Pearland ISD takes a strong, no-tolerance stance against bullying of any kind. Our programs seek to prevent and intervene in bullying of any student, no matter what his or her race, gender, sexual orientation, religious beliefs, etc.

In the programs promoted by Pearland ISD, we teach students to accept their own differences and to respect those of other individuals.

At the beginning of the school year, the district conducted a counselor training specific to bullying prevention at school and online. Counselors from every level attended the training.

Some of the programs Pearland ISD campuses currently use include:

• Cyber bullying awareness and prevention lessons
• Project Wisdom (read during daily announcements)
• No Place For Hate (middle schools and junior highs -- character lessons and resolutions for respect)
• ECHO (Empowering Children, Hurtling Obstacles -- a program designed to increase self-esteem in children)
• Students Against Bullying (online system where students can report bullying to school personnel)
• Rachel’s Challenge (non-violence/anti-bullying program used at Dawson and Pearland high schools)
• Peer mediation
• Lessons teaching students the difference between “tattling” and “reporting” and the importance of reporting for safety reasons
• Recognition/rewards for students with outstanding character throughout the year

News Items:

• District to host anti-bullying presentation for community 
• District takes stand against bullying 
• PHS parent summits to open dialogue about teen issues  

Meetings:

• January 13, 2011 – How to Detect & Prevent Your Child from Being Bullied – Or From Bullying Others Contact:  Jacqueline Yancy

   

Because of the changes in state funding, Pearland ISD has been forced to make difficult financial decisions over the last two years. However, we believe a quality education is directly related to quality teachers and staff, so we are committed to preserve employees in every way possible.

Instead of laying off staff, we are phasing out some positions through natural attrition (reduction in staff as employees retire or resign). In addition, we are repositioning some employees to cover different or additional responsibilities.

Even though this has meant new worksites and responsibilities for some employees, these changes ensure job security for staff while maintaining a quality education for students.

During the 2009-10 budget process, we identified more than $7 million in budget cuts and cost avoidance measures, which includes attrition and staff repositioning.

Texas School Funding Crisis 

Through natural attrition, registered nurses are being replaced with qualified healthcare assistants. This is part of a long-term plan to reduce costs.

Pearland ISD complies with state requirements (in the Texas Education Code) for staffing school clinics.

As of the 2009-10 school year:

Cockrell and Silvercrest elementary schools and Rogers Middle School have healthcare assistants. A registered nurse is assigned to campuses with healthcare assistants. This nurse provides training and support for delegated tasks such as giving medications, tube feedings, state-mandated screenings and vaccinations updates.

Pearland ISD has protocols to guide healthcare assistants when the nurse in not at their clinics. The healthcare assistants have made a smooth transition into the campus clinics, becoming a vital part of the district’s school health team.

As they retire or leave the district, librarians are being replaced with qualified library managers. This is part of a long-term plan to reduce costs.

Carleston and Silvercrest elementary schools both have library managers. These library managers attended professional development training before the school year. In addition, they continue to receive assistance from the district’s federal programs specialist (who has a master’s degree in library science) and librarians at other campuses.

This repositioning has provided a successful alternative for elementary library management during a time of financial concern. Library managers offer students supplemental educational activities and maintain a quality learning environment in campus libraries.

Every campus will continue to have a P.E. teacher.

To meet the needs of each campus, we will consider P.E. class sizes when determining where to reposition staff. Our goal is to reduce costs while continuing to provide a controlled, safe P.E. learning environment.

Schools with larger P.E. classes will also have a P.E. aide, and schools with the largest classes will have two P.E. teachers.

Pearland ISD complies with state guidelines (Senate Bill 891), which establish a student/teacher ratio of 45:1 for all P.E. classes.

We are phasing out full-time counselor positions at smaller elementary school campuses as counselors retire or move to other districts. Through natural attrition, each counselor will eventually divide his or her responsibilities between two smaller elementary campuses.

Elementary school campuses with 800 or more students will have a full-time counselor. Smaller elementary campuses will share a counselor between the campuses.

Middle schools will have at least one counselor. Rogers Middle School has two counselors this year and Sam Jamison Middle School will have two counselors next year.

Each junior high campus will have two full-time counselors.

No. All elementary students receive art instruction either by a specialized art teacher or the classroom teacher. Even though four elementary campuses have specialized art teachers, traditionally, a certified general education teacher teaches art in the elementary classroom. Pearland ISD has decided to return to this practice. As the four specialized art teachers leave the district or move to other positions within the district, they will not be replaced with specialized art teachers. However, there is no plan at this time to lay-off the specialized art teachers in order to eliminate the positions.  

Specialized art instruction is offered in grades 5-12.

When we began implementing cost-saving measures as a result of the state funding crisis, we did not offer specialized art in all of our elementary schools. The cost to add specialized art to these campuses without cutting other programs would have been significant.

Specialized art was identified as a program that could be phased out at the elementary level and returned to the classroom.

A music teacher will be hired if current funding allows and school enrollment is large enough to justify the number of classes allocated for fine arts instruction.

While this may appear to be a swap, the reality is that hiring specialized art teachers adds a significant cost to the district.

Music is the only class offered as a specialized subject at the elementary level.

• Dr _Cain's_message_Summer_2008_Progress  
• Economic_crisis_letter_to_the_community_2009    
• Economic_crisis_letter_to_employees_2009   
• Economic_crisis_letter_to_employees_2010  

Skyward Family & Student Access If you are having trouble accessing Skyward or have questions contact your campus and ask for Skyward Support.

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Frequently Asked Questions have been rephrased and categorized in order to facilitate clear communication. If you have questions regarding your child, please contact your child’s teacher. For questions regarding Gifted and Talented program and procedures, please contact the Office of Advanced Academics at 281.485.3203.

At any point in a lesson or unit, a teacher may adapt one or more of the curricular elements (content, process, product) based on one or more of the students’ characteristics (readiness, interest, learning style).

While there are best practices, there is no one “right way” to create an effectively differentiated classroom; teachers craft responsive learning experiences in ways that are a good match for their teaching styles, as well as for learners’ needs.

A partnership with the student, parent, and teacher… “Parent-teacher partnerships are important to differentiated classrooms. A parent always knows a child more deeply than a teacher possibly can. On the other hand, a teacher knows a child in ways that a parent cannot. Looking at a child from both parent and teacher viewpoints increases the chances of helping that child realize her full potential.”

- Carol Ann Tomlinson (1999)

Questions to ask your child:

• What is something new that you learned today?
• What good question did you ask today?

GT Curriculum Content - Since Gifted children often learn very quickly, it is important to check for skill proficiency so they don’t develop gaps in their learning. In grades K-4, the content is the least likely to vary. However, students may study the same topic in more depth or with greater analysis than other students in the same grade.

GT Curriculum Process - The process should include some of these elements: accelerated rate of learning basic skills, less skill and drill, spiraling back to “remember” skills that were learned quickly, increased depth and complexity, or abstractness of a topic.

GT Curriculum Product - Products should include some student choice, the development of research skills, opportunities to present to an audience, conceptual learning, and the development of a thesis or hypothesis instead of a “report” style product.

Parent involvement and community meetings are offered during the fall and spring semesters, addressing topics such as but not limited to identification, achievement, and program options.

Advanced Academics information and notices are available and disseminated on the Pearland ISD website, twitter and e-news, campus newsletters, and local newspapers.

Advanced Academics publishes an electronic newsletter each quarter. In addition, Advanced Academics information and notices are available and disseminated on the Pearland ISD website, twitter and e-news, campus newsletters, and local newspapers.

While there are many opportunities for students to compete in academics and extracurricular events, Pearland ISD Advanced Academics does not support clubs at the elementary level with stipends, training, registration fees, materials, etc. Several of the area museums, parks, and universities have opportunities for learning that your child might find interesting. Please be aware that most out of school programs require a fee. Pearland ISD does not pay for out of school programs.

In Pearland, teachers are encouraged to continue learning and to develop expertise in the area of Gifted education. A three tiered staff development program is available at no cost to teachers with specific training in advanced content areas as well as the unique needs of Gifted learners. Staff development opportunities are available to teachers during the summer, and at various times throughout the school year.

Teacher requirements and training is based on the Texas State Plan for Gifted Education

4.1A Prior to assignment in the program, teachers who provide instruction and services that are a part of the program for gifted students have a minimum of thirty (30) clock hours of staff development that includes nature and needs of gifted/talented students, assessing student needs, and curriculum and instruction for gifted students. (19 TAC §89.2(1))

4.1.1R Teachers are encouraged to pursue advanced degrees or obtain additional professional development in their teaching discipline.

4.1.3R A written plan for professional development in the area of gifted education that is based on identified needs is implemented and updated annually.

4.2A Teachers who provide instruction and services that are a part of the program for gifted students receive a minimum of six hours annually of professional development in gifted education. (19 TAC §89.2(3))

4.4A Evaluation of professional development activities for gifted/talented education is ongoing, and the results of the evaluation are used in making decisions regarding future staff development plans. (19 TAC§89.5)

4.4R Opportunities for professional development in the area of gifted education are provided on a regular basis and information on them is disseminated to professionals in the district.

4.4.1E A long-range plan for professional development culminates in endorsement in gifted/talented education and/or advanced degrees for a majority of the teachers who provide advanced level services.

4.4.2E Staff of the program for gifted/talented students are involved in planning and conducting the training.

Kindergarten class placement is a campus decision.

In a grade level, if less then the established class ration students are GT identified, then all GT identified students are clustered in one homeroom and additional students are selected based on data showing a high potential for advanced achievement.

Campuses with lower numbers of identified Gifted plausibly have Gifted students who have not been nominated by their parents and teachers. Advanced Academics watches for campus trends and looks for students who might be Gifted at those campuses with low enrollment.

At the secondary level, partnerships can be established to support career interests. At the elementary and middle school, guest speakers and career day offer opportunities as well. Please speak to your campus counselor or classroom teacher if you are interested in sharing your knowledge with students.

The talent pool format for serving Gifted students whereby the makeup of the class consists of identified Gifted and high ability learners is a form of cluster grouping.  Identified Gifted students have been grouped together in classrooms for several years. There are two differences in this year’s program:

1. In a talent pool class, the rest of the students in the classroom are those who have demonstrated the ability for high end learning based on available data; whereas in a cluster class with a pull-out program, the balance of the class consists of a random selection of students.
2. In a talent pool class, the teacher of Gifted students compacts curriculum and employs a district wide curriculum model; whereas in a pull-out program, Gifted students are served through a 2 hour per week pull-out class and enrichment of the regular curriculum in the classroom as designed by the individual teacher.

Pros- Advantages of the Talent Pool Model:

• Research shows higher achievement gains
• Gifted students will be together with students who can provide challenge
• Teachers are able to focus on high end learning
• Opportunities for accelerated learning
• Opportunities to study in-depth, abstract, or complex concepts
• Students in other classes may have greater opportunities for leadership
• Decrease in the disinterest and underachievement of Gifted students
• Better social and emotional development of Gifted students when they are with intellectual peers

Cons- Disadvantages of the Talent Pool Model:

• May be perceived as elitist by those who do not understand the needs of Gifted learners as a special population requiring a different curriculum and teaching pedagogy
• Additional pressure for GT identification

Pearland Independent School District will continue to support Massey Ranch Elementary School as an International Baccalaureate World School.

Advanced Academics has been a focus of Pearland Independent School District for many years. Academic depth and complexity may be achieved in a number of ways. The Advanced Placement Program allows students to take college-level classes as part of their high school curriculum.  These courses offer challenging learning experiences and maintain national standards set by the College Board.  Students who meet specific criteria set by each college or university on an Advanced Placement Exam often receive credit for specific college courses.  Pearland Independent School District offers Advanced Placement courses in all core areas as well as several elective areas. Additional opportunities for advancement include dual credit courses, credit by exam, and early graduation.

Students in grades K-4 must be enrolled in Pearland ISD in order to be eligible for GT testing, services, or data review. Students must be enrolled and in actual attendance prior to consideration for Gifted/Talented assessment. Private and home school students entering Pearland ISD for the first time may be nominated for GT assessment at any time, and will follow the district identification timeline. Pearland ISD does not offer an assessment program at public expense for non-enrolled students. 

Students in grades 5-8 enrolled in Pearland ISD are eligible for GT testing, services, or data review during the academic year and will follow the district identification timeline. For non-enrolled students entering Pearland ISD for the first time and interested in attending the GT Academy, GT assessment is available at public expense and will follow the district’s published GT identification timeline.

Students in grades 9-12 must be enrolled in Pearland ISD in order to be eligible for GT testing, services, or data review. Students must be enrolled and in actual attendance prior to consideration for Gifted/Talented assessment. Private and home school students entering Pearland ISD for the first time may be nominated for GT assessment at any time, and will follow the district testing timeline. Pearland ISD does not offer an assessment program at public expense for non-enrolled students. 

For students in grades K-12 enrolling in Pearland ISD and identified GT by the previous  public school, please check (ü) GT on the campus registration form. In addition, if you have GT identification documents, please send them to Advanced Academics

If a GT identified student leaves Pearland ISD and attends another school district, the student could be assessed again for that school district’s Gifted program.

Multiple evaluation tools assist with identification and class placement decisions. As specified in the TEA State Plan for the Education of Gifted/Talented Students, both quantitative and qualitative measures are used to identify students for Gifted program services.

While the number of identified Gifted in a school district can range from two to ten percent, the state average for identified Gifted is about seven percent; Pearland’s identified Gifted is also about eight percent. Over the last five years, thirty to forty-five percent of the students in the Pearland ISD K-12 GT program have been in the elementary grades.