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.

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  

I appreciate the opportunity to answer a sample of questions from Ultimate Pearland readers. I would also encourage your readers to attend the regular school board meetings on the first Tuesday of each month. We often have special meetings on additional Tuesdays. If readers can’t attend, they can always tune in to the audio files by noon of the day following a board meeting. In addition, a video of the meetings runs on the City Channel typically at night. Readers may sign up to receive notification of meetings through the Pearland ISD web site at http://visitor.constantcontact.com/manage/optin/ea?v=001_E1ee4Kj9gA7MP-YXvyB-Q%3D%3D

I asked you to identify the seven assistants referenced in the question. You did not know who they are. So let me correct the information inferred in the question. The superintendent does not have seven assistants. The Superintendent of Pearland ISD has four assistant superintendents: Assistant Superintendent Support Services,  Senior Assistant Superintendent for Intermediate Education, Senior Assistant Superintendent for Elementary Education , Assistant Superintendent of Instructional Programs. The individual job descriptions for the assistant superintendents are available on the district web site (links included).

The assistant superintendents oversee these areas:

• elementary schools, middle schools, junior high schools
• Outreach/Attendance Office
• expulsions
• drug dogs
• counselors
• Bilingual program
• dress code
• policy updates
• admin guidelines
• principal training
• waivers
• Fine Arts
• Testing
• CTE
• Math & Science
• Instructional Programs
• Advanced Academics & IB Program
• Facilities, Maintenance and Operations
• Facilities and Energy
• Food Service
• Special Programs
• Technology Department
• Transportation
• grants & federal programs
• summer school
• textbooks
• assistant principal training
• school health advisory council
• nurses
• transfers
• residency
• rezoning
• records management.

The administrative team also includes a Deputy Superintendent and Chief Financial Officer. These job descriptions are also available online.

Briefly the Deputy Superintendent’s responsibilities include oversight of:

• four campuses (high schools, Ninth Grade Center and PACE)
• Athletics
• Counselors
• district staffing guidelines
• graduation
• expulsions
• principal training
• waivers
• security
• complaints
• grievances
• policy review.

Part of the Chief Financial Officer’s responsibilities include oversight of

• Accounting
• Payroll
• Purchasing
• medical plan
• workman's comp
• state funding
• tax collections
• contract reviews
• property insurance
• budget
• bonds 

Members of the administrative team routinely assume additional responsibilities from the superintendent. Annually, the superintendent evaluates admin responsibilities and makes adjustments accordingly.

Most recently the superintendent suggested the following budget reductions:

Replace Instructional Technology Specialist positions through attrition with technology aides who are Central Office - Education Support Center positions. Eliminate Assistant Athletic Director position. Eliminate New Teacher Specialist position. Eliminate four student co-op positions. Eliminate one clerical position and reduce one clerical position to a half-time position. See Board Agenda May 25, 2010 pp. 17- 20, 30. In addition, you may review reductions in the May 11 Board Agenda pp. 85 – 89; and April 13 Board Agenda pp. 129 – 142.

To reduce cost. As part of a long-term plan to reduce costs Pearland ISD is replacing registered nurses with healthcare assistants, through natural attrition. Nurses are not being laid off or fired to eliminate the positions. We are doing everything possible to preserve staff while achieving the same educational opportunities for students. (NOTE: Attrition involves reduction in staff through normal means, such as retirement and resignation. For instance, if a campus nurse retires or moves to another district, we will fill the vacancy with a health care aide.) Replacing nurses with health care aides saves the district approximately $22,000 - $30,000 per replacement.

This discussion began last spring at the May 26, 2009 board meeting.

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

For more information, view the administrative report in the April 13 Board Agenda (13B. Staff Differentiation, pp. 75-128): http://www.pearlandisd.org/files/filesystem/04-13-10_agenda.pdf; also March 9 Board Agenda, pp. 53. 54.

Since students are not housed at the Bailey Road Facility, I am going to answer this question in regard to Bailey Rd.

In 2005 due to the large amount of interest and concern in Pearland ISD’s future growth plan, the Board of Trustees committed to the construction of at least one, and possibly two, additional high school facilities.  Trustees Plan For Future Growth  (2005 Plan)

 http://www.pearlandisd.org/files/18919/2005%20Future%20Growth%20Commitment.doc

A series of town meetings followed allowing the board to receive community input. In addition, the district commissioned a demographic study. The result was a bond election in 2006 for a new facility on Cullen and conversion of Bailey Road facility.

Pearland ISD seeks new high school through bond referendum  (2006 Bond) http://www.pearlandisd.org/files/18923/Press%20Release%209-18-06%20Bond%20high%20school.doc

After enrollment fell, and the district needs changed, the board of trustees considered options for leasing or renting the Bailey Rd Facility. Currently, the City of Pearland leases a portion of the Bailey Rd. Facility.

http://www.pearlandisd.org/files/filesystem/12-08-09_agen.pdf (begin p. 146);

Rental to city:   http://www.pearlandisd.org/files/filesystem/10-13-09_Item_11l.mp3 (audio)

Potential Renters for Bailey Road Campus   http://www.pearlandisd.org/files/filesystem/11-10-09_Item_11d5.mp3 (audio)

Pearland ISD has a Master Plan for education. This plan is reviewed and revised each year. The District Improvement Plan is available online.

The District Improvement Plan was approved at Dec. 8 2009 (http://www.pearlandisd.org/files/filesystem/12-08-09_agen.pdf) (p. 61) board meeting.

When the board of trustees approves a decision or change in direction, the district implements a communication plan for these decisions and changes. We know that parents are most comfortable with their campuses. So Pearland ISD chooses to first communicate through the campuses. Principals distribute information through newsletters sent by students as well as published online. In addition, the District places all pertinent information on the Pearland ISD web site. Other avenues of communication include:

 Audio Files of board meetings, District Profile, Connect-ED automated telephone system, e-News (electronic newsletter), Press Releases, The Progress and Twitter.

 Please encourage your readers to follow us on Twitter and subscribe to our notification service to receive the Pearland ISD e-News and board agendas.

Example of proactive long-range plan relative to the budget shortfall:

In the spring of 2008, Pearland ISD began proactively taking steps to reduce spending in the district while informing the community of the Financial Crisis facing Texas Public Schools. This was well ahead of many districts. But Pearland ISD wanted to preserve the jobs of as many employees as possible. District officials and board members encouraged community members to write their legislatures to do something about inequitable funding. Two years ago, Pearland ISD Board members held public meetings to talk about the crisis and Superintendent Dr. Bonny Cain began communicating this message to Pearland ISD staff members and parents (sample letters attached). PTA members even got on board to spread the message. In January 2009, the district hosted a meeting for area superintendents to talk with Senator Mike Jackson about the funding crisis. This long-range plan has allowed Pearland ISD to continue providing a solid education to Pearland students without major reductions in staff as we have seen in nearby districts. The district continues to encourage community members to contact their legislatures to create an equitable solution for school funding in Texas. Our plan is to continue spreading this message to create change. However, while we wait for financial improvement we will diligently search for ways to reduce spending while providing our students with a quality education in Pearland.

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

Dress Code

CODIGO PARA VESTIR PARA EL ANO

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

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 a real audience, conceptual learning, and the development of a thesis or hypothesis instead of a “report” style product.

The January PICS meeting will address Gifted and Talented Identification.

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.

Kindergarten class placement is a campus decision.

In a grade level, if less then 22 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 probably 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. 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 the past, the balance of the class consisted of a random selection of students.
2. In the past, Gifted students were served through a 2 hour per week pull-out program and enrichment of the regular curriculum in the classroom as  designed by the individual teacher. This year the teachers of Gifted students will begin compacting curriculum and begin employing a district wide curriculum model.

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 they work to become an International Baccalaureate World School.

Massey Ranch Elementary, an International Baccalaureate Primary Years Programme Candidate School, has completed, submitted, and been approved for Application A and Application B. They are currently developing, implementing, and reflecting on their planners. Furthermore, the International Baccalaureate Authorization Visit has been scheduled for the fall semester of the 2009-2010 school year.

Students must be enrolled in Pearland ISD in order to be eligible for GT testing, services, or data review.

Private and home school students entering Pearland ISD for the first time may be nominated for GT screening at any time, and will follow the district testing guideline for their grade level.

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 seven 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.