Frequently Asked Questions

Following are questions and answers taken from RISD Parent Advisory Committee Meetings.

The Following questions were asked and answered at the Council of PTAs Parent Advisory Committee Meeting, November 28, 2006

1. Why does RISD use student social security numbers on benchmark tests instead of student ID numbers?

The Texas Education Agency uses a state ID number to track student testing. The state ID number is a student’s social security number when it is available – otherwise it is a 9-digit state-assigned number. RISD chose to use students’ state IDs for local testing to be able to link benchmark results to state test results in a program developed by the Region X Educational Service Center called AEIS-IT.

We recently discussed the privacy issues of using state IDs with the AEIS-IT developers. They are meeting with a consortium of users in San Antonio this week to discuss alternatives or solutions to issues concerning student privacy. However, the state will continue to use SSNs, when available, for all state testing.

We are requesting that the AEIS-IT developers build a routine to substitute a locally-assigned student ID for the state assigned ID in all its programs. This would make it possible for RISD to switch to the local ID for all benchmarks and would still allow us to maintain longitudinal records for students in AEIS-IT.

Currently, all student scan sheets are returned to the Assessment Center after testing where they are shredded. Beginning Dec. 2006, the pre-printed student answer sheets for benchmark testing will mask student SSNs so that they are not obvious to the casual viewer.

2. What is the district policy regarding drill team members being required to submit names and addresses for donation solicitation letters?

There is no specific district policy requiring drill team members to submit names and addresses for donation solicitation letters. Drill team members are not, and should not be required as a condition of their membership to submit names and addresses for fundraising purposes. The district guidelines state that drill team organizations and/or their parent booster groups may conduct fundraising events consistent with the RISD policies and guidelines.

3. What is the method of obtaining improved equipment for the Berkner Natatorium?

The timing systems at the Berkner Natatorium and the Pearce Natatorium will be replaced with 2006 bond funds.. The touch pads are included in the replacement.

Other equipment is requested by the high school coaches and is purchased by central athletics.

4. Do all of the schools in RISD have defibrillators onsite in the buildings and portable ones present at sporting events?

Yes, every building in the district has a minimum of one AED. Each unit has pads for children and adults.

The four high schools each have two units--one with the nurse and one with the athletic trainers.

In addition, two defibrillators are mobile and are carried to athletic events by the two athletic directors.

5. When a Principal is moved to a new school, why is there not some type of non-compete clause for them like they have in the corporate world to keep them from coming back to their old schools and luring away the best teachers?

Principals are not allowed to take many teachers with them to their new school. However, RISD does have a teacher transfer process that assists with teacher retention. If teachers wish to move to another campus, they may apply to do so.

6. Who is responsible for reviewing District TAKS Prep papers that are given to our school to ensure that the correct answers are with the problem?

There are no RISD “District” TAKS Prep papers per se. We do employ benchmarks that are developed at the district level. They are prepared to assess the TEKS being taught that six weeks, unless they are a simulation. Each benchmark is written by the subject area director, cluster specialists, and curriculum department. They are proofed numerous times, however, mistakes are still possible. There have even been instances of mistakes on the actual TAKS in past years. District simulations mirror the TAKS in length and complexity of questions, so teachers can gauge where a student is in terms of readiness.

7. Can a family vacation be construed as an excused absence when there is some educational value to the trip? Is there a district policy related to vacations and educational excursions?

Board policy FEA (Legal) states that student absences may be excused for any cause acceptable to the teacher, principal or superintendent. Students are responsible for learning extensive curriculum and by far the best way to achieve this is to be present at school. Districts receive funding based on student attendance and achievement.

8. Why isn’t there any handwriting instruction/ support for handwriting problems in the 5th and 6 grades? The 4th grade provides instruction; however 5th and 6th grades receive grades on neatness but do not provide support or assistance for those with difficulties. What is the district policy?

Since the lower grades are more dedicated to developing handwriting skills; as with other developing skills, the TEKS concentrate on developing written language skills with the assumption students have mastered the basic skills of actually making the letters. If a particular student is experiencing difficulty, the teacher and school will and should address the issue on an individual basis and determine a course of action to help the student improve. There is no policy regarding teaching handwriting since we follow a state-mandated curriculum.

9. What type of communication is there for bus drivers to contact the transportation office when running late? If a parent needs to contact the bus driver, is there a cell phone number that the bus driver may give out to the parents?

It is against the law for bus drivers to use cell phones while operating school buses. The district is in communication with all drivers through two-way radios, and parents can contact the district transportation office if they need a bus status, beginning at 6:00 a.m. until the last bus finishes its run. If a driver is running late on their route, they are trained to call on the two-way radio to the dispatcher, who in turn will notify the schools. Bus drivers will only use the radio after they have pulled over to a safe area or if they are in a position on the road that allows them to do so without putting students in danger.

10. Has RISD looked into offering same-sex classrooms at the Junior High and High School level?

The RISD has not actively considered offering same-sex classrooms, but is watching with interest other districts piloting the practice.

11. How is the school photographer chosen and how would we go about changing to a different one?

The decision to change school photographers is made by the building principal. Interested school photography companies go through a state procurement process. An approved vendor list is generated. From the approved vendor list, the principal will conduct interviews and make a selection based on the factors that are most important to their specific campus. After the selection process, a contract is drawn up, which is generally year-to-year and can be extended with satisfactory service.

12. Has an RISD TAG school been considered? Would RISD consider adopting and supporting a non-profit group and website (pc-tag.org) that supports TAG families?

An underlying philosophy of the Richardson Independent School District is that each student should have the opportunity to maximize his/her potential ability. In support of this tenet, the district provides a flexible program that accommodates the special needs, abilities, and interests of the gifted students through the modification of depth, complexity, and pacing in the general school program. We feel that this is best accomplished through a combination pullout program for gifted & talented (GT) services and mainstreaming in regular classes on campuses for the remainder of the week.

Currently, there are no specific provisions in the Federal No Child Left Behind Act that address GT student needs at the elementary level. RISD receives a .12 add-on to the Average Daily Attendance from the state for identified GT students, and continually monitor other funding sources for possible grants to enhance our services. The district does not currently have any grants specifically for GT services.

As is the case with many government funding programs, due to FY 2006 budget constraints, a new discretionary grant competition will not be held this year for the Jacob K. Javits Gifted and Talented Students Education Program. Future grant competitions are contingent upon available funding.

GT services are always enhanced by classroom teachers who obtain the required GT training. RISD encourages and funds these opportunities for teachers.

At various times in the past, RISD has had a parent support group. Currently, we have not had enough interest by parents to form a new group. We are certainly open to facilitating the start-up of such a group by parents if there is enough interest.

Supporting information:There are 2,500 gifted children in RISD. RISD states a TAG rate of 8% overall and in some schools the rate is as high as 25%.

The Jacob K Javits Gifted and Talented Students Education Act helps elementary schools meet the special educational needs of TAG students. [Specifically, Part B, of Title X of the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Improving America’s Schools Act of 1994, P.L. 103-382 (20 U.S.C. 8031-8037)]

13. Can more information be provided regarding the new curriculum for first graders featuring more creative instruction and thinking created from the REACH study?

Regarding the district’s new second grade QUEST program, the curriculum is research-based and was developed by RISD staff to provide activities designed to give students the opportunity to exhibit GT behaviors and create advanced products. Students participate in hands-on learning and focus on creative and critical thinking skills. RISD is currently serving approximately 400 students in this program. Demographics of this program closely match the district demographics and RISD anticipates a high percentage of REACH qualifiers from this program at the end of this year.

14. Why are benchmark test scores used for grading purposes? My understanding is that these tests (given in late Sept./early Oct.) cover material associated with the TAKS tests in the spring, material that has not been fully covered in class at this early date in the year

RISD gives benchmark tests in math, science, social studies, and reading/writing. All district benchmarks assess the curriculum taught in that course prior to the benchmark test. Material not yet covered should not be assessed on the benchmarks. The intent of the benchmarks is to ensure that the curriculum in that course has been taught to the level it will be assessed on the TAKS test given in April. Many benchmarks do spiral in coursework previously taught at a lower grade level. Students in all aspects of education are often held accountable for work mastered in previous years.

The Following questions were asked and answered at the Council of PTAs Parent Advisory Committee Meeting, September 19, 2006

Can the language arts division come up with a list of 200 books that they consider to be appropriately complex and thought-provoking for junior high students to use for independent reading rather than applying a very restricting page-number requirement (250 pages)?

Books recommended for 7th and 8th grade pre-AP students and regular English students at Forest Meadow and other RISD junior high schools generally come from the following reading lists:

Books chosen by the students must be approved by parents, and a form for parent signature is given to each student.

After choosing a book, students will conference with their English teacher and may use notes in discussion of plot and characters and reactions to the novel. A book card is completed for each book read and given to the teacher.

Students at Forest Meadow are required to read 200 to 250 pages each six weeks to receive an A+. More than one book may be read to fulfill the page requirement.However, there is no book report or conference required for each book read. A student may conference on a single book even if the page count is below 200 pages.

An index card is completed for each book. The key point here is that a student reads 200 to 250 pages per six weeks from one book or from several sources. Students are provided a handout of the requirements and the grading scale. Parents are, of course, encouraged to read this material.

In accordance with the standards and expectations set forth by the College Board, pre-AP students are required to read works outside the required readings studied in the classroom. The literary repertoire of a pre-AP student cannot be fulfilled in the classroom. This requirement is part of the rigor of the pre-AP/AP curriculum which sets it apart from the curriculum of the regular classroom at any grade level.

What is the district’s policy or practice regarding mandatory after-school and Saturday school TAKS tutoring?

There is no policy for mandatory tutoring, after-school tutoring or Saturday School for students who are performing successfully on benchmarks or other diagnostic tools administered throughout the year. By law, it is mandatory that tutoring be offered to students who are failing or to those who the teacher deems as likely candidates to improve their performance. Saturday School is offered for students who need extended time to explore concepts in areas of weakness. From a district standpoint, the only mandatory element for all elementary schools has been to offer Saturday School last spring for at least four sessions. “Who” attended was up to the individual school. Schools where the “passing” rates are 100%, are often focused on continued student progress.

In some school districts, parents have the ability to go online and track their child’s grades and progress by class. Will parents in RISD ever have the ability to do this?

Yes, parents will have the opportunity to access their student information via the Internet, eventually. Currently, even RISD teachers do not have access to the system from home.

This is an issue regarding maintaining the security and confidentiality of student, teacher, and parent information. The district simply must be able to ensure that access is available to only appropriate individuals.

It is anticipated that teachers will have access to their grade books from home via the internet sometime soon. Hopefully, that access for teachers will be available prior to the end of the second six weeks of this school year.

The earliest some RISD parents might have remote access to student information via the Internet is next spring. It is more probable, however, that this option won't be generally available until next fall (2007.)

This will require a secure passage through the district firewall, with some parent training or explanation required. It is anticipated that each parent will have a unique user ID and password that will allow them access to their own student's information. Again, this will tentatively be available next fall.

Why are the elementary students not allowed go out to play on an orange day but the junior high students may practice football in full pads in the same weather?

Medical research shows that the younger the students are, the harder it is to acclimate to the heat. The district makes the break between 6th and 7th grade.

A high percentage of student athletes prepare, condition, and acclimate during the summer months to prepare for the football season. Elementary students, as a rule, do not condition for a sport.

RISD follows UIL rules and recommendations. Students must practice the first four days of football in shorts and helmet only. This helps further acclimate and condition the student/athlete before full pads are worn.

If the weather is hot or condition orange, football games are not cancelled, which makes it even more important to have practiced in the warmer conditions.

RISD coaches and trainers are specifically trained to know the warning signs of heat exhaustion and heat stroke. They diligently monitor the student/athletes and provide water before, during and after practice.

On days that are extremely hot or have a high ozone level, coaches modify practices as needed.

These are a few examples of how district coaches have been sensitive to the heat. Proper training, conditioning, diet, and hydration are the major keys to the safety of the athletes and this responsibility falls on the athlete, parents, and coaches. This is a very serious issue that district does not take lightly.

Band students who practice during extreme weather are also monitored and all band directors, similar to athletic coaches, are trained in CPR.

Due to the time of day (mid-day, early afternoon) schools exercise caution when allowing young children to exert themselves when there is a high alert. Quite a number of students experience medical issues such as asthma. The use of inhalers and other aides are higher on high-heat days. District personnel try to be as prudent and thoughtful as possible when making decisions as to whether students should be allowed to be out in the extreme heat, as was the case this year, or on questionable air quality days.

No, RISD is not considering rezoning Lake Highlands Elementary at this time. The loss of a large apartment complex in the area over the summer reduced numbers at the school slightly, but enrollment numbers for this year remain strong for its building size.

What is the district’s policy on allowing students charged with crimes and/or wearing ankle monitors to play on teams and represent their schools?

The district would first apply the Student Code of Conduct. If the student satisfies the school-related conditions of a court order, and if otherwise eligible under UIL and the local rules of the team, and any other applicable rules, then the student may or may not be eligible to participate.

What is the district policy about recess at the elementary schools, how much time is allotted for recess at each grade level and what is considered recess?

As a part of board policy as recommended by Texas Association of School Boards, each district “shall follow state and federal nutrition guidelines that are designed to advance student health and reduce childhood obesity. Further, the District shall encourage and promote the general wellness of all students through nutrition education, physical activity, and other school-based activities.”

Accordingly, the state requires daily physical education or 135 minutes of physical activity per week. In RISD, a PE teacher teaches two forty-five minute classes per week (90 minutes). The remaining mandated 45 minutes is usually taught by the classroom teacher in a variety of ways such as school-wide programs/activities or structured recess.

As a result, all elementary children will have a daily physical activity period. Many schools accomplish this by allowing students to go outside after they have eaten their lunch, exercise together during morning announcements, take a walk during the day, or any other activity which gets students up and moving. Guidelines will be forthcoming as to recommendations on amount of time. Each year, we are given Texas Essential Knowledge and Skills that must be taught at each grade level and this year, there are math TEKS are not tested but must be taught. It is always a balancing act to ensure the quality of curriculum does not suffer due to time constraints or more rigorous TEKS.

What is the response of our district to several RISD schools showing up on the list of the Caveon study commissioned by the Texas Education Agency, showing a statistical possibility of cheating on the TAKS test? Is the district conducting any independent investigations of the schools named, and are they working with TEA on this problem?

RISD had nine schools identified by Caveon as having student response patterns that may be associated with different forms of testing irregularities on the April 2005 TAKS administration (not the one taken last spring). There were four ways a campus could be placed on this list:

All RISD campuses were flagged for unusual gains. The district believes that the gains RISD students made on TAKS were a result of hard work on the part of the students and the teacher, and focused resources on the part of the administrators. The district has absolutely no reason to believe that there were any testing irregularities.

All of our schools, including those flagged, worked diligently on improving instruction and opportunities for students based on careful analysis of TAKS and benchmark data. They directed instruction where they knew there were weaknesses. Thus, student achievement improved.

The Texas Education Agency is requiring an Investigative Audit of Test Security to be completed by each flagged campus by October 6. The district is, of course, complying. At this time the district is not conducting additional independent investigations of the campuses on the list and does not anticipate that TEA will request such studies.

Summarize the results of any types of studies that have been done to measure college-readiness for RISD graduates and indicate where more detailed results can be found. If no studies have been performed, can we expect a study in the near future?

Parents can help ensure their students are college-ready by encouraging them to:

There are physical writing TEKS through third grade. There is no formal physical writing instruction after that. Cursive is introduced in the second half of second grade and goes through third. RISD’s adopted handwriting books are D’Nealian and teaching it is a part of the mandated curriculum.

Are there any guidelines established for the types of snacks given out by teachers to students as rewards and/or class parties? If so, what are the guidelines and where do we find them?

Yes, the Texas Department of Agriculture created the Texas Public School Nutrition Policy that provides requirements and suggestions for all food provided to students during the instructional day. The Texas Department of Agriculture Child Nutrition website at www.squaremeals.org contains the complete policy.

Why has the primary REACH class been reduced from three hours per week to two hours per week? What is the benefit to the students? Are there any other changes planned for primary or secondary REACH?

Primary class times have not been reduced – they have been two hours for at least a decade. In order to serve two sections or schools, RISD has one class in the morning and one in the afternoon.

What is the impact of Katrina refugees on RISD after one year? How many have chosen to stay in the district, how well are they adapting and being assimilated, is there any federal assistance to the district to help with the additional students, and what is the expected impact on TAKS?

After reaching a high of more than 1,500 hurricane-displaced students, RISD ended the school year with approximately 790 or so hurricane-related students. On August 31, 2006, there were about 500 students still enrolled. On Sept. 9, there were 484 students. And on Sept. 14, there were 484 students. Federal assistance was provided for last year’s students, however, the district anticipates no assistance this year.

Hurricane-related student scores were not included in the TAKS results from last year.

RISD applauds the community for their quick response to fill the needs of those new RISD students.

Is there any part of the curriculum that educates students on how the public school system is financed so that students get an understanding about how public education is paid for?

While there are many opportunities for students in the RISD to learn about finance and governance, we do not specifically teach school finance. RISD does have a group of three students from each high school that make up the Superintendent’s Student Advisory Council. This group meets monthly, and since school finance has been in the news for the past year, the group has had several discussions specific to school finance.

Would RISD ever consider standardized dress (khaki pants, polo shirts tucked in, etc.) like some of the other school districts seem to be adopting?

Not at this time. RISD is a site-based district in terms of student dress codes. Each school decides their dress code annually, usually with parent, teacher, and, in many cases, student input. A number of schools use their local school councils to help with this process.

Are there any current plans to move the sixth grade classes up to junior high?

Not at this time. Space is an issue at all schools, and moving sixth graders up would create the same overcrowded conditions at some junior high schools when the ninth graders were there. There is more vertical teaming between sixth and seventh grade, and additional teaching strategies are being implemented to ease the transition as elementary students move into junior high.

With a 22:1 ratio for Kindergarten, has there been consideration for teacher’s aides to help with the classes?

Ideas for better education are considered often, but this idea is not cost-effective, nor necessary. Although the students come to school for the first time in Kindergarten and don’t know the rules of school, they adjust very quickly and by the end of the first month behave like they have always been in school. Parent volunteers are always appreciated and teachers always have certain things they would love to have help with.

How does the district fund musical programs for each school? How is the amount determined?

Individual Campus Support: Each secondary campus has a music budget that is determined by the campus principal. These budgets include funds used for musical supplies and repairs. This budget is a part of the overall school’s budget and the amount is based on program needs and student enrollment.

Central Fine Arts Support: in addition to the campus budgets, there are bond funds available for the cycled replacement and purchase of instruments and equipment. School bus transportation is provided for all band, choir, and orchestra UIL activities and for other approved performances in accordance with Fine Arts Guidelines.

Does the band / orchestra program provide specific information about their programs and how to purchase or rent an instrument at the end of 5th grade or at the beginning of 6th grade?

The district band an orchestra programs provide specific information about programs to all fifth grade students at the end of the school year. After meeting with all fifth grader students, the staff meets individually with interested students and parents to begin the process of instrument selection and to explain the options for purchase or rental of recommended instruments and supplies. All of this information is available at any time by contacting the junior high band or orchestra staff.

In addition to the above Districtwide process, a follow-up after school begins is done for students who may not have had the opportunity to complete the interview process in the spring and for new students.

The district’s goal is to be as consistent as possible from campus to campus with this process. Before next spring the district will review these procedures with staff to make certain they are followed on each elementary campus.

It seems in our district that only string instruments are in orchestra and all other instruments are in band. This seems to limit their music education. Why are band and orchestra so different? Why aren’t there any oboes, bassoons or percussion in our Orchestras? Why are we not under one department with choices for the students instead of only concentrating on our marching band?

Orchestra and band in RISD are purposefully arranged to best teach students how to play instruments. By the time a typical student becomes proficient in high school, there are opportunities for intermingling of band and orchestra for performances.

All fine arts courses in RISD are under one department (with the exception of art). Students have opportunities to learn, play and perform outside of the marching band. The district’s emphasis on marching bands reflects the community’s and students’ considerable interest in marching bands. For students not interested in marching bands, all four high schools have large symphonic bands, with numerous performance opportunities.

Why is the dress code enforced differently (more or less strictly) at the high school versus junior high relative to the elementary level? Why does it not appear to be strictly enforced at the high school level? Has the adoption of a district-wide uniform been considered?

Each campus maintains the flexibility to set its own dress standards, based on parent, teacher, student and administrative input. The goal is to establish a dress code for each campus that is fair, consistent and enforceable.

Elementary schools tend to have more strict dress codes because the overall environment requires more structure. Secondary schools, especially high schools, tend to have less restrictive dress codes. The primary concern in establishing dress codes is to provide a safe and non-disruptive environment for all students, while lending itself to consistent enforceability.

Many RISD schools have a bank of doors at the front entrance. Often, there are several doors with only one or two unlocked. This can be off-putting to parents entering the building. Is there a RISD policy to keep the majority of the front doors locked during the school day?

Yes. Channeling the flow of visitor traffic and ensuring that proper sign-in procedures are in place are necessary components of maintaining a safe learning and working environment.

When RISD sports teams go to playoffs, how is the money taken in at each game divided between the schools that are playing? Do the schools playing get direct benefit from the money earned, or does it go to the school district?

How much does it cost RISD to send a team to districts, regions and state playoffs, particularly if the band goes?

Playoff gate receipts are divided evenly between the two schools involved in each competition, after associated expenses are paid. Expenses may include venue workers, officials, rental fees and UIL fees. Some events lose money and other have a net gain.

Any profits are directed to the RISD general athletic fund and used for all programs across the district. Each year, playoff teams are sent to competitions with funds budgeted by RISD’s central athletic department. Because of this, any revenues from specific games are not used to directly offset expenses generated from specific games.

The RISD Department of Athletics complies with district guidelines regarding travel, meals and overnight stays.

General guidelines call for placing four athletes in a hotel room, with rooms typically costing $59 to $89 a night. Six dollars per meal is provided, but breakfast is usually not included because most hotels provide it complimentarily.

Transportation is provided by RISD’s Transportation Department. If warranted and available, charter buses may be used, typically at a cost of $600-$800/day. Overnight trips also require a room for each bus driver. When possible, smaller teams may fit into a van, which can reduce costs.

If bands, drill teams, cheerleaders, or other complementary groups also attend a playoff event, the costs could be calculated according to the additional buses, meals and lodgings required. The Athletics Department does not cover expenses for those groups – if the district pays, it would come out of the Fine Arts budget.

Does the district have plans to implement any additional security measures to protect against weapons being brought on to campuses? Will metal detectors be installed in secondary schools? Will the dress code, particularly regarding excessively baggy trousers and tall tees, be enforced?

Yes. While RISD is not considering placing stationary metal detectors at all secondary campuses, it is considering portable metal detectors that can be used randomly at any secondary campus. The intent is to serve as a deterrent that discourages students from considering bringing a weapon to school.

Security officials have indicated that portable metal detectors are generally a more effective deterrent, because students intending to bring a weapon to campus can’t plan in advance to circumvent their random use.

If a RISD student is having difficulty in school in terms of completing work, staying on task and organizing school work, and most of what the school is doing to assist with the problem does not seem to be working, with whom can a parent meet in order to discuss options within the district for helping the child?

The parent’s first line of communication regarding their child’s academics should always be with the teacher. If a student is struggling, parents may request a Campus Intervention Team meeting so teachers and parents can discuss further alternatives for the student to become successful.

Depending on the effectiveness of that meeting, parents may contact the campus principal to discuss additional alternatives or resources.

If the above options have been exhausted in good faith, parents may always contact the appropriate administrative cluster leader, and then the Assistant Superintendent for either elementary or secondary schools.

In reviewing the 7th grade Pre AP Math textbook, it was noted that it is at least 8 years old, and still references the TAAS test. What is the frequency for replacing old, outdated textbooks?

Like most items with a useful life of more than one year, textbooks are replaced in cycles, which can depend on use, wear and subject matter.

The specific textbook referenced was adopted in 1998, and is scheduled to be adopted again in the 2006-07 year, which means new books will be available in school year 2007-08. The current 7th grade math textbook is now primarily just used as a reference, and the curriculum is almost entirely based online.

All funding of new textbook purchases continues to be dependent on state textbook funding, which was substantially delayed this academic year.

What are the district’s guidelines for teaching race tolerance in the upper grades?

Each RISD secondary school clearly communicates to students that good citizenship is an expectation through their campus plan. Each teacher should be reflecting this expectation daily in their classroom.

In addition, one of the primary components of the RISD Board of Trustee’s vision statement for the district is that diversity strengthens RISD.

In terms of curriculum, there is no specific coursework focused on racial tolerance.

What is the school district’s policy regarding regularly disruptive children in the classroom?

The RISD Student Code of Conduct provides for the management of disruptive behavior on school property. Depending on the severity or frequency of the behavior, disruptive students may face various ramifications.

If a student’s behavior does not rise to the level of a Code of Conduct violation, they are worked with to understand the consequences of their actions so they may make better choices.

The district employs a Behavior Specialist who works directly with teachers and administrators to create behavior plans and assist with teaching strategies pertaining to disruptive students.

The district may also conference with parents to request specific assistance or input for their child’s behavior plan, and offer strategies for use at home where appropriate.

What is RISD doing to address the challenge of some district parents choosing private schools for their children instead of their RISD home school?

There are many reasons that parents may choose to consider varying educational options for their children. Often the choice has to do with a personal family preference and not necessarily dissatisfaction with RISD.

The district strongly encourages neighborhood parents to visit their neighborhood RISD campus. In many cases, once people see our campuses firsthand, they depart quite impressed with the quality of the academics, staff and facilities.

A primary goal of RISD is to provide an excellent education for all students, and the most effective way a district can attract and retain neighborhood families is to continue to offer the type of top-notch education that appeals to everyone.

The amount of testing in elementary school mandated by the district is stringent and frequent. Third- to sixth- grade TAKS simulations in reading, math and science call for students spend an entire day for each test to measure their progress and “build stamina.” This occurs in addition to the regular benchmarks and TEKS checks. Shouldn’t the regular benchmarks allow teachers, administrators and the district to properly measure a child’s progress?

There have been more benchmark assessments this year than in years past. A primary factor is the district’s implementation of the new reading program, which allows for specific benchmarking to measure effectiveness and areas for adjustment.

Another factor includes additional science benchmarking because that is an area of emphasis across the district this year, based on last year’s TAKS results.

Assessments and benchmarking are necessary and very useful tools for current and future teachers not only to measure progress, but to specifically target areas requiring additional resources.

If a child has been granted a transfer to a school, (from previously living in that school’s geographical area) would that child’s sibling be granted a transfer as well so that both can go to the same school?

Yes, efforts are made to keep siblings together in transfer situations, space permitting.

What is the position of the school district regarding booster clubs keeping fundraising records by individual student name in order to cover the cost of school trips by that student?

Although the district is able to advise regarding best practices, RISD does not interfere with booster club records. If funds are raised by a booster club, the booster club has the ultimate responsibility of keeping track of it.

As with any group, the school or district cannot provide student information to booster clubs without written parent permission.

Would RISD be willing to consider doing a comprehensive evaluation of the current REACH program?

A comprehensive examination of the REACH program is currently underway, with an emphasis being placed on expanding services and the demographic makeup.

A first step will be the evaluation of all first grade students this spring. From those results, a talent pool will be formed of students who will receive itinerant services in school during their second grade year. These students will be offered a curriculum featuring more creative instruction and thinking to serve as a catalyst in helping to identify more REACH students.

Why was Spanish taken out of the RISD Elementary schools? Will it be brought back? Can it be offered as an extra that individual schools could support through the PTA?

Cost. The financial situation facing public schools is well-documented, and as costs rise, with no new revenue coming in, districts are forced to cut programs. In this environment, optional programs like this one can often become budget casualties.

Time. The state-mandated curriculum (TEKS) must be taught to such depth and breadth that it is very difficult to add optional subjects at the elementary level. Previous to TEKS, there was more room for optional activities.

Results. Students from the handful of schools that did offer elementary Spanish were tracked to determine how effective the program was. Surprisingly few students who took elementary Spanish were able to test out of the first Spanish course in junior high.

There are no plans currently to reinstate the elementary Spanish program. As extended day programs are further considered, this area is an option that schools may wish to consider. Cost continues to be a factor.

Given the impact that influenza has each year on attendance for faculty and students, how could the RISD offer flu shot clinics at school so that more students/faculty would get an annual flu shot?

Historically, RISD has offered free flu shots to employees and their spouses at each campus or facility. Due to the unavailability of the vaccine for the past two years, the district was not able to get enough doses to provide the shots. It is anticipated that the free shots will again be available to employees and spouses next season.

What type of curriculum decisions can be made at the individual school level? Do any of the RISD schools have a non-TAKS approach to curriculum?

All public schools in Texas are required to teach the state curriculum, which is called the Texas Essential Knowledge and Skills, or TEKS. Students’ knowledge of the TEKS is measured by the Texas Assessment of Knowledge and Skills, or the TAKS. While the two are commonly confused, it is not accurate to state that schools “teach the TAKS.”

While the TEKS is “what” must be learned, the “how” it is learned is generally up to individual districts, based on community expectations and demographics.

Why has the district taken mascots out of the junior high and freshmen classes? What criteria were involved in making this decision?

The district evaluates its cheerleading guidelines annually. At parent request, the district has spent a significant amount of time and resources to bring continuity to guidelines from campus to campus.

This specific decision was made by sponsors, principals and administrators based on mascot participation as a whole in grades 8 and 9, which was sporadic. Because mascot uniforms are expensive, and sponsors indicated there were few students actually interested in being mascots in grades 8 and 9, the decision was made to not have them outside of the varsity programs.

The district seems to have constant mandatory meetings for elementary school teachers. They impact tutoring time, which is either canceled or shortened, and affect teachers and the time constraints they face in a number of ways. Is it possible to use more efficient ways to get information to elementary school teachers than constant mandatory meetings?

As with student benchmarking assessments, there is an increased number of teacher meetings this year due to the implementation of the new reading and assessment program.

These have typically been scheduled about twice a month after school to avoid pulling a teacher out of the classroom and find a substitute.

Tutoring generally occurs from 3:15 – 3:45, and is one reason that teacher meetings are scheduled to begin at 4:00, so they should not be interfering with tutoring.

The training teachers receive at the meetings is essential for them to be able to best address student reading instruction.

While other forms of communication are utilized, the best results for learning a new program occur with face-to-face training.

In RISD, coaches are hired first and foremost as a classroom teacher, followed by an evaluation of their coaching experience and related background.

This assessment is a team effort between the district’s Human Resources Department, the campus principal, the area coordinator and the central athletic director, all of which work to find the right candidate.

Coaches gain experience and preparation through college coursework, participation in sports, and actually coaching in a system.

In addition, RISD coaches attend coaching clinics to learn from, and share ideas with, college or professional coaches.

When are the “QP” points for Pre-AP classes that are printed on the report cards, counted at the Junior High level? Are they used for GPA/Class Rank and not for transcripts for grades 9th -12th. Are the extra points included when considering qualifications for “A-Team” or National Junior Honor Society?

The quality points are used in computations for A-Team and National Junior Honor Society.

There is no class rank in junior high, and the quality points have no effect on a student’s future high school class rank.

Are elementary schools implementing more security across the RISD? Why would security measures at one elementary school differ from another?

Each RISD school is different, and while all share the same common elements of security, some schools employ security practices specific to their campus that are either not necessary or not feasible at other campuses. For this reason, not all schools have the same level of access controls, although the district is moving in that direction as the budgetary environment allows.

In addition, different schools will also experience a higher or lower level of RISD security and/or uniformed police presence at a given time, depending on current circumstances. Administrators may request an increased security presence at a particular campus for various reasons. This accounts for the perception of different security measures existing at different campuses at different times.

How does RISD determine which schools have special education classrooms? Are student entitled to receive services at their home school rather than being directed to another school if such services are not specifically available at their home school?

Per state law, RISD groups students with similar disabilities, although not every school has a special education program. The district is not required to provide all special education services at a student’s home school, although RISD has historically offered at least one special education program within each of the four high school attendance feeder areas. While not every campus has the logistical capacity to house a central special education classroom, the programs are reviewed each year, and classes may be moved to better suit the needs of a majority of students.

Are RISD students required to produce at least one paper with footnotes before they graduate from high school?

Yes, at every secondary grade level (7-12). The district teaches source documentation consistent with Modern Language Association guidelines, the style most frequently employed at universities and in humanities studies. The MLA style uses what is called “parenthetical documentation,” which is documentation within parentheses following the material being cited or used. Footnotes, per se, are no longer used. A detailed record of sources appears at the conclusion of the report in a “Works Cited” list.

Selected district staff members are required to maintain current certification in CPR. In addition to school nurses, CPR training is required of all coaches, cheerleader & drill team sponsors, and other selected sponsors of activities. In addition, RISD maintains Automated External Defibrillators in all buildings, with corresponding staff training, and AEDs are available at all athletic events.

It is the responsibility of the Athletic Director and Director of Health Services to ensure appropriate staff members complete the necessary training.

Nurses offer CPR training classes at the campus level for any additional staff or students who wish to become certified.

Are district funds distributed to the four high schools based on student population or in equal amounts?

Student enrollment at each campus determines school budgetary allocations. Additionally, RISD employs the state “weighting” system that recognizes specific cost challenges associated with educating certain demographic groups, such as limited English proficient and socio-economically disadvantaged students. Campuses with more students that qualify under that system receive additional funds.

What is the district’s policy on replacing funds belonging to a school group, which are being held for safekeeping by the school, and lost or stolen while under the district’s control, for example, locked up in the school?

The Texas Constitution prohibits school districts to make “gifts of public funds.” Because of this, districts cannot replace student group funds lost or stolen while under district control.

Band and orchestra are in-school activities in 6th grade. Do the students have to play a band or orchestra instrument? Can choir not be scheduled instead as an in-school activity?

If the district were to consider reducing band & orchestra from five days a week to three days a week at the elementary schools, how would that impact the staff members hired to instruct?

RISD is currently studying its elementary band/orchestra/choir model. After data is collected, a group will convene to discuss the model in relation to the 2006-07 school year. Community input will be solicited and considered.

Currently, choir is not scheduled during the school day at most district schools. This allows students from varying grade levels (sixth, fifth and sometimes fourth) to participate together in choir. In most schools, choir is a multi-grade activity, making it difficult to schedule during the school day due to instructional demands.

RISD continues to be fortunate that students receive music training from a music specialist beginning in kindergarten, focusing on vocal and general music principles. Once sixth grade is reached, students are able to choose an instrument to receive instruction in. By this point, most students will already understand how to read music. Students are not required a play an instrument if it is not desired, however, many students choose to take advantage of the opportunity.

A district the size of RISD experiences staff attrition each school year. Accordingly, a potential reduction in the band/orchestra instructional model would likely not result in any teachers losing their employment.

Was the new language arts curriculum piloted somewhere before being implemented across the district?

Yes, the curriculum was implemented successfully in the state of California at the time it was selected by RISD. The district selected the Houghton Mifflin program after reviewing a substantial amount of research and examining a number of options.

The RISD committee making the recommendation felt the Houghton Mifflin program was the only program that contained all the elements, backed by research, that were required from the National Reading Panel Recommendations and No Child Left Behind.

If the state legislature determines that school can not start until after Labor Day next year, how will that affect the overall calendar?

The Board of Trustees considers calendar options each year, and the public is invited to provide input. One of the options the board is considering this year is a start date after Labor Day, in the event the legislature mandates it.

The district does not believe this option would best serve students academically. It would potentially impact the traditional calendar as follows:

Severe reduction of in-year staff development, which is invaluable in assessing individual student progress during the year and addressing strategy or resource changes that may be necessary. The timing of these days is one of the most important factors the district considers when preparing calendar options.

Final exams in January, after the winter break.

Significantly shorter winter break.

Fewer student holidays.

Ending school year in June.

In 7th grade, basketball is the only sport that requires tryouts. All others are “sign up.” Would it be possible to have “A” and “B” basketball teams, just like football, volleyball and cheerleading?

This issue is driven by facility space, scheduling, and staffing. Facility space is not an issue in volleyball or cheerleading because they are not dual-gender sports. Adding two more teams to each campus isn’t feasible in terms of scheduling the additional practices at reasonable times. In addition, several campuses would not be able to field a “B” team, which would create game scheduling problems.

The scenario would also require additional staffing and team-related costs. While this idea has been considered in the past, the negatives outweigh the positives at this time.

Why does Thurgood Marshall Elementary feed into Lake Highlands Junior High instead of Forest Meadow Junior High, which is geographically closer?

When the attendance patterns for TME were determined, the demographic projections at that time included LHJH having fewer students than FMJH. Therefore, the decision having TME students feed into LHJH was made with the intention of better balancing the two junior high populations.

No RISD school is over capacity, and if enrollment at any campus reaches capacity, additional students from that point on are assigned to the next closest campus with space.

The district continually monitors campus populations and reconciles that data with professional demographic projections. Many campus populations fluctuate from year to year, for a variety of predictable and unpredictable reasons, but in cases where campuses consistently approach capacity, and projections point toward continued growth in that area, then the district does consider reviewing attendance boundaries.

A primary consideration in any discussion of altering attendance boundaries is the importance of maintaining the integrity of neighborhood schools when possible.

May seventh-grade Spirit Leaders have the option of wearing shorts instead of blue jeans to school on football game days when it is over 90 degrees? Is there any room for a campus-based decision on this issue?

This issue will be raised with the appropriate campus sponsors and administrators to determine feasibility.

How are homecoming dates chosen? Is there an option to schedule them later in the fall?

Homecoming dates are ultimately chosen by the campus principal, with input from staff, parents, and students. The number of possible choices is immediately narrowed to the five home football games, with factors such as Saturday morning SATs, UIL competitions and other surrounding events being considered.

Is it possible for the district to share the expense of new equipment needed at a school? For example, the parents would like a more expensive style bike rack rather than the one the district ordinarily purchases. Can the district partner with the parents to get upgraded equipment?

Yes, this occurs with some frequency. The process in place includes the campus and community group agreeing to the parameters of the mutual expenditure, and then receiving district approval.

Is the school district responsible to provide a qualified staff member to provide home instruction for a student with dyslexia who is home schooled?

Each campus has a designee, usually the Reading Specialist, able to provide necessary services to students with learning disabilities.

Districts are not required to provide in-home instruction to students whose parents choose to home school.

Is it possible to get junior-sized water bottles as an option, instead of milk or juice, as part of the elementary lunch without paying extra?

No. The National School Lunch Act requires that fluid milk be offered to students at breakfast and lunch. Students must be offered a minimum of three menu items, one of which must be an entrée and one must be fluid milk. Therefore, according to the federal government, milk is the required beverage for reimbursable meals. Fruit juice, because it has some nutritional value, is considered a side dish, and may be chosen as such, but not in place of fluid milk, which must be a component of every reimbursable meal.

Since it is considered to have no nutritional value, bottled water is not considered a component of a meal, and cannot be substituted for a side item, as juice can.

Bottled water is an a la carte item, and may be purchased in addition to, but not part of, a reimbursable meal.

Cups with ice are available free of charge to students who wish to have non-bottled water in the cafeteria. Each cafeteria has a water fountain.

What is the district doing to accommodate Katrina refugees? How many are being accepted into which schools? What special needs do these kids & families have that we can help with?

As of 9/28/2005, RISD has processed more than 1100 hurricane-displaced students currently residing within district boundaries, of which, 1,033 have enrolled and are taking classes.

A processing center has been set up in RISD’s Student Services Dept. in the Administrative Annex. All evacuee students are being asked to report there first to complete paperwork, determine residency status and be assigned to a campus.

Student Services has also sent teams to meet with and process groups of evacuees who do not have transportation to the Administrative Annex.

Students are being assigned to schools based on their geographic residency status within the district and available space. Efforts are also being made to spread out assigned evacuees among most RISD schools when possible.

The RISD community response thus far has been extremely positive. The RISD Council of PTAs Clothes Closet has been instrumental in assisting those in need, and the community has been generous in replenishing what has been used. In addition, the Network of Community Ministries has also been a critical component of relief efforts within RISD.

Those interested in helping are encouraged to contact the Clothes Closet at 469-593-0568 or the Network of Community Ministries at 972-234-8919.

Additional families are still coming into the community daily, while others have already withdrawn. Accordingly, the number of students enrolled in RISD schools will continue to change.

If RISD is going to schedule student holidays (Staff Development), like the one on Monday, September 26 in the future, could the student holiday be scheduled during the State Fair time?

Each year, the district must balance a myriad of factors and requests when determining the school calendar. In this instance, the staff development day was chosen specifically to coincide with the end of the first six-weeks grading period.

This is especially important because it is the time campuses use to assess individual student capabilities and performance over the first six weeks which helps determine educational planning for each student the rest of the school year.

While consideration was given to scheduling the staff development day as part of State Fair Day weekend in October, from an academic standpoint, the timing would not have been in the best interests of many students.

Is RISD planning to implement a way for parents to view their child’s grades and assignments online?

This capability is being discussed and some preliminary infrastructure is in place. It is still too early to offer any timeframe, as thorough testing must be performed and data security parameters put in place before full implementation. More information will be available as the effort progresses.

After researching on the Internet, it appears that the new reading program (Houghton Mifflin) is a program designed for struggling readers. What is the district’s plan for students who are exceeding the standards and need to be challenged?

The Houghton Mifflin Reading Program (HMR) is not designed just for struggling readers. Rather, it is designed as a comprehensive core reading program with instructional activities/strategies for all readers. HMR is a scientifically research-based program with explicit and systematically-planned instruction. There are powerful intervention resources as well as challenge lessons included with this program. In fact, there is a Challenge Handbook that allows teachers to extend and enrich student learning.

This is the first time we’ve implemented a core reading program in a decade. Teachers have been designing their own reading instruction based on the principals of balanced literacy. However, planning reading lessons is time consuming and difficult for most teachers. Another major drawback was that little consistency existed districtwide, which contributed to less than acceptable reading performance at every reading level.

Experience has demonstrated that change can initially be difficult for many staff members accustomed to doing things certain ways. While the district is cognizant there will be startup concerns, the HMR program has had an exceptional impact on other districts (see answer #6).

Two useful Web sites for additional HMR information: school.direct.com and eduplace.com.

When the district evaluates the effectiveness of the new reading program, are they going to survey the teachers, students, and parents to find out what they think of the program? Are we committed to this program regardless of the results?

RISD will evaluate HMR using an appropriate evaluative model, jus as all significant programs are evaluated. The first and most important criteria will be student achievement. One of the primary reasons HMR was selected is due to the success of students in other states that have been using this program for the past three to five years. There is a significant body of research on HMR out of the University of Oregon, which evaluated a number of reading programs available throughout the U.S. HMR was highly recommended because of its strong impact on the learning and reading success of students, especially in districts with demographic makeups similar to RISD.

We recognize that this program has brought about a tremendous amount of change, which can always be uncomfortable in the beginning. With the support that is being provided by the district to teachers and students, we are confident that the comfort level will rise for all as success increases.

Is there a way, or policy in place, for principals/faculty to coordinate testing within a school, so that students don’t have several tests on one day, particularly following a schoolwide event?

There is no policy in place for principals and teachers to coordinate testing within a school so that students won’t have multiple tests on any one day. While campuses try to be sensitive to this, given the logistics involved in a school’s master schedule, it would be impossible to coordinate successfully for all. Teachers are encouraged to be sensitive to school-wide events since all students are encouraged to participate.

There seems to be an unusually large number of students that stop taking language after the 3rd year – around 10th grade in most cases. What is the district doing to make it appealing for students to continue with their language studies and offer alternatives other than advanced classes? Can we offer some alternatives such as conversation and culture classes that would allow students to continue learning the language without the pressure of the advanced level classes?

The foreign language issue raised in this question is a small piece of a larger issue. The way graduation plans are structured and the processes used for college entrance unfortunately discourages our students from taking such courses. The majority of students finish high school with a fairly easy senior schedule because they have gotten most of their requirements out of the way. Many students take the required five courses and work part time to prepare for college. The district’s experience in offering courses like those suggested is that not nearly enough students choose to take them to justify funding a section when the master schedule is pulled together.

The state is considering changing the system to ensure that students continue to take advantage of learning opportunities throughout their senior year until they graduate. It is felt that this is best for students as they enter higher learning or training programs.

In some of the schools in RISD, students can eat lunch as early as 10:45 a.m. Are there any district guidelines for an appropriate time frame for lunch to be served?

There are purposefully no district guidelines for lunch schedules in RISD as campus administrators are given flexibility to build a schedule that is appropriate for their campus. The scheduling of lunches is driven by the master schedule in the building. Some schools have greater challenges based on their total enrollment and then any additional program-based students requiring lunch. Generally the early and the late lunch times are rotated through the grade levels, if feasible. Students who eat early are usually allowed an afternoon snack.

With uniforms being recently adopted by many neighboring school districts, will RISD be considering uniforms for additional schools, such as secondary schools?

The adoption of optional or required uniforms at campuses in RISD continues to be a site-based decision. The district understands that each school community is different, and allows for flexibility at each campus per the principal’s judgment of what policy will be most effective for their school. There is no plan to alter that philosophy at this time.

Why do the sixth graders have music every day, while art is required just one day a week?

This decision stems ultimately from the competitive nature of school music programs as opposed to art. With the proliferation of middle and high school band, orchestra and other musical competitions, the need for students to arrive in seventh grade better prepared became more important. When the freshmen in the Lake Highlands area were placed at the Freshman Center, elementary band and orchestra instruction was increased to five days per week. The same was done in the other three attendance areas last year in preparation for freshman programming this school year. In order to have competitive bands and orchestras in the RISD, sixth grade students require more instruction. In most districts, sixth grade is configured in middle schools, which receive band/orchestra instruction every day.

Concern has been expressed about the time taken out of the instructional day for sixth-grade students to have band or orchestra five days per week; however, our community has consistently placed great value on such programs and parents make informed decisions for their children to participate.

Elementary schedules are built on a five-day rotation and teachers are allocated accordingly. The schedule for all grades other than sixth includes two days of music, two days of physical education, and one day of art. Principals may go to a three-day rotation (art, music, PE) if they can do so with the allocations they have.

Keep in mind that all elementary teachers are able to teach art, physical education, and music as part of their elementary certification. Many lessons and assignments in the regular classroom include art projects. We are fortunate in RISD to be able to employ art, music and physical education specialists to serve our students. While our students may only get one day of art per week, they end up getting a very good art background upon which to build when they progress to secondary schools.

Who is responsible for the upkeep of school ground landscaping and general maintenance of the playground lawn area and surrounding lawns of the school?

The RISD Grounds Department maintains campus lawns, landscaping and playground areas, under the direction of Associate Director Phil Lozano.

The RISD website links to school pages with information and statistics, i.e. how many kids, ethnicity, TAKs, etc. Some of this information is from 2002-03 school year. Most is from 2003-04 school year. At best the information is two years old. Parents consider where to live and buy a house based on school information that they find on the Internet. What is the district doing to see that more current information is posted on the website?

The main public RISD Website, www.risd.org, is as up-to-date as official TEA data (taken from AEIS reports) becomes available. School Web sites reflect official demographic information as it becomes available, and is generally data from the previously-completed school year. This data becomes available after the next school year has started, so often the data will appear to be more than one calendar year old.

RISD has been careful in the past to only publish official data, even though more recent, unofficial data may be available. However; due to parent and community requests, RISD will begin publishing selected unofficial demographic data in order to provide more timely and relevant information. Unofficial data that is published will be clearly and appropriately designated.

Does the district have an enrichment program/plan that is consistent across the district or does it vary by school? Does the district provide assistance to the schools to implement enrichment activities on a subject by subject basis?

The district does not have a specific enrichment plan that pertains to every school. Rather, the RISD’s philosophy includes the expectation that each campus provide appropriate opportunities for extension of learning and enrichment. District curriculum coordinators always include student enrichment training and materials for teachers. Many of the instructional resources utilized by RISD contain enrichment sections to work with students who can benefit from enrichment. The district does not believe a one-size-fits-all enrichment plan serves the best interest of students with unique interests and strengths. RISD depends on our teaching professionals to make sound and effective instructional decisions regarding when and how to extend learning.

In these times of severe budget cutbacks, with schools are cutting back on a number of beneficial programs, what is the cost benefit ratio of the REACH program? What percentage of the overall budget is spent on REACH, and what percentage of students benefit from the REACH program?

Of RISD’s operating budget, 0.29 percent (approximately one-third of one percent) is dedicated to the elementary gifted and talented program – REACH. This equals approximately $760,000. The REACH program serves approximately 8 percent of the total district population - roughly 2500 students. An important factor to consider regarding this issue is that the State of Texas mandates districts to provide a gifted and talented program for students.

RISD recycles paper products through a districtwide program that has been in place for more than 10 years.

Recycle bins are located at each campus, and a portion of the proceeds are allocated to the school where the donated recycling occurs. In addition, all district office facilities have recycling receptacles for paper to encourage participation.

Individual buildings have the ability and authority to implement a plastic and aluminum recycling program. Such efforts are typically coordinated by a campus student organization as a fundraising effort.

Much has been written regarding the drug “meth” (methamphetamine). A Newsweek cover story said it is “America’s Most Dangerous Drug.” With this in mind, does the Red Ribbon Week curriculum include such timely and relevant information?

RISD counselors, student assistance specialists, student assistance teams, and instructional cabinet members are up-to-date concerning information about methamphetamines. Drug prevention is taught throughout the year, not just during Red Ribbon Week, which is designed to draw attention to ongoing drug prevention efforts. All information regarding drug prevention is age-appropriate. Information about methamphetamines is not introduced at the elementary level. It is discussed at the secondary level. Jill Darling is the RISD Director of Safe and Drug Free Schools, and is an excellent resource for additional information.

Pertaining to recess for upper elementary school grade levels (4th-6th), why has it been minimized and its value (allows energy release, prevents boredom, enhances social skills/interaction, understanding privileges, and ensures physical exercise) been de-emphasized?

Recess for upper elementary students has been re-evaluated over the past few years due to the increased rigor of the mandated curriculum required to be covered. Teachers and administrators have become creative in developing ways for students to have several breaks during the day which allow students social and down time. Some schools give upper level students a few minutes after lunch to socialize in the cafeteria or on the playground. The schedule for the school day is regulated by the amount of instruction we must deliver for our students to be successful.

Specifically, the State of Texas Senate Bill 19, which became effective in 2003, stipulates that elementary students must receive 135 minutes per week of physical education. This is achieved in RISD by two sessions of 45-minute instruction by a certified physical education teacher.

The remaining 45 minutes per week of structured activity is provided by campus staff in a variety of ways. There is no specific requirement regarding how that additional 45 minutes per week be utilized, but the RISD practice has been to provide students physical activity before or after lunch, a structured recess, and/or activity time in the classroom.

The manner in which the calendar fell this year necessitated a Monday start in terms of the domino effect a later start would have had on curriculum planning, testing days and holidays.

Also, a midweek start statistically has a negative effect on student attendance the first week of school, which in addition to setting some students behind, also negatively impacts how much funding RISD can retain locally, as opposed to sending to Austin.

When 9th graders go to Richardson and Pearce next year, what will be their level of participation in school-wide events such as homecoming and prom?

The district and schools affected have been preparing for Freshman Programming for an extended period. Principals are continuing to solicit and receive input from their school communities as part of the decision making process for dozens of individual issues pertaining to the gradual and steady transition of students.

I am concerned with the effect some of the special needs children, who are being mainstreamed, can be having on the learning environment of the classroom. What tools/aids are being given to teachers to help them best address this issue?

It is important for teachers to have the resources necessary to work with all students, including those that may require special education services. RISD strives to always serve students in the least restrictive environment, which is in accordance with the federal Individuals with Disability Education Act (IDEA). Accordingly, staff development opportunities addressing various strategies are offered by the district each year.

During the 2004-2005 school year, the rules regarding 7th grade Spirit Leaders were significantly changed districtwide. They were no longer allowed to wear cheerleader uniforms and are only allowed upon the playing field during half time. The change was made to “level the playing field”, but has resulted in a large reduction in participation. Would the district reconsider the limitations and regulations that have been placed upon the 7th grade Spirit Leaders?

This change was made at the request of Junior High principals, and for that reason, it is unlikely to be reconsidered. In this instance, it was counterproductive not to have the same guidelines in place for every junior high school.

In the upcoming bond election (2006), will monies be allotted to prepare 6th grade to be moved out of the elementary school setting and into a middle school setting? If not, when does the district plan on making this change?

At this time, RISD has no plans to move 6th-graders out of the elementary school setting. Accordingly, there are no bond monies being allotted for that purpose.

Regarding the “TAKS Promotion Rates” article in the Richardson Morning News, why are RISD’s percentages so high compared to others in the state?

RISD policy and state law provides for a grade placement committee to determine if it is in the best interest of a child to promote them after three failed attempts to pass a required TAKS examination. There has been substantial research data that indicates in many cases, promotion in such situations academically serves the child best in the long term. Grade placement committees were taking this research into account when determining final decisions.

How is the quality of food service measured from school to school? There seems to be a large gap in the quality of food even with identical menus.

The Child Nutrition Department uses standardized recipes to ensure consistency and quality in the school cafeterias. The recipes are researched and written centrally by the Child Nutrition Department and are analyzed for nutritional content. Each school is required to use the standardized recipes in preparing all menu items.

All menu items are purchased from approved vendors and all school levels use the same products.

Cafeteria managers are required to record the temperatures of all foods as they are put on the serving line, during the midpoint of serving and when foods are taken off of the serving line. If foods are not at the proper temperature they are taken off the line and reheated to a temperature of at least 165 degrees Fahrenheit. Cold foods are served at 40 degrees Fahrenheit or colder.

How is 9th grade boys’ athletics being handled next year? I’ve heard different time periods at each high school. I’ve been told that Richardson will have the boys eat an early lunch prior to 3rd period athletics, Pearce will meet 1st period and Berkner will have athletics during 4th period. I have a problem with boys eating lunch at 10:30 a.m. If they practice immediately after school for another hour or so that will be a very long time to go without nutrition, particularly since they are working out. Why is there such a difference between high schools?

The high schools with offer the same sports next year to 9th graders as are presently available to them now in the junior highs.

Differing athletic schedules at different facilities has been occurring for a substantial period of time. Differences are driven by scheduling necessities that often accompany extra-curricular activities. There are many advantages of schools being able to retain such flexibility.

During our recent junior high enrollment, we were told that if a student did not pass their 6th grade TAKS test, then he/she would be mandatorily placed in a TAKS prep class for the first semester of the 7th grade year. Should a child unfortunately fail both Math and the Reading TAKS, would this child then be placed in two prep classes? Does this mean they will be forced out of two electives? This does not even touch on the self-esteem issue that some children will suffer. Could they take the TAKS prep classes during the summer so they don’t miss out on electives?

Elective placement is handled on a school by school basis, and is not mandatory.

In this era of student, school, district, state and national accountability, such TAKS prep courses are extraordinarily important for students that have repeatedly demonstrated skill-deficiency.

In the example cited above, a student would have failed in six separate opportunities to pass one of the TAKS examinations in question. Requiring TAKS prep courses in such an instance is beyond necessary.

Why do we test 6th graders for placement in Spanish, but not for Pre-AP Math? The junior high math departments could better serve students if they were placed correctly.

Testing for placement in a language and the concept of testing for Pre-AP courses may sound similar, but are in actuality two