests must be approved by the principals of the home and receiving schools and the superintendent’s designee before a student may change schools. A condition of every approved transfer is the requirement that the student maintain good academic standing, prompt and regular attendance, that the student maintain good behavior, and that the parent cooperate with the receiving school. Considerations of Transfer Request In evaluating each transfer request, Keller ISD will consider: • individual needs of the student and reason provided on the transfer request; • student’s academic, behavior and attendance history • overall effect the transfer will have on the home and receiving school;* • student’s need for special instructional services not provided at the home school; • medical condition of the student as described in a letter from the student’s medical provider (letter must be submitted with the transfer request); • a family request to have similar age siblings attend the same school; • building capacity and any planned renovation projects; • current enrollment, growth projections, and boundary issues; • a request to allow a student who has moved to another Keller ISD school attendance area to continue to remain in the current school he/she has been attending; • teacher allocations and class size; and/or other factors relevant to a particular transfer request. ** Keller ISD will not increase staffing allocations to accommodate transfer requests. Consideration of the effect of the transfer may differ at elementary and secondary schools: Elementary – To ensure space is available at a campus for students who reside in the attendance area, Keller ISD generally will deny a request seeking a transfer to campuses where the affected grade level enrollments are projected at 90 percent or greater of class size expectations. • Kindergarten students MUST complete Kindergarten Round-Up at the student’s zoned home campus. Secondary – A variety of factors will be considered to determine whether the transfer would negatively affect the particular campus’s ability to maintain reasonable class sizes. Feeder Pattern Progression – The approval of a transfer does not guarantee continued progression though the feeder pattern campuses. Out-of-District Employee Full time KISD employees living outside the KISD boundary are allowed to request a transfer into a KISD campus under the conditions outlined above and as long as the employee is employed with the district. A-first time KISD employee
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transfer request will use the same application as an Intra-district transfer, however the application form should be turned into the requested campus for review since the students home campus is outside of KISD. If the employee’s student is already on a transfer into KISD and currently attending a KISD campus but will be changing buildings due to grade level advancement the application should be turned into the current or most recent campus attended for review. Out-of-District Students Students residing outside of Keller ISD may fill out the Transfer Application found below. Along with the application, outof-District students must provide a copy of their most recent semester grades, attendance record and behavior incidents (if any), a letter stating the reason the student is seeking a transfer into Keller ISD, and the name and phone of an administrator from previous campus attended. Completed applications are to be turned in to the campus. All applications will be reviewed by the campus principal. Campus capacity and grade level enrollment will also be used in making a decision. Timelines The campus and district administrators will attempt to make a decision on a transfer request by the following timelines. However, the District may delay a decision when the District determines a delay is necessary to properly consider relevant information and operational needs. The receiving school principal will notify the parent of approved requests. The home school principal will notify the parent of a denied request. Transfers are effective for the beginning of a semester. A request to transfer made after the beginning of a semester will not be considered for that semester except under extenuating circumstances. Transfer requests for the fall semester will be accepted between March 1 and April 30 of each school year and reviewed by the third week in June. Transfer requests for the spring semester will be accepted between October 1 and November 30 of each school year and reviewed by the second week in January. Transfers submitted outside these calendar windows will be reviewed on a cases by case basis that may take up to 60 school business days. Please be aware that transfers received during the summer months may not be reviewed until after the start of the school year due to campuses conducting new enrollments on a daily basis and the potential that an approved transfer may later be revoked if grade-level capacity exceeds grade-level staffing. Rescission of Transfer An Intra-district and Employee Transfer is a privilege. A student’s transfer may be rescinded at any time by the principal due to one or more of the following reasons: • Student becomes a disruption to school operation and/or a detriment to the learning of other students; • Student has a record of unsatisfactory academics, excessive absences, late arrivals, late pick-ups, and/or disciplinary infractions at transfer campus; • Student displays serious or persistent misconduct or for any offense mandating a DAEP or JJAEP placement; • Lack of parental cooperation; • Change of the student’s residence; • Falsification of residency, transfer, or enrollment documents; • Grade level and/or campus enrollment exceeds capacity; and/or • Other relevant reasons determined by the building principal. Transportation Keller ISD does not provide transportation for transfer students unless otherwise required by law. Parents whose transfer requests are approved will be responsible for providing transportation to and from the campus. Change of Residence Transfer forms must be completed when a student moves into a new Keller ISD home school area but wants to remain in the school he or she has been attending. A student is considered a transfer student subject to the transfer rules beginning at the time a request is approved. A new transfer is required when a student wants to change schools.
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Transportation Who is eligible for “free” bus service this school year? All regular education students residing two or more miles from their home campus are eligible to receive free bus services for the 2015-2016 school year. Students who reside two or more miles from their home campus do NOT need to register for bus service this school year. What if I live less than two miles from my home campus? Students who reside under the two-mile radius will be eligible to apply for bus service with a fee of $75.00 per semester, per student. This bus service will be provided on a first-come, first-served and space-available basis. These students will be allowed to ride existing buses that are already in their neighborhoods. Additional bus stops will NOT be provided in neighborhoods with existing bus stops. Do I have to register for bus service? Only students who reside LESS THAN two miles from their campus must register and pay for transportation to receive bus service. You MUST contact Durham Transportation at 817-744-1314 to register BEFORE making a payment. Students/parents may pay online for bus service at https://intouch.kellerisd.net. Cash and check payments for students residing within the two-mile radius will be accepted. To make a cash/ check payment you must do so in person. Please visit Amanda Horn at the Keller ISD Administration offices located at 350 Keller Parkway, Keller, TX. Summer hours: Monday-Thursday 8 a.m.-4 p.m., closed daily for lunch 12-12:30 p.m., and closed on Fridays. Students MUST be registered by August 14, 2015 in order to receive a bus stop by the first day of school. How do I know if I live over two miles from my home campus and receive free transportation? There are two ways to determine if you are eligible for FREE busing: 1. Measure the shortest distance traveled (in your personal vehicle) on public roadways from the door of your home/mailbox to the flagpole of your child’s campus or vice-versa. For example, if the shortest distance is from your home to the campus, that measurement will be used; if the shortest distance is from the campus to your home, then than measurement will be used. If either of the two distances is 1.999 miles or under, you do NOT qualify for FREE bus service and must pay to ride the bus. Apartment complexes are measured from the front of the apartment offices to the nearest driveway of your campus. 2. Contact the KISD Transportation Department at 817-744-1300. When can I register for the Fall Semester of the 2015-2016 school year? Bus registration will be open beginning July 27, 2015. Only students who reside LESS THAN two miles from their campus must register and pay this school year by August 14, 2015 in order to receive service by the first day of school. I live over two miles from my home campus and have not used transportation services this school year. What do I do to get a bus stop near my home? Look up your neighborhood bus stop information at www.infofinderi.com. Your student may ride the bus without registering. If you do not find an existing bus stop for your address on that site, please contact the Transportation office at 817-744-1300. What if my campus has never received any bus service? Many of our elementary campuses do not qualify for bus service. Due to school boundaries, all homes assigned to these campuses are inside the two-mile radius. In order to receive a bus for these areas, we must have at least 50 paid riders to provide bus services.
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If I live less than two miles from my campus and pay for bus service will I receive service on the first day of the semester? Service will be provided the first day of the semester to students who already have an existing stop in their neighborhood. If you do not have a stop in your neighborhood or you are at a campus that service is being provided due to demand, there may be a two-week waiting period for bus services. If service cannot be provided to you after the two-week waiting period, you will be issued a refund. What if I live outside my school zone and want transportation? Unfortunately, there is no transportation provided for students who live outside of their school zone. Where do I find the information for my bus stop? Bus stop information for can be found at www.transfinderi.com. Information on bus stops will be available by August 10, 2015. You can get this information by navigating to www.infofinderi.com, typing in your address, and choosing your child’s school. If a stop does not appear, you will need to contact Transportation to discuss your options. You may contact Transportation at 817-744-1300. Do I need to pay if my student is in the Bilingual or Pre-K program? No payment is required for students enrolled in these programs if you live over two miles from your home campus. Students attending Bilingual and Pre-K programs at a campus other than their home campus will receive free transportation from their home campus to their bilingual or Pre-K campus. However, you will need to fill out the proper paperwork at the school for your student to be placed on a route. We will offer transportation from a neighborhood stop to the student’s home campus if the student lives more than two miles from their home campus. In order to receive this transportation, the parent will need to fill out a Bilingual request form at the campus and the campus should send those immediately to transportation. I do not have a student ID number because I just registered for school in the district, how do I register for bus service without the student ID? You must have a student ID number in order to register for bus services. You can get this number from your campus. Please contact your school’s administrative office for information. If I forgot my password or login for https://intouch.kellerisd.net what do I do? You must contact the InTouch help desk at 817-744-1170. What if my address for pick-up/drop-off is different than the address that is registered at my campus? Transportation is only provided to/from a student’s home address or the address that is on file with Keller ISD as your home address. Is there a fee for busing this semester? The fee for this semester only applies to students residing LESS THAN two miles from their home campus. $75.00 per student, per semester Credit or Debit Card Payments can be made online at https://intouch.kellerisd.net. Cash and check payments for students residing within the two-mile radius will be accepted. To make a cash/check payment you must do so in person. Please visit Amanda Horn from 8 a.m. to 4 p.m. Monday through Thursday at the Keller ISD Education Center, located at 350 Keller Parkway. Students who reside LESS THAN two miles from their campus MUST be registered by August 14, 2015 in order to receive a bus stop by the start of school. What if I would like to register online with my credit/debit card but do not have computer access? You may use our public kiosk available at the Keller ISD Administration office located at 350 Keller Parkway, Keller, Texas, or your student’s campus can assist you.
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If I am required to pay for bus service will I be able to make monthly payments for the 2016-2016 school year? No. Monthly payments will NOT be accepted. What if my student only needs a ONE WAY ride? Is the cost still the same? Yes, the cost will still be the same. Is there a reduced rate if I have more than one student? No, there is no discount for multi-family or economically disadvantaged riders. If I cannot afford to pay, what can I do? Unfortunately, there is no financial assistance. Can my student ride a different bus in the morning and a different one in the afternoon? Only with express permission from the General Manager at Durham School Services in emergency situations will this be allowed. You may reach Jason Lowery at 817-744-1300. What if I want a refund? Refunds will not be given to students who are transferred to the District Alternative Education Program. In the event a student is dismissed from the bus regarding behavior no refunds will be given. Additionally no refunds, whole or prorated will be given if a child leaves the school district or decides that they do not want to use transportation. If you would like a refund you will need to contact Amanda Horn with Keller ISD at 817-744-1170. Where is my ID Badge? Bus Badges for the 2015-2016 school year will only be issued to students who reside less than two miles from their home campus and have paid for bus services. Pay for Ride students who reside under the two mile radius will receive their badge directly from their campus. If you live within two miles of the campus and are a paid rider, please make sure to have your child carry your payment receipt until they receive their ID badge. It may be placed in their backpack in case they are asked to show proof of payment. How many students are allowed on a school bus? School buses are designed to hold 3 children to each seat. This is regulated by The Department of Transportation and Federal law. Most school buses are designed to transport either 72 passengers or 84 passengers. We will not allow a school bus to exceed the DOT thresholds at any time. Please be aware though that the buses may be used to their full capacity. For safety reasons, every effort will be made to keep our maximum number of riders to a smaller capacity than allowed by DOT recommendations.
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Transcript/Records Request Keller ISD is pleased to help assist current and former students access transcripts, attendance records, and employment verifications. These records can now be securely purchased online through Keller ISD’s partnership with ScribSoft. Those requesting records can do so from the comfort of their home at kellertx.scriborder.com.
Web Store Keller ISD now accepts online credit card payments for District schools and facilities. Visit the Keller ISD Web Store at http://intouch.kellerisd.net to see if your school has items available for purchase. Current items available on the Keller ISD Web Store include student transportation payments (only during Fall and Spring open registration), classes at the KISD Natatorium, and school fines and fees. If your school is not yet listed, please check back as items are continually being added to the Web Store.
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Work the Plan: Student/Family Reunification Information Should an emergency situation arise within the Keller ISD while school is in session, the District will activate its “Work the Plan” operation, and your cooperation is essential to its success. It is important that you know that the District and its individual campuses have made preparations to deal with these incidents. One of the greatest challenges during an emergency situation is managing traffic flow and incoming phone calls from concerned parents and others. Traffic jams and overloaded phone lines prevent emergency responders (police, fire, and medical personnel) from providing services in a timely manner. Please be aware that only emergency personnel will be allowed to enter a campus during crisis situations so please do not come to the school during an emergency event. You will be instructed to respond directly to one of the following local churches where Keller ISD administrators will provide you information on how to reconnect with your child. This site is not necessarily where students will be relocated, but it is where specific information will be provided to parents. The following churches have been designated as our Keller ISD Parent Information Centers: • Heritage Church 4201 Heritage Trace Parkway, Fort Worth, 76244 817-741-0499 • Harvest Church 7200 Denton Highway, Fort Worth, 76148 817-498-8575 • First Baptist Church of Keller 225 Keller Parkway, Keller, 76248 817-431-2545 • NorthWood Church 1870 Rufe Snow Drive, Keller, 76248 817-656-8150 Students will only be released to parents and persons identified on the School District Emergency Card. Please keep this information accurate and updated and discuss these matters with your child. Thank you for your cooperation and understanding as we continually seek to assure the safety and security of all students, employees, and visitors of the Keller Independent School District.
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KellerISD.net