Keller ISD Parent Handbook Keller ISD Parent Handbook

Transcription

Keller ISD
Parent Handbook
Table of Contents
About Keller ISD ................................................................................................ 3
Anti-Bullying and Anti-Harassment ............................................................... 6
Attendance Information ................................................................................... 8
Accountability Ratings ..................................................................................... 11
Bilingual/ESL ..................................................................................................... 12
Bell Schedule .................................................................................................... 16
Calendars ............................................................................................................ 17
Child Nutrition Services ................................................................................... 18
Clayton YES! ...................................................................................................... 18
Counseling ......................................................................................................... 19
Drug Awareness Program ................................................................................ 19
Dyslexia .............................................................................................................. 20
Early Childhood Education .......................................................................... 22
Gifted and Talented Program ...................................................................... 24
Handbooks and Code of Conduct for Students ....................................... 25
Career and Technical Education .................................................................. 26
Health Services ................................................................................................ 27
Student Services ............................................................................................... 27
Home Access Center ...................................................................................... 28
New Student Enrollment ................................................................................ 29
Parent-Teacher Association ............................................................................ 30
Portrait of a Graduate .................................................................................... 30
Random, Voluntary Drug Testing ................................................................ 31
Student Transfers .............................................................................................. 32
Transportation ................................................................................................... 34
Transcripts/Records Request .......................................................................... 37
Web Store ........................................................................................................... 37
Work the Plan: Student/Family Reunification Information ................... 38
2
About Keller ISD
Keller ISD, with an unwavering commitment to excellence and in partnership with our
community, will achieve the highest standards of performance by providing exceptional
educational opportunities for all students.
Incorporated in 1911, KISD has surpassed 100 years of educating students in this community. Long a rural,
one-campus operation, Keller ISD has seen tremendous growth over the past three decades and has blossomed
into one of the largest districts in the Dallas-Fort Worth metropolitan area. The District now serves more than
33,000 students at 39 campuses. We serve portions of the cities of Colleyville, Fort Worth, Haltom City, Hurst,
North Richland Hills, Southlake, Watauga, and Westlake and the entire City of Keller. The District’s 51 square
miles encompass the third-largest land area in Tarrant County.
KISD employs more than 3,800 staff members including just over 2,500 classroom instructional employees.
Everything Keller ISD employees do is focused on providing an exceptional educational experience for students
whether it be teaching in the classroom, maintaining the facilities our students use, or offering support and
guidance for students and staff alike.
Our Vision
KISD – an exceptional district in which to learn, work and live.
Our Mission
The community of Keller ISD will educate our students to achieve their highest standards of performance by
engaging them in exceptional opportunities.
Our Priorities
• Educational Excellence
• Excellence in Student, Parent and Community Relations
• Excellence in Operational Processes and Systems
• Employee Excellence and Organizational Improvement
• Excellence in Financial Stewardship
Our Values
• We hold ourselves accountable for providing exceptional educational opportunities.
• We inspire educational excellence through collaborative relationships.
• We cultivate life-long learning.
• We provide approachable, responsive customer service.
• We embrace diversity.
• We embrace change and innovation.
• We make data-driven decisions.
• We have a positive attitude toward the future.
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4
High Schools
Central High817-744-20009450 Ray White Road76244
Fossil Ridge High
817-744-1700
4101 Thompson Road
76244
Keller High817-744-1400601 N. Pate-Orr Road76248
Timber Creek High
817-744-2300
12350 Timberland Blvd.
76244
Keller Learning Center
817-744-4465
250 College Avenue
76248
Middle Schools
Fossil Hill Middle
817-744-3050
3821 Staghorn Circle S.
76137
Hillwood Middle
817-744-3350
8250 Parkwood Hill Blvd.
76137
Indian Springs Middle
817-744-3200
305 Bursey Road
76248
Keller Middle
Site817-744-2900300 College Avenue76248
Timberview Middle
817-744-2600
10300 Old Denton Road
76244
Trinity Springs Middle
817-744-3500
3550 Keller-Hicks Road
76244
Intermediate Schools
Bear Creek817-744-3650801 Bear Creek Pkwy.76248
Chisholm Trail
817-744-3800
3901 Summerfields Blvd.
76137
Parkwood Hill
817-744-4000
8201 Parkwood Hill Blvd.
76137
South Keller817-744-4150201 Bursey Road76248
Timberview Middle
817-744-2600
76244
Trinity Meadows
817-744-4300
3500 Keller-Hicks Road
76244
Elementary Schools
Basswood817-744-65003100 Clay Mountain Trail76137
Bette Perot
817-744-4600
9345 General Worth Drive
76244
Bluebonnet817-744-45007000 Teal Drive76137
Caprock817-744-640012301 Grey Twig Drive76244
Eagle Ridge817-744-63004600 Alta Vista Road76244
Florence817-744-47003095 Johnson Road76092
Freedom817-744-48005401 Wall-Price Road76244
Friendship817-744-62005400 Shiver Road76244
Heritage817-744-49004001 Thompson Road76244
Hidden Lakes817-744-5000900 Preston Lane76248
Independence817-744-610011773 Bray Birch Lane76244
Keller-Harvel817-744-5100635 Norma Lane76248
Liberty817-744-60001101 McDonwell School Road76034
Lone Star817-744-52004647 Shiver Road76244
North Riverside
817-744-5300
7900 N. Riverside Drive
76137
Park Glen
817-744-5400
5100 Glen Canyon Road
76137
Parkview817-744-55006900 Bayberry Drive76137
Ridgeview817-744-66001601 Marshall Ridge Pkwy.76248
Shady Grove
817-744-5600
1400 Sarah Brooks Drive
76248
Whitley Road817-744-58007600 Whitley Road76148
Willis Lane817-744-57001620 Willis Lane76248
Woodland Springs
817-744-5900
12120 Woodland Springs Drive
76244
Early Learning Center
817-744-6700
76244
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Anti-Bullying and Anti-Harassment
Keller ISD is committed to providing a safe and nurturing learning environment for all of its
students. As bullying and harassment continues to be an issue of concern across our country
and within our schools, Keller ISD must take intentional efforts to both educate and protect
our students, parents, staff, and community.
What is bullying?
“Bullying” means engaging in written or verbal expression, expression through electronic means, or physical
conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated
by the District and that:
1.Has the effect or will have the effect of physically harming a student, damaging student’s property, or
placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property;
or
2.Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating,
threatening, or abusive educational environment for a student.
This conduct is considered bullying if it:
1.Exploits an imbalance of power between the student perpetrator and the student victim through written
or verbal expression or physical conduct; and
2.Interferes with a student’s education or substantially disrupts the operation of a school.
What is harassment?
Prohibited harassment of a student is defined as physical, verbal, or nonverbal conduct based on the student’s
race, color, religion, gender, national origin, disability, or any other basis prohibited by law that is so severe,
persistent, or pervasive that the conduct:
1.Affects a student’s ability to participate in or benefit from an educational program or activity, or creates
an intimidating, threatening, hostile, or offensive educational environment;
2.Has the purpose or effect of substantially or unreasonably interfering with the student’s academic
performance;
3.Otherwise adversely affects the student’s educational opportunities.
Prohibited harassment includes dating violence.
Where can I get help?
To obtain assistance and intervention, any
student who believes that he or she has
experienced bullying/harassment, believes
that another student has experienced bullying/
harassment, or believes that a student has
engaged in bullying/harassment should
immediately report the alleged acts to a teacher,
counselor, principal, or other District employee.
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What happens after a report is made?
The District is committed to conducting a prompt, thorough, and fair investigation of all allegations of bullying
and harassment.
• Once a report is made, the campus will notify the guardians of both the alleged victim and the alleged
perpetrator.
• The principal or designees will promptly take interim action calculated to prevent bullying during the
course of the investigation, if appropriate.
• An investigation into the matter will start quickly and every effort will be made to complete its
investigation within 10 school days.
• Witnesses will be interviewed and any other evidence will be reviewed.
• Once all of the information is gathered, the campus administration will make determinations as to
whether or not the conduct at issue (1) occurred and (2) constitutes bullying or harassment.
• Guardians of both the alleged victim and alleged perpetrator will be notified of the campus’s findings.
Parental notification is limited to each guardian’s own child per federal confidentiality laws.
The District is committed to tracking and monitoring all instances of bullying and harassment to ensure we are
handling these matters effectively.
What happens to people who bully or harass?
Students and/or employees found to have engaged in acts of bullying or harassment will be promptly disciplined,
with such discipline to include, if the circumstances warrant, suspension and expulsion for students and
termination of employment for employees. Be aware that federal and state confidentiality laws limit the
information that can be shared with parents regarding disciplinary outcomes for students and/or employees.
What if speaking up makes it worse?
The District prohibits any retaliation by a student or District employee against any person who in good faith
makes a report of bullying, serves as a witness, or participates in an investigation. If you have made a report
or participated in an investigation and feel as if you are being retaliated against, please immediately report the
behavior to the individuals identified above.
Where can I learn more?
Keller ISD has set up an online resource page to assist our community with learning about bullying and how to
prevent it at http://www.kellerisd.net/AntiBullying.
Training and lessons with our students and staff regarding identifying and preventing bullying and harassment will
be conducted yearly.
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Attendance Information
Part 1: Attendance - Texas Compulsory Attendance Facts
1. The law requires a student between the ages of 6 and 18, as well as students enrolled in prekindergarten
and kindergarten, to attend school and District-required tutorial sessions unless the student is otherwise
legally exempted or excused. (§ 25.085)
2. A student may not be given credit for a subject unless they have attended 90% of the classes for that year. (§
25.092)
3. If a student is absent without excuse for three or more days or parts of days within a four-week period,
the school will send a warning letter to the parents stating that they may be filed on in a court of law for a
criminal truancy charge (filing is still optional). (§ 25.095)
4. If a parent does not respond to warning letters that parent may be charged with a criminal offense. (§
25.093)
5. If a student is absent without excused for ten or more days or parts of days within a six-month period, the
school must file criminal truancy charges on the parent (s) and student. (§ 25.094)
Part 2: Attendance - Attendance Policy Highlights
Attendance Expectations – Students are expected to be in attendance a minimum of 90% of all school days.
Good attendance is the foundation for student learning and achievement.
Tardy - All students are expected to arrive on time for the start of school, be on time for any and all classes,
and stay in attendance for the duration the instructional day. If a pattern of early leave develops at any
time during the school day, a student may be referred to campus administration or the campus attendance
committee to review possible action, intervention, or consequences.
Parent/Guardian Documentation of Absences - A parent or guardian has 5 days from the date of an
absence (with a note, phone call, fax, or e-mail) to provide the school with documentation as to the reason
for the absence. Failure to notify the school within 5 days will result in the absences converting to truancy.
Make-up work - Students or their parent/guardian are responsible for requesting the opportunity to make up
work missed.
Denied Credit Due to Excessive Absences - for secondary students, loss of credit is tabulated on an
individual course basis. A student may not receive credit for a course unless he/she has been in attendance
for at least 90% of the days the course is offered during the semester or a campus based attendance committee
determines absences were of an extenuating circumstance in accordance with administrative regulation FEC
(R1).
Restoring Denied Credit Due to Excessive Absences - for secondary students, students may make up
missed work to restore credit through options provided by District policy and assigned by the campus
administrator and/or attendance committee.
Attendance Requirement/Driver’s License - The Texas Transportation Code (TRC) requires students who
have not obtained a high school diploma or its equivalent to be enrolled in a public school, home school,
or private school, or GED program and meet specific enrollment conditions to obtain or renew a license.
This requirement applies to persons under 18 years of age according to the Texas Education Code 25.092.
Minimum Attendance for Class Credit, states that a student may not be given credit for a class unless the
student is in attendance for at least 90% of the days the class is offered. The 90% attendance rule applies when
determining Verification of Enrollment (VOC) eligibility.
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Appeals procedure - A student in grades 7-12 who has not met the 90 percent attendance requirement due
to extenuating circumstances, but who has successfully earned a passing grade may appeal for credit to the
campus attendance committee no earlier than the last six weeks of each semester.
An exception is that the principal may grant an earlier appeal to any student due to special circumstances and
or seniors may appeal for credit in a course at any time during a grading period.
The local campus Attendance Committee will review the appeal request and determine whether the student
should be required to make up the class time and work missed. The local campus Attendance Committee and
or administrator must give the final authorization for course credit.
Part 3: Attendance – Recognized vs. Non-Recognized Absences
Recognized Absences: These are absences that the Texas Education Code and Keller ISD board policy
indicate do not count toward the student’s 90% attendance rule. The following are the 9 types of absences
known as recognized:
• Health Care appointments: Student is temporarily absent due to a documented appointment. Student
must return with a note from the physician either on the same day or next day. Student must have been
present for some portion of the school day on the day of appointment.
• Medicaid Screening Appointment: Student is Medicaid-eligible and is participating in the Early &
Periodic Screening, Diagnosis, and Treatment Program. Student may be excused for up to one full day at
a time.
• Observing religious holy days: May include 1 day travel to and 1 day of travel from the event, and
requires notification from the parent to a designated school representative.
• Mentorship: To fulfill an Advanced Measure to complete Distinguished Achievement Program (DAP)
- Applies to high school students only.
• School related/extra-curricular activity: Examples include a field trip or an athletic event with
designated school/sponsor/employee(s).
• Court appearance: The student is involved in court proceedings and includes travel for that purpose.
Student should provide documentation of required appearance prior to date of absence.
• College Visit: With parent documentation and limited to two days for 12th graders, one day for 11th
graders). Absences due to participation in college visit will not count against a student for exemption
requirements.
• Absence (Grade 6-12 only): For the purpose of sounding “Taps” at military honors funeral for a
deceased veteran. Requires parental documentation.
• Appearing: At governmental office to complete paperwork for US citizenship and taking part in the
Naturalization ceremony.
• Child Health Care: Requires excuse of a temporary absence for a student to take the student’s child to
a health care appointment with documentation. Same standard as a temporary absence for student’s own
health care appointment.
• Active Duty Visits: Allows a student to visit a parent, step-parent, or legal guardian who is an
active duty member of the uniformed services and has been called for duty for, is on leave from, or
immediately returned for continuous deployment of at least four months outside the service members’
residence.
SMART TIP: Remember; if a student is absent for a reason not listed here, then the absence is nonrecognized, a note or documentation is required for all absences and should be turned in to the school
attendance clerk within 5 days of the absence.
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Non-Recognized Absences: These absences DO count toward the 90% Rule.
• Any normal student absence documented by parent/guardian due to illness or other non-recognized
absences
• Undocumented student absences (truancy absences)
• Absences due to an out-of-school suspension
• Required participation in an ongoing Court Case
• Attendance at a funeral, which may include 1 day for travel to, 1 day for funeral, and 1 day travel from
funeral for a maximum of 3 days per single occurrence
• Any other absence that is not one of the recognized absences
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Accountability Ratings
Keller ISD earned a “Met Standard,” the highest rating from the Texas Education Agency’s
2015 State District and Campus Accountability Ratings.
This is the third consecutive year that schools and districts in Texas have been rated under the new
accountability system. Under this system campuses/districts are assigned one rating based on meeting the target
for each performance index.
• Met Standard: Acceptable rating assigned to campuses and districts that meet the target on all indexes
for which it has performance data in 2015.
• Met Alternative Standard: Acceptable rating assigned to charter operators and alternative education
campuses (AECs) that are evaluated by alternative education accountability (AEA) provisions and meet
modified targets on all performance indexes for which they have performance data in 2015.
• Improvement Required: Unacceptable rating assigned to campuses and districts that miss the target on
one or more performance index.
Campuses and districts statewide administered state assessments throughout the14-15 school year. Upon
completion of the testing cycle, parents received their student’s individual results while the Texas Education
Agency spent the next few weeks evaluating student performance at the district and campus levels using four
different performance indexes:
• Student Achievement: measures performance based on satisfactory student achievement combined over
all subjects for all students.
• Student Progress: measures academic improvement or growth students have made from last year to this
year.
• Closing Performance Gaps: emphasizes the academic achievement of economically disadvantaged
students and the two lowest performing racial/ethnic student groups.
• Postsecondary Readiness: emphasizes the role of elementary and middle schools in preparing students
for the rigors of high school, and the importance of earning a high school diploma that prepares students
for success in college, the workforce, job training programs, or the military.
Campuses that achieve the rating of Met Standard can also earn distinction designations in seven possible areas:
•
•
•
•
•
•
•
Academic Achievement in Reading/ELA
Academic Achievement in Mathematics
Academic Achievement in Science
Academic Achievement in Social Studies
Top 25% Student Progress
Top 25% Closing Performance Gaps
Postsecondary Readiness
Out of the 39 Keller ISD campuses 39 Met Standard and 11 received at least one Distinction Designation.
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Bilingual/ESL
KISD ESL Program Mission Statement
Keller ISD is committed to providing an effective ESL program which supports the development of the cognitive,
affective and linguistic domains of the Limited English proficient student. It is Keller’s mission to achieve the
highest standards of performance by providing exceptional educational opportunities for all students.
How does my child qualify for ESL?
Identification/Program Entry/Testing - Title III requires that student identification and parent notification take
place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An
LPAC should follow the more stringent Texas requirements and have student identification and placement occur
within the first 4 weeks (20 days) of student enrollment.
1. Upon initial enrollment all students must have a Home Language Survey (HLS) completed in their student
record (only one: The original or a copy of original). The HLS shall be administered to each student new to the
district and to students previously enrolled who were not surveyed in the past. If the HLS indicates a language
other than English, testing must be initiated to determine English proficiency.
2. For students in grades PreK-1:
• Administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for
Assessment of ELLs. The list of TEA-approved tests is available at: http://www.tea.state.tx.us/index2.
aspx?id=4098&menu_id=720
• Districts/charter schools that are required to offer a bilingual program must test students in English and
in their primary language. Testing must be administered by trained personnel. Parental permission does not
have to be obtained prior to oral language proficiency testing.
• PreK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL.
3. For students in grades 2-12:
• Administer an OLPT, and
• The reading and language arts portions of an English norm-referenced standardized achievement test
(NRT) from the TEA List of Approved Tests [19 TAC §89.1225(a)].
• Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as
LEP.
Students who score below the 40th percentile on the English reading and English language arts sections of
the NRT are classified as LEP, even if their OLPT score reflects English proficiency. If the student’s ability on
the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced
standardized achievement test is not valid, then the student is classified as LEP [Chapter 89.1225(f)(2)(c)].
Districts/charter schools that are required to offer a bilingual program must test students in English and in their
primary language. Testing must be administered by trained personnel. Parental permission does not have to be
obtained prior to oral language proficiency testing.
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KISD K-8 ESL Model
Elementary and Intermediate Levels (K-6th Grade):
• ESL Specialists shall utilize the ESL curriculum in Forethought to address District SE’s, DSO’s and the
State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught across content
areas. ELPS will be addressed in all language domains: listening, speaking, reading and writing based on the
linguistic level of individual students.
• ESL Specialists shall use instructional methods that target the affective, cognitive and linguistic domains
of students indicated as LEP.
• Small group instruction shall consist of academic and social language instruction in listening, speaking,
reading and writing.
Middle School Levels (7th-8th Grade):
• ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District SE’s, DSO’s
and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught in
English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and
writing based on the linguistic level of individual students.
• ESL Specialists shall serve as the instructor for the English language arts and Reading class for students in
the Beginner and Intermediate language proficiency levels in 7th and 8th grades. ESL courses will follow the
same curriculum as the 7th and 8th grade language arts courses using accommodations for language levels
and ESL specific resources. The ESL course is not an elective and is scheduled in place of the required ELA
course.
Middle School ESL Course Guide
ESL I — Language Arts, Grade 7 — instruction emphasizes reading a variety of genres, writing a wide variety
of compositions, and integrating research and presentation skills in a two period block of instruction. Students
learn grammar, usage, vocabulary, and other English language skills within the context of reading and writing.
Integrated multi-cultural literature studies are used as stimuli or models for writing as well as to promote literary
analysis skills. English language learners must be tested and/or placed in to the class with LPAC permission.
ESL II — Language Arts, Grade 8 — concentrates on writ-ten compositions and grammar components.
Instruction includes research skills, literacy analysis and writing for purpose. In additions students are required
to meet specific in-dependent reading requirements. Integrated studies and literary elements related to
multicultural novels, drama selections, short stories and folklore are incorporated into the curriculum. English
language learners must be tested and/or placed in to the class with LPAC permission.
KISD 9-12 ESL Model
High School Levels (9th-12th Grade):
13
• ESL Specialists shall utilize the ESL and ELA curriculum in Forethought to address District SE’s, DSO’s
and the State Mandated ELPS. ESL Specialists will reinforce vocabulary terms and concepts taught in
English Language Arts. ELPS will be addressed in all language domains: listening, speaking, reading and
writing based on the linguistic level of individual students. ESL Specialists shall use instructional methods
that target the affective, cognitive and linguistic domains of students indicated as LEP.
• ESL Specialists shall serve as the instructor for the Sheltered English I–IV, Independent English I-III,
and Practical Writing. ESL English courses will follow the same curriculum as English courses using
accommodations for language levels and ESL specific resources. Sheltered courses use the same PEIMS
identifier as regular class, but have fewer students. They are taught by an ESL certified instructor who is
trained in ESL instructional techniques and who accommodates content instruction to match the language
proficiency levels of individual students.
High School ESL Course Guide
High School Language Arts Sheltered English I-IV
Grade Placement: 9-12
Prerequisite: Placement test and/or LPAC recommendation
Credit: 1
Enrollment is limited to non-native speakers of English in 9th-12th grades. Placement in Sheltered English I-IV
will be determined through language proficiency tests and LPAC recommendations. Sheltered English courses
align with state and district requirements for English I-IV. Sheltered classes may substitute for the required
English credits.
Independent English I-III
Grade Placement: 9-11
Credit: 1
Enrollment is limited to LEP indicated students in 9th-11th grades who are at the Beginner-Advanced High
language proficiency levels in language acquisition. The course provides additional language arts support for
limited English proficient students. Placement will be determined through language proficiency tests and LPAC
recommendations.
Practical Writing
Grade Placement: 12
Credit: 1
Enrollment is limited to LEP indicated students in 12th grade who are at the Beginner-Advanced High language
proficiency levels in language acquisition. The course provides additional language arts support for limited
English proficient students. Placement will be determined through language proficiency tests and LPAC
recommendations.
14
KISD Bilingual Program Mission Statement
Keller ISD is committed to providing an effective Bilingual program which supports academic achievement, the
development of bilingualism, biliteracy and cross-cultural awareness. It is Keller’s mission to achieve the highest
standards of performance by providing exceptional educational opportunities for all students.
Does my child qualify for the bilingual program?
Identification/Program Entry/Testing - Title III requires that student identification and parent notification take
place no later than 30 days after the beginning of the school year and within 2 weeks of placement thereafter. An
LPAC should follow the more stringent Texas requirements and have student identification and placement occur
within the first 4 weeks (20 days) of student enrollment.
1. Upon initial enrollment all students must have a Home Language Survey (HLS) completed in their student
record (only one: The original or a copy of original). The HLS shall be administered to each student new to the
district and to students previously enrolled who were not surveyed in the past. If the HLS indicates a language
other than English, testing must be initiated to determine English proficiency.
2. For students in Grades PreK-1:
• Administer an oral language proficiency test (OLPT) in English from the List of Approved Tests for
Assessment of ELLs. The list of TEA-approved tests is available at: http://www.tea.state.tx.us/index2.
aspx?id=4098&menu_id=720
• Districts/charter schools that are required to offer a bilingual program must test students in English and
in their primary language. Testing must be administered by trained personnel. Parental permission does not
have to be obtained prior to oral language proficiency testing.
• PK-1 students scoring below the cut-off for English proficiency on the OLPT are classified as ELL.
3. For students in Grades 2-12:
• Administer an OLPT, and
• The reading and language arts portions of an English norm-referenced standardized achievement test
(NRT) from the TEA List of Approved Tests [19 TAC §89.1225(a)].
Students in grades 2-12 scoring below the cut-off for English proficiency on the OLPT are classified as LEP
Students who score below the 40th percentile on the English reading and English language arts sections of
the NRT are classified as LEP, even if their OLPT score reflects English proficiency. If the student’s ability on
the English OLPT is so limited that the administration at his/her grade level of the English norm-referenced
standardized achievement test is not valid, then the student is classified as LEP [Chapter 89.1225(f)(2)(c)].
Districts/charter schools that are required to offer a bilingual program must test students in English and in their
primary language. Testing must be administered by trained personnel. Parental permission does not have to be
obtained prior to oral language proficiency testing.
15
Bell Schedule
Campus start and end times are listed below:
High Schools: 8:30 a.m. to 3:40 p.m.
Middle Schools*: 8:30 a.m. to 3:40 p.m.
Intermediate Schools: 7:45 a.m. to 2:45 p.m.
Elementary Schools: 8 a.m. to 3 p.m.
Early Learning Center AM: 8 a.m. to 11 a.m.
Early Learning Center PM: 12:15 p.m. to 3:15 p.m.
*Timberview Middle School follows a Middle School Bell Schedule despite the fact that it houses grades 5-8.
2015-16 High School Bell Schedule:
A/B Hybrid Block Day
Keller ISD high schools operate on a hybrid block schedule, attending 1st and 5th period everyday.
1st
8:30 to 9:20
2 A/B
9:25 to 11:00
3 A/B
3 A/B
3 A/B
3 A/B
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1st Lunch
11:05 to 11:35
11:40 to 1:10
2nd Lunch
11:05 to 11:35
11:35 to 12:05
12:10 to 1:10
3rd Lunch
11:05 to 12:05
12:05 to 12:35
12:40 to 1:10
4th Lunch
11:05 to 12:35
12:35 to 1:10
4 A/B
1:15 to 2:45
5th
2:50 to 3:40
Calendars
2015-2016 Instructional Calendar
From August to June, make sure you know when school starts, when school ends and what holidays and events
are in between.
2015-2016 KISD Instructional Calendar
2015
July
S M T W
1
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
Th
2
9
16
23
30
F
3
10
17
24
31
S
4
11
18
25
F
ER]
9
16
23
30
S M T W Th F
1
3 PD 5 6 7 8
10 11 12 13 ER ES]
17 18 [19 20 21 22
24 25 26 27 28 29
31
October
S M T W Th
1
4 [5 6 7 8
11 PD 13 14 15
18 19 20 21 22
25 26 27 28 29
2016
January
April
S M T W Th F
1
3 4 5 6 7 8
10 11 12 13 14 ER]
17 [18 19 20 21 22
24 25 26 27 28 29
August
S M T W Th F
3
4
5
S M T
1
6 7 8
13 14 15
20 21 22
27 28 29
F
ER
13]
20
27
S
7
14
21
28
S M T
1
6 7 8
13 14 15
20 21 22
27 28 29
Th
4
11
18
25
F
5
12
19
26]
S
6
13
20
27
S M T
1
6 7 8
13 14 15
20 21 22
27 28 29
Th
5
12
19
26
F
6
13
20
27
S
7
14
21
28
S M T W
ER
5 6 7 8
12 13 14 15
19 20 21 22
26 27 28 29
2
9
16
23
30
[24 25 26 27 28
31
S
3
10
17
24
31
S
1
8
15
22
29
M
2
PD
[16
EQ
30
S
2
9
16
23
30
S M
1
7 8
14 PD
21 22
28 [29
T
2
9
16
23
S
2
9
16
23
30
S
1
8
15
22
29
T
3
10
17
24
31
Bad Weather Make Up Day
7
Teacher PD Week
M
2
9
16
23
30
November
W
4
11
18
25
Th
5
12
19
26
February
W
3
10
17
24
May
W
4
11
18
25
H Student/District Holiday
PD Student Holiday/Professional Development
SA State Assessment Days (Subject to TEA Revision)
GD Proposed Graduation Day
TW Teacher Work Day
6
New Teacher Week
T
3
10
17
24
September
S
1
8
15
22
29
W
2
9
16
23
30
Th
3
10
17
24
S
5
12
19
26
F
4
11
ER
25
Th
3
10
17
24
31
Th
ES]
9
16
23
30
December
W
2
9
16
23
30
Th
3
10
17
24
31
March
W
2
9
16
23
30
June
ES
ER
ER
ER
ER
EQ
Dates
F
4
11
18
25
Aug. 10-14
Aug. 17-21
Aug. 24
Sept. 7
New Teacher week
Professional Development/Teacher Preparation
First Day of School
Labor Day/School Closed
S
5
12
19
26
Oct. 2
Oct. 12
Nov. 6
Nov. 9
Nov. 23-27
Dec. 18
Dec. 21-Jan. 1
Pre K-8th Grade Early Release Day
Student Holiday/Professional Development
F
4
11
18
25
S
5
12
19
26
Jan. 4
Jan. 14
Jan. 15
Jan. 18
Feb. 15
Mar. 14-18
Mar. 25
9-12th Grade Early Release Day
End of Semester/Pre K-12th Grade Early Release/Teacher Work Day
MLK Day/School Closed
Spring Break/School Closed
School Closed/Bad Weather Make Up
F
S
4
11
18
25
Apr. 15
May 28
Proposed Graduation Day
May 30
June 1
June 2
June 3
Memorial Day/School Closed
9-12th Grade Early Release Day
End of Semester/Pre K-12th Grade Early Release/Teacher Work Day
TW
10
17
24
21
Fall Break/School Closed
Pre K-12th Grade Early Release
Winter Break/School Closed
Teacher Work Day/Second Bad Weather Make Up Day
(June 3 TW day will move to June 4 if used as a bad weather day)
End of Semester/Pre K-12th Grade Early Release
Pre K-4th Early Release
PreK-8th Early Release
9-12th Early Release
PreK-12th Early Release
Professional Development Equivalency Day
1st Semester
2nd Semester
Total
86 Days
90 Days
176 Days
Keller ISD Board Approved 2/19/2015
17
Child Nutrition Services
Keller ISD’s Child Nutrition Services partner, Sodexo, provides current breakfast and lunch
menus at kellerisd.sodexomyway.com. Payments may be made to the student’s lunch account
online at www.parentonline.net.
At the elementary and intermediate level, Sodexo delivers healthy and delicious school meals based on the
USDA’s nutrition guidelines so that students are engaged and ready to learn in school. All meals include a variety
of fresh fruit and vegetable choices, and a variety of chilled non-fat or low-fat milk.
At the middle school and high school level, Sodexo offers a minimum of six sides daily with lunch
choices: fresh garden salad greens plus fruits and vegetables in an inviting variety. Additionally, they
offer locally-grown items whenever seasonally available. All meals
include low-fat or fat-free milk.
For more information, please contact David Smith, Director of
Child Nutrition, at 817-744-3980.
Clayton YES! After-School Programs
Clayton YES! offers a wide variety of programs and services designed to meet your needs for
before and after school child care.
• High-quality fee-based before and after school care on-site atKeller ISD schools.
• Camp Fundango (full-day care for school holidays, in-service days and summer vacation) provided onsite at local schools.
Clayton YES! recognizes that working parents need full day programs during school holidays and in-service
days. Selected locations will be open during the winter, spring, summer breaks and for most school holidays.
Registration and reservation details will be available approximately two weeks prior to optional full day
programs and one month prior to summer programs. Reservations and additional fees are required for full day
care; an additional fee is charged after the registration deadline.
Reservations are on a first-come, first-served basis. When a center is at
capacity, parents might be asked to take their child to another location
where space is available. It is important for us to know how many children
will be attending so that staff can be scheduled accordingly. Children
without reservations will be accepted only if space is available. Once
full day reservations are received, no credit or refunds will be issued for
cancellations.
For more information, visit claytonyes.org.
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Counseling
The Keller ISD Counselors believe in promoting the holistic development of all students in
partnership with parents, staff, and community.
Keller ISD counselors follow the American School Counselor Association Model of a Comprehensive,
Developmental Guidance and Counseling Program. The school counselors strive to promote student success
through academic, career, social, and emotional development. The responsibilities of each area are as follows:
Guidance Curriculum - Guidance lessons on a variety of topics; large-group consultations with students.
Responsive Services - Individual counseling sessions; parent consultations regarding individual student
needs; coordination with outside referral sources
Individual Planning - Academic and career guidance; parent and student consultation regarding planning
and goal-setting; interpretation and analysis of assessment instruments
System Support - Community outreach; parent education programs; teacher consultation; school
improvement planning
To learn more about the Keller ISD Counseling Department, or to find more information on Counseling “Hot
Topics,” course guides, dual credit, or college and scholarships, visit the Counseling link on the “Need to Know”
page at KellerISD.net.
Drug Awareness Program
The Department of Counseling and Guidance has collaborated with the Athletics and Fine
Arts Departments to create an online drug and alcohol prevention program.
The online program provides insight into national, state and local substance abuse trends, as well as important
information regarding warning signals and availability of some of the most commonly used drugs.
For more infomation on the Drug Awareness Program, contact Marcene Weatherall at
[email protected].
19
Dyslexia
Students struggling with some or all of the many facets of reading, writing and/or spelling are
provided specialized assessment in order to determine if a student may be identified as a student
with dyslexia.
Those students who are identified are provided with an appropriate instructional program for the student at each
campus. The major instructional strategies utilize individualized, intensive, and multi-sensory methods as appropriate.
A copy of The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders can be downloaded from
the TEA website: http://www.tea.state.tx.us/.
Frequently Asked Questions
What process is used to determine educational need for dyslexia assessment?
The campus student intervention team or 504 or ARD committee determines whether there is an educational need for
dyslexia assessment. Recommendation for dyslexia assessment should be based on the educational need of the student
as outlined in The Dyslexia Handbook published by the Texas Education Agency.
When does KISD assess students for possible dyslexia intervention?
Students will be assessed after the campus student intervention team, ARD committee, or 504 committee determines
there is an educational need and all individual student data has been considered. Any student who may move into the
district after the school year has started and has participated in or been previously assessed for dyslexia may require
additional assessment upon entry to school.
What information is used to determine if a child should receive dyslexia services?
Both informal and formal assessments are evaluated in the decision-making process. A parent interview, classroom
teacher checklist, samples of classroom work, and informal assessments conducted by the campus dyslexia teachers
are all examples of informal pieces of information that are collected. Formal assessments are standardized, normreferences tests that are conducted by the campus dyslexia teachers include the areas of phonemic awareness, letter ID,
rapid naming of words, decoding words both real and nonsense, reading comprehension, and fluency/rate of reading.
Who ultimately identifies and makes placement decisions for students exhibiting characteristics of dyslexia?
Members of the district’s dyslexia team review all collected data and ultimately decide if a student meets the criteria
for program entry for recommendation to the campus student intervention team, ARD committee, or 504 committee.
Any additional information provided by classroom teachers, administrators, counselors, other special population
teachers, and/or parents is taken into consideration during the 504 meeting in order to gain an understanding of the
whole child.
How long will my child receive direct dyslexia instruction?
The dyslexia curriculum was intended for a three to four year time frame, but is designed to progress at the individual
needs of the student. Each student’s program is delivered through daily, small group instruction. Student progress is
monitored by the dyslexia teacher. Possible length of time in the program may fluctuate from child to child depending
on individual factors such as extended illness, excessive absences, and progress made within the curriculum.
What factors are used to determine when a child EXITS from dyslexia intervention?
The following factors may be used to determine when a child exits from dyslexia intervention: (1) completion of
curriculum; (2) student demonstrating success in grade level material: (3) passing STAAR; (4) recommendation by
the dyslexia teacher; (5) parent request; (6) moved from KISD; and (7) lack of appropriate progress within the dyslexia
curriculum. All decisions are made in the appropriate committee meeting with attendance and/or input from the
parent and student.
20
When would a child be considered for a discontinuation of services?
The following factors may be used to determine a discontinuation of services: (1) Parent request to return to general
education setting: (2) showing academic success by passing classes, demonstrating mastery of grade level material
and/or STAAR (3) moved from KISD (4) lack of appropriate progress within the dyslexia curriculum. All decisions are
made in the appropriate committee meeting with attendance and/or input from the parent and student.
How will my child be supported once they have exited from their daily dyslexia instruction?
Campus dyslexia teachers monitor students who have exited the dyslexia program for a period of time. Monitoring is
a way to support teachers and students within the classroom setting. This tracking can look different for each student
depending on the student’s needs. Tracking can take the form of checking student’s grades each grading period, talking
to classroom teacher(s), meeting with the individual student informally, etc.
What kind of support is available for my student at the secondary level?
A dyslexia teacher is available to support students on middle school and high school campuses. Students are enrolled
in a dyslexia class that is scheduled within the regular school day and is different from the regular reading/language
arts curriculum. Dyslexia teachers are encouraged to use their expertise to deliver instruction designed to help
students transition their learned skills into regular education classes.
What kind of support is available for my child at the elementary level?
For students in grades K-5th who are struggling with reading and writing, there are interventions that might be
available outside of the classroom environment. Accelerated reading instruction and tutoring are possibilities for
students who are experiencing difficulty within the general classroom setting. Decisions to participate in these
interventions are made when students demonstrate an educational need.
Who delivers instruction for students showing characteristics of dyslexia?
A teacher who has received extensive training in an alphabetic multi-sensory program will provide the curriculum for
students. When KISD hires a new teacher without extensive training, the training begins as soon as possible.
Who can I contact at my child’s campus concerning the dyslexia program?
Contact the campus dyslexia teacher before/after school or during her conference period. Call the campus office to
find out when the teacher is available within the school day for questions concerning the dyslexia program.
How does KISD address students who have participated in a dyslexia program in another district?
All prior educational history including any previous interventions, assessment results, and past grade level
performance information are collected upon a student’s enrollment in KISD. That information is reviewed to evaluate
what, if any, additional information might be needed in order to make an appropriate decision concerning student
placement. The student’s educational need will determine any program intervention.
My child is currently participating in another intervention. Is it possible that he will receive reading support through
the district’s dyslexia program?
KISD offers several interventions to support student success. Whenever children are placed into these interventions,
it is done so with multiple considerations in mind: (1) what will benefit the child, and (2) what intervention is offered
that will be delivered in the least restrictive environment for that student.
How will I be updated on my child’s progress in the dyslexia program?
Your child’s dyslexia teacher will report progress each six weeks and may arrange for parent conferences as necessary
to discuss your child’s progress within the dyslexia curriculum. Parents can request a conference as well. Conferences
will usually be scheduled before/after the school day or during the teacher’s daily planning period.
How can my child be served after K-12?
Please contact the College Board at http://sat.collegeboard.org/register/for-students-with-disabilities or call customer
service at (609) 771-7137 within five years of initial dyslexia testing and evaluation to learn about the accommodation
process on college entrance exams.
21
Early Childhood Education
Eligibility for Prekindergarten
A child must be at least three years of age and fit at least one of the following criteria:
• Be unable to speak and comprehend the English language
• Be educationally disadvantaged, which means a student eligible to participate in the national free or reducedprice lunch program
• Be homeless, as defined by 42 United States Code (U.S.C.) Section 1143a, regardless of the residence of the child,
of either parent of the child, or of the child’s guardian or other person having lawful control of the child
• Be the child of an active duty member of the armed forces of the United States, including the state military forces
or a reserve component of the armed forces, who is ordered to active duty by proper authority; or is the child of a
member of the armed forces of the United States, including the state military forces or a reserve component of the
armed forces, who was injured or killed while serving on active duty
• Be in, or have been in, the conservatorship of the Department of Family and Protective Services (DFPS) following
an adversary hearing held as provided by Section 262.201, Family Code
Documentation for Prekindergarten
The following sections provides the requirements and documents needed for each group of students:
English Language Learners
Students who qualify because they are unable to speak and comprehend English must have the following documentation:
• Home language survey: School districts must be administer the home language survey in English and Spanish; for
students of other language groups, school districts must translate the home language survey into the home language
whenever possible.
• Proof of a qualifying score on an approved Oral Language Proficiency Test. The school district must document
the official scores in the student’s records.
• Documentation of the limited proficiency assessment committee’s identification of the student as an English
language learner.
Educationally Disadvantaged
Students who qualify because they are educationally disadvantaged must income documentation on file. Acceptable
documentation for earnings (wages and salary) include:
• Current paycheck stub
• Current pay envelope
• Letter from employer stating gross wages paid and how often they are paid
• Unemployment, Worker’s Compensation, or Disability payment stub
Acceptable documentation for self-employment income includes:
• Business or farming documents, such as ledger books or self-issued paycheck stub
• Last year’s tax return (Self-employment)
Acceptable documentation for cash income is a letter from the employer stating wages paid and frequency.
When providing written evidence of proof of income, parents or those standing in parental relation to the student must
submit documents that show income received by the household during the month before verification. The document
ought to contain the name of the person standing in parental relation, and amount of income, and the date received. A
pay stub with no date would be insufficient. Reported gross income is any money received on a recurring basis, including
gross earned income. Specifically, gross income means all money earned before any deductions, such as income taxes,
employee’s social security taxes, insurance premiums, bonds, and charitable contributions.
For additional sources and examples of income documentation, refer to the Administrator’s Reference Manual (outside
source) for Texas Child Nutrition Programs.
22
Homeless
Students who qualify because they are homeless must fit the definition of homeless as defined by 42 U.S.C. Section 11302
and 42 U.S.C. Section 11434(a). (Refer to “FAQs” for definition of “homeless”)
Military
Students who qualify because they are the child of an active duty, injured, or killed member of the armed forces of the
United States, including the state military forces or a reserved component of the armed forces must have the following
documentation on file:
• Documentation that a district employee verified the student’s US Department of Defense (DoD) photo
identification for children of active duty service members. The documentation must include the printed name
and signature of the person who verified the identification and the date of verification. If the student has not been
issued such an ID, then documentation must be on file that a district employee verified the military member’s DoD
photo identification (or other DoD-issued documentation indicating that the person is an active-duty member
of the military) and verified documentation showing that the student is a child of the military member. The
documentation to be kept on file must include the printed name and signature of the person who verified the DoD
and other documentation and the date that it was verified, as well as a photocopy of the documentation showing that
the student is a child of the military member. Important: Your district should not make a copy of DoD identification.
• A statement of service from the installation adjutant general director of human resources for children of active
members, mobilized reservists, or members of the Texas National Guard. This office would use the military
personnel systems and documentation to verify that the service member is in fact on active duty in Texas or a Texas
mobilized reservist. For Texas National Guard members (army or air guard), the Texas National Guard’s Office of
the Adjutant General may provide documentation or an official letter from a commander (at or above the lieutenant
colonel or, for the navy, at the commander level) confirming active or mobilized status, which is acceptable
documentation.
• A copy of the death certificate using the service-appropriate DoD form, or a DoD form that indicates death as the
reason for the separation from service, for children of service members who died or were killed. If the DoD form is
not available, the family would ask the casualty assistance office of the closest casualty area command (in Texas) to
provide a memorandum signed by the casualty office stating that the service member was killed in action or died
while serving.
• A copy of Purple Heart orders or citation for children of service members or mobilized reservists or guardsmen
wounded or injured in combat.
• A copy of the line of duty determination documentation for children of service members or mobilized reservists
or guardsmen who were injured while serving active duty but were not wounded or injured in combat.
If this documentation is not available, a copy of an official letter from a commander (at or above the lieutenant
colonel or, for the navy, at the commander level) that states that the service member was wounded or injured while
on active duty is acceptable. A copy of a letter from the US Department of Veterans Affairs indicating that the
service member is eligible for disability compensation is also acceptable.
• Documentation that a service member is MIA for children of service members who are MIA.
Department of Family and Protective Services
DFPS will mail a verification letter of prekindergarten eligibility to the parent or caregiver of students who qualify because
they are, or ever have been, in the conservatorship of the Department of Family and Protective Services following an
adversary hearing, as provided by Section 262.201, Family Code.
Districts must accept the DFPS letter as proof of eligibility to enroll these children in free prekindergarten. For assistance
in obtaining a letter, please contact the DFPS Education Specialist in your area for assistance or for a description of other
forms of proof of eligibility.
The Keller Early Learning Center is located at 10310 Old Denton Rd., Fort Worth, TX 76244
23
Gifted and Talented Program
The mission of the Keller ISD Advanced Academic Services shall be to facilitate students in
the development of skills, concepts, and attitudes within the cognitive, emotional and social
domains so that they may become autonomous, life-long learners.
Gifted and Talented Services
Kindergarten-2nd Grade
Students identified as gifted and talented, or GT, in grades K-2 are clustered within their homerooms and meet
with a primary GT Specialist weekly. Teachers who have received 30 hours of gifted and talented professional
development differentiate content to ensure appropriately challenging depth and complexity and employ
strategies such as flexible pacing and grouping, tiered instruction, and extension activities. The GT Specialist
engages GT students in creative and critical thinking strategies as well as Young Autonomous Learner Model
activities with 21st Century Skill reinforcement in the areas of innovation, communication, and problem-solving.
3rd-6th Grade
Gifted and talented students are also clustered with teachers who have received 30 hours of gifted and talented
professional development. GT students meet with a gifted specialist for in-depth study and activities designed
to address the unique social-emotional needs of gifted students. GT Specialists facilitate the growth of
students as independent, self-directed learners, with the development of skills, concepts, and positive attitudes
within the cognitive, emotional, and social domains through the Autonomous Learner Model. Students are
encouraged to pursue areas of interest in selected disciplines through guided and independent research leading
to the development of advanced-level products and/or performances. The 21st Century skills of innovation,
communication, problem solving, collaboration, critical thinking, and information/media/ technological literacy
are reinforced as KISD’s gifted learners become lifelong learners.
7th-12th Grade
GT middle school and high school students are encouraged to enroll in pre-advanced placement and advanced
placement courses. The Advanced Placement Program allows students to participate in college level courses
and possibly earn college credit while still attending high school. The Pre-AP Program is the complimenting
preparatory program designed to provide students with the necessary skills to be successful in AP courses. All
Pre-AP and AP teachers attend professional development in the areas of the nature and needs, social emotional
needs, and the identification and assessment of gifted students, and receive additional training in instruction
and differentiation for gifted learners. Credit-by-exam for acceleration, dual credit, correspondence courses, and
distance learning are further options for secondary gifted students to earn credit through accelerated and/or
enriched study.
Differentiated Curriculum for GT
Differentiated curriculum includes components that modify content, process, product, or affect. The GT cluster
groups work with district curriculum that is differentiated to present learning experiences aligned to the abilities
of the students.
Grades K-6
GT students are cluster grouped to receive instruction in three formats:
• with other GT identified students
• individually
• with other students possessing a range of abilities
24
Grades 7-8
GT students in grades 7 and 8 are offered gifted instruction through advanced classes in the four core
content areas: language arts, mathematics, science, and social studies.
Grades 9-12
GT students are offered a variety of classes in Pre-AP/AP coursework. The annual High School Course
Guide provides additional information. With administrator permission, a student may participate in
additional options.
Distinguised Achievement Plan Diploma
Gifted and advanced learners can consider the DAP high school diploma. The DAP requires rigorous course
work and the completion of four advanced measures. Ask your campus administrator for more information.
ID & Assessment
Identification Process
Students in grades K-12 will be referred during the district designated referral periods. A teacher, parent,
student, or community member may submit a referral.
Admission for GT
Students are screened and assessed for the GT program at the campus level. Quantitative and qualitative
measures are used to determine eligibility. GT placement is determined by an Admit, Review, and Exit (A.R.E)
campus committee of at least three local district or campus educators who have received training in the nature
and needs of gifted students and who have met and reviewed the individual student data.
GT Transfer Students
When a student identified as gifted by a previous school district enrolls in the district, the A.R.E. committee shall
review the student’s records to determine if placement in the district’s GT program is appropriate. At the time
of enrollment, transfer students should present appropriate GT information from the previous program. The
A.R.E. committee shall make a determination based on the transferred records, observation reports of district
teachers who instruct the student, and student and parent conferences.
Notification for Acceptance of GT Services
When selected for the GT program, parents and students are notified in writing. Participation in the GT
program is voluntary. Written permission of the parent is required for a student to be placed in the program. If
a student does not meet the criteria for the GT program, the student is eligible for screening the following year.
Handbooks and Code of Conduct for Students
Student resources such as the Student Code of Conduct, Student Handbook, Technology Acceptable Use Policy
and Dress Code can be found under the “Handbooks and Code of Conduct” link on the “Need to Know” page at
KellerISD.net.
25
Career and Technical Education (CTE)
Keller ISD provides a Career and Technical Education program that empowers students to
master the basic skills and knowledge necessary for managing the dual roles of family member
and wage earner and for gaining entry-level employment in a high-skill, high-wage job or
continuing the student’s education at the postsecondary level.
The Keller ISD CTE program provides rigorous courses of study consistent with the required curriculum and
under which a student may receive specific education in a career and technical profession that:
• Meets or exceeds business or industry standards
• Leads to postsecondary education
• Leads to industry certification
Students may obtain from the District an endorsement, an award or distinction for their achievement in career and
technical education, a stamp or other notation on the student’s transcript that indicates their receipt of the award.
The program model used in Keller ISD varies dependent on grade levels. The following are components of the CTE
program at each grade level:
Career Awareness: Kindergarten-6th Grade
• Students will make connections between TEKS learning outcomes, career responsibilities and skills,
through inter-disciplinary lessons and resources that may include Career Days, guest speakers, community
partnerships, and other innovative means.
Career Exploration: 7th-8th Grade
• Students will explore valid, reliable educational and career information to learn more about themselves and
their interests and abilities.
• Students integrate skills from academic subjects, information technology, and interpersonal
communication to make informed decisions.
• Students will use interest inventory software or other tools to explore areas of personal interest.
• Students will use this information to explore educational requirements for a variety of chosen career paths.
• Students will use decision-making and problem-solving skills for college and career planning.
• Students will develop a Personal Graduation Plan that outlines post-secondary and career goals, and maps
connected high school and dual credit courses over four years toward their goals.
Career Readiness: 9th-12th Grade
• Students will select a coherent sequence of courses within CTE pathways guided by their Personal
Graduation Plans.
• Students integrate skills from academic subjects,
career and technical education, and interpersonal
communication to make informed decisions
regarding college and careers.
• Students will use decision-making and problemsolving skills within advanced, practicum, and dual
credit career and technology credits.
• Students will enhance their Personal Graduation
Plans to six years to outline forthcoming
postsecondary or career plans.
• Students will develop a portfolio highlighting
industry standard projects and skills, certifications,
and work-based learning experiences.
26
Health Services
Keller ISD Health Services Department’s mission is to support student success, helping each
person we touch reach his/her maximum health potential.
The Role of the KISD School Nurse
• Conduct health screenings for vision, hearing, Acanthosis Nigricans, scoliosis, height and weight.
• Provide emergency first aid.
• Evaluate and assess the health needs of students and employees.
• Provide health counseling on chronic illness, nutrition, disease prevention and positive lifestyles.
• Implement and monitor students’ compliance with state immunization laws.
• Develop objectives for the health component of the Individualized Health Plan.
• Conduct health-related classroom presentations.
• Evaluate and monitor communicable diseases.
• Provide health resources for faculty and staff.
• Serve as liaisons between home and school regarding health concerns.
• Record health histories.
• Monitor long-term illnesses.
• Implement case management within the school setting.
• Participate in parent-nurse conferences.
• Provide information and referral to community resources.
• Participate with parent groups.
• Provide activities for health promotion and education
The latest immunization information and other health resources can be found under the “Health Services” link
on the “Need to Know” page at KellerISD.net.
Special Services
In Keller ISD, each student with a disability has the opportunity to participate in a free,
appropriate education designed to meet his or her individual needs.
Students are educated on a campus as close to home as possible. KISD provides a continuum of child-centered and
supportive services which meet the needs of eligible students who have disabilities. KISD also complies with all
aspects of the Individuals with Disabilities Education Improvement Act (IDEA 2004).
For more information about opportunities within Special Services in Keller ISD, visit the “Special Services” link on
the “Need to Know” page at KellerISD.net.
27
Home Access Center
Home Access Center is a Web portal that allows parents/guardians to log in and view
information pertaining to their student including, but not limited to, class schedules,
emergency contact information, attendance, and grades.
The Home Access Center is provided for the express use of the parents of Keller Independent School District
students to assist in the communication of important educational information. The goal of the Home Access
Center is to assist you in effectively communicating with the teachers, staff, and administration about your
student.
Frequently Asked Questions
Who can log in to Home Access Center?
Students and legal guardians will be provided with a Home Access Center account. Parents can each have their
own username and password as long as they each have their own e-mail address. They do not need to share an
account. If both parents provided the same email address on their student’s emergency card, then they will have
to share one login to Home Access Center using that email address as their username.
What is my username?
Your username is the email address you provided to your student’s campus on your student’s registration
information. If you have changed your email address since registration, please call the school and update your
information with your new email address as soon as possible.
How will I receive my Home Access Center password?
You may retrieve your password by visiting the Home Access Center and clicking on the forgotten password link
or by contacting your students’ campus.
What can I do in Home Access Center?
You will have the ability to communicate with school staff via email by clicking on the staff members’ name when
highlighted.
You will be able to view your student’s
• Demographic information for your student, such as student name, birth date, gender, building, grade,
counselor, homeroom number, and residency status
• Current schedule
• Emergency contacts and doctor information
• Student and guardian address information
• Progress Report and Report Card information for the current year (as they become available)
• Attendance information in calendar format, with color-coded absence types
• Class Calendar Events (when entered by the teacher)
• Assignments (when entered by the teacher)
Having Issues?
Email [email protected] and be sure to include the name of your campus, student name or ID
number, and a parent email address to which the account is attached.
28
New Student Enrollment
Parents of enrolling students new to Keller ISD need to bring the following items with them
to registration:
• Parent Identification (Valid Photo ID)
• Student Identification (One of the following options: Birth Certificate, Passport, Adoption Records,
School ID Card, Hospital Birth Record, Church Baptismal Record, or any other legal document that
establishes identity.)
• Child’s Immunization Records (Validated by a physician’s signature or stamp; current immunization
requirements can be found on the KellerISD.net Health Services Page.)
• Child’s Social Security Number (optional but preferred)
• Proof of Residency (utility bill, lease agreement, contract). If you are not a resident of Keller ISD, but you
are living with someone who is a resident, the resident must complete an Affidavit of Residency form. This
form is available when you register. Falsification of information by parent(s)/guardian(s) may be punishable
under the TEXAS PENAL CODE, CHAP. 37, SEC. 37.10.
• Registration Forms
If you have any questions, please contact the individual campus.
Residency Information Required
Initial Registration – If living in own residence or renting
• Provide parent/guardian driver’s license
• Provide current utility bill showing name, current address and date
• Provide rental agreement or lease (If Renting Or Leasing)
Initial Registration – If Building In KISD
• Provide builders contract showing projected completion date (Must be less than six months)
• Campus will follow Up(At Projected Completion Date)
• Provide driver’s license with new address
• Provide utility bill showing new address(utility deposit or connection confirmation)
Initial Registration – If Living In Another Person’s Residence
• Provide driver’s license of person responsible for (Owner Of) residence
• Provide utility bill showing name of owner, current address and date
• Residence owner to complete affidavit of residency (notarized)
• If child(ren) not living with parent, provide court document or power of attorney (signed by parent /
guardian and notarized)
• Campus will follow up (In 30-60 Days & for following school years)
• Provide parent/guardian driver’s license with residence address or utility bill in parent/guardian
name showing residence address
• Next Year – provide attending school with same/current information for proof of residency
including updated Affidavit of Residency
All residency affidavits are subject to verification by campus/attendance officer and if falsification of information
is determined, withdrawal is immediate in accordance with FD (legal).
For more information, or to download registration forms, visit the “New Student Enrollment” link on the “Need
to Know” page at KellerISD.net.
29
Parent-Teacher Association
Keller PTAs, or Parent-Teacher Associations, exist to support local schools, encourage
parent involvement, support teachers, and organize family events.
Visit the Keller Council of PTAs Web site at http://kcpta.webs.com/.
Portrait of a Graduate
A Keller Independent School District graduate will be expected to:
Demonstrate success in college or further study and for employment in a global society
• Initiate independent learning
• Understand world issues and current events
• Understand and use effective learning techniques to acquire and apply knowledge
Demonstrate social awareness
• Develop and maintain positive relationships
• Know and appreciate cultural and linguistic diversity
• Exhibit an appreciation of the arts and humanities
• Commitment to service
Exhibit strong personal qualities
• Identify personal goals
• Demonstrate value of self
• Understand and engage in activities that promote intellectual, physical, and emotional balance
• Demonstrate integrity and take personal responsibility
Communicate effectively
• Express ideas and information confidently and effectively in a variety of modes of communication
• Work in collaboration with others
Use technology as a tool
• Select appropriate tools and procedures
• Use technology to access, analyze, organize, and process information
Exhibit creative thinking, critical thinking, and problem solving
• Explore ideas and issues for understanding
• Draw well-reasoned conclusions and solutions
• Analyze and evaluate thinking with a view to improve it
30
Random, Voluntary Drug Testing
Keller ISD has a voluntary drug-testing program at its middle and high school campuses. The
program is strictly voluntary and free of cost to students and families, while serving as a deterrent
to illegal drug use and assisting the district in enforcing a drug-free educational environment.
Purpose:
• To prevent injury, illness, and harm
• To enforce a drug-free environment
• Deter use of illegal substances
• To educate students about the harm caused by illegal substances
Explanation:
• District will conduct meetings for parents prior to beginning of each semester to explain policy and granting
consent
• Attendance at meetings is strongly encouraged
Consent:
• Student and/or parent must consent before a student can participate in the program
• If a student is under 18, parent or guardian must also sign consent form
• Parent may revoke consent at any time
Use of Results:
• Test results alone will not be used to impose disciplinary action, academic penalties, or criminal prosecution
• However, any student who commits a disciplinary offense will be subject to consequences in accordance with
the Student Code of Conduct
Confidentiality:
• Results will be strictly confidential and will be disclosed only to student, parent, and designated district officials
who need to inform or refer for services
• Results will not be maintained in a student’s academic record
Collection:
• Contracted laboratory personnel will collect urine samples under condition no more intrusive than those
experienced in a public restroom
• Samples will be produced by student from behind a closed restroom stall
• A district or laboratory representative of the same gender will be present when samples are collected
Random Testing:
• Random tests shall be conducted on as many as four dates throughout the year
• The contracted laboratory shall generate the random sample of students to be tested on each testing date.
Students will not receive prior notice of the testing date or time
Refusal to Test or Tampering:
• A student, whose parent has signed consent, who refuses to test, or who is determined to have tampered with a
sample, will be deemed to have a positive test result and will be subject to the appropriate provisions of a positive
test result
• A student who is randomly selected to be tested, but is absent on the day of testing, will have a sample collected
on the next random testing date
Positive Test Results:
• An initial positive test will be confirmed by a second test of the same sample before it is reported as positive
• Any positive result will require a mandatory meeting between designated district officials and the student and
parent; during the meeting, the student/parent will be provided with available resources
• Any student who tests positive will automatically be tested again on the next random testing date
31
Student Transfers
Keller ISD Transfer Guidelines
The Keller Independent School District (Keller ISD) is committed to the neighborhood school concept. Where a student
resides determines the schools he or she will attend. The District maintains a comprehensive student assignment plan
that is designed to support the neighborhood schools concept, promote balanced enrollment and efficient use of facilities,
and comply with legal requirements. Any student, kindergarten through twelfth grade or a student of an employee living
outside of KISD, who wishes to attend a Keller ISD school outside of his/her, neighborhood attendance area (the “zoned
home school”) must complete an Intra-district Transfer Request and obtain District approval to change schools.
Procedures for Intra-district Transfer
Request
Transfer request forms are available in the front office of each school or on the District website at www.Keller ISD.net
under the “Need to Know” tab and the Student Transfer link. Parents desiring an intra-district transfer must complete the
request form and submit it to their zoned home school for processing. Incomplete forms will be returned for completion.
Transfer requests must be approved by the principals of the home and receiving schools and the superintendent’s designee
before a student may change schools. A condition of every approved transfer is the requirement that the student maintain
good academic standing, prompt and regular attendance, that the student maintain good behavior, and that the parent
cooperate with the receiving school.
Considerations of Transfer Request
In evaluating each transfer request, Keller ISD will consider:
• individual needs of the student and reason provided on the transfer request;
• student’s academic, behavior and attendance history
• overall effect the transfer will have on the home and receiving school;*
• student’s need for special instructional services not provided at the home school;
• medical condition of the student as described in a letter from the student’s medical provider (letter must be
submitted with the transfer request);
• a family request to have similar age siblings attend the same school;
• building capacity and any planned renovation projects;
• current enrollment, growth projections, and boundary issues;
• a request to allow a student who has moved to another Keller ISD school attendance area to continue to remain in
the current school he/she has been attending;
• teacher allocations and class size; and/or other factors relevant to a particular transfer request.
** Keller ISD will not increase staffing allocations to accommodate transfer requests. Consideration of the effect of the transfer
may differ at elementary and secondary schools:
Elementary – To ensure space is available at a campus for students who reside in the attendance area, Keller ISD generally
will deny a request seeking a transfer to campuses where the affected grade level enrollments are projected at 90 percent
or greater of class size expectations.
• Kindergarten students MUST complete Kindergarten Round-Up at the student’s zoned home campus.
Secondary – A variety of factors will be considered to determine whether the transfer would negatively affect the
particular campus’s ability to maintain reasonable class sizes.
Feeder Pattern Progression – The approval of a transfer does not guarantee continued progression though the feeder
pattern campuses.
Out-of-District Employee
Full time KISD employees living outside the KISD boundary are allowed to request a transfer into a KISD campus under
the conditions outlined above and as long as the employee is employed with the district. A-first time KISD employee
32
transfer request will use the same application as an Intra-district transfer, however the application form should be turned
into the requested campus for review since the students home campus is outside of KISD. If the employee’s student is
already on a transfer into KISD and currently attending a KISD campus but will be changing buildings due to grade level
advancement the application should be turned into the current or most recent campus attended for review.
Out-of-District Students
Students residing outside of Keller ISD may fill out the Transfer Application found below. Along with the application, outof-District students must provide a copy of their most recent semester grades, attendance record and behavior incidents
(if any), a letter stating the reason the student is seeking a transfer into Keller ISD, and the name and phone of an
administrator from previous campus attended. Completed applications are to be turned in to the campus. All applications
will be reviewed by the campus principal. Campus capacity and grade level enrollment will also be used in making a
decision.
Timelines
The campus and district administrators will attempt to make a decision on a transfer request by the following timelines.
However, the District may delay a decision when the District determines a delay is necessary to properly consider relevant
information and operational needs. The receiving school principal will notify the parent of approved requests. The home
school principal will notify the parent of a denied request.
Transfers are effective for the beginning of a semester. A request to transfer made after the beginning of a semester will
not be considered for that semester except under extenuating circumstances. Transfer requests for the fall semester will be
accepted between March 1 and April 30 of each school year and reviewed by the third week in June. Transfer requests for
the spring semester will be accepted between October 1 and November 30 of each school year and reviewed by the second
week in January. Transfers submitted outside these calendar windows will be reviewed on a cases by case basis that may
take up to 60 school business days.
Please be aware that transfers received during the summer months may not be reviewed until after the start of the
school year due to campuses conducting new enrollments on a daily basis and the potential that an approved transfer
may later be revoked if grade-level capacity exceeds grade-level staffing.
Rescission of Transfer
An Intra-district and Employee Transfer is a privilege. A student’s transfer may be rescinded at any time by the principal
due to one or more of the following reasons:
• Student becomes a disruption to school operation and/or a detriment to the learning of other students;
• Student has a record of unsatisfactory academics, excessive absences, late arrivals, late pick-ups, and/or
disciplinary infractions at transfer campus;
• Student displays serious or persistent misconduct or for any offense mandating a DAEP or JJAEP placement;
• Lack of parental cooperation;
• Change of the student’s residence;
• Falsification of residency, transfer, or enrollment documents;
• Grade level and/or campus enrollment exceeds capacity; and/or
• Other relevant reasons determined by the building principal.
Transportation
Keller ISD does not provide transportation for transfer students unless otherwise required by law. Parents whose transfer
requests are approved will be responsible for providing transportation to and from the campus.
Change of Residence
Transfer forms must be completed when a student moves into a new Keller ISD home school area but wants to remain in
the school he or she has been attending. A student is considered a transfer student subject to the transfer rules beginning
at the time a request is approved. A new transfer is required when a student wants to change schools.
33
Transportation
Who is eligible for “free” bus service this school year?
All regular education students residing two or more miles from their home campus are eligible to receive free
bus services for the 2015-2016 school year. Students who reside two or more miles from their home campus do
NOT need to register for bus service this school year.
What if I live less than two miles from my home campus?
Students who reside under the two-mile radius will be eligible to apply for bus service with a fee of $75.00 per
semester, per student. This bus service will be provided on a first-come, first-served and space-available basis.
These students will be allowed to ride existing buses that are already in their neighborhoods. Additional bus
stops will NOT be provided in neighborhoods with existing bus stops.
Do I have to register for bus service?
Only students who reside LESS THAN two miles from their campus must register and pay for transportation to
receive bus service.
You MUST contact Durham Transportation at 817-744-1314 to register BEFORE making a payment.
Students/parents may pay online for bus service at https://intouch.kellerisd.net.
Cash and check payments for students residing within the two-mile radius will be accepted. To make a cash/
check payment you must do so in person. Please visit Amanda Horn at the Keller ISD Administration offices
located at 350 Keller Parkway, Keller, TX. Summer hours: Monday-Thursday 8 a.m.-4 p.m., closed daily for lunch
12-12:30 p.m., and closed on Fridays. Students MUST be registered by August 14, 2015 in order to receive a bus
stop by the first day of school.
How do I know if I live over two miles from my home campus and receive free transportation?
There are two ways to determine if you are eligible for FREE busing:
1. Measure the shortest distance traveled (in your personal vehicle) on public roadways from the door
of your home/mailbox to the flagpole of your child’s campus or vice-versa. For example, if the shortest
distance is from your home to the campus, that measurement will be used; if the shortest distance is from
the campus to your home, then than measurement will be used. If either of the two distances is 1.999 miles
or under, you do NOT qualify for FREE bus service and must pay to ride the bus. Apartment complexes are
measured from the front of the apartment offices to the nearest driveway of your campus.
2. Contact the KISD Transportation Department at 817-744-1300.
When can I register for the Fall Semester of the 2015-2016 school year?
Bus registration will be open beginning July 27, 2015. Only students who reside LESS THAN two miles from
their campus must register and pay this school year by August 14, 2015 in order to receive service by the first day
of school.
I live over two miles from my home campus and have not used transportation services this school year.
What do I do to get a bus stop near my home?
Look up your neighborhood bus stop information at www.infofinderi.com. Your student may ride the bus
without registering. If you do not find an existing bus stop for your address on that site, please contact the
Transportation office at 817-744-1300.
What if my campus has never received any bus service?
Many of our elementary campuses do not qualify for bus service. Due to school boundaries, all homes assigned
to these campuses are inside the two-mile radius. In order to receive a bus for these areas, we must have at least
50 paid riders to provide bus services.
34
If I live less than two miles from my campus and pay for bus service will I receive service on the first day of
the semester?
Service will be provided the first day of the semester to students who already have an existing stop in their
neighborhood. If you do not have a stop in your neighborhood or you are at a campus that service is being
provided due to demand, there may be a two-week waiting period for bus services. If service cannot be provided
to you after the two-week waiting period, you will be issued a refund.
What if I live outside my school zone and want transportation?
Unfortunately, there is no transportation provided for students who live outside of their school zone.
Where do I find the information for my bus stop?
Bus stop information for can be found at www.transfinderi.com. Information on bus stops will be available by
August 10, 2015. You can get this information by navigating to www.infofinderi.com, typing in your address, and
choosing your child’s school. If a stop does not appear, you will need to contact Transportation to discuss your
options. You may contact Transportation at 817-744-1300.
Do I need to pay if my student is in the Bilingual or Pre-K program?
No payment is required for students enrolled in these programs if you live over two miles from your home
campus. Students attending Bilingual and Pre-K programs at a campus other than their home campus will
receive free transportation from their home campus to their bilingual or Pre-K campus.
However, you will need to fill out the proper paperwork at the school for your student to be placed on a route.
We will offer transportation from a neighborhood stop to the student’s home campus if the student lives more
than two miles from their home campus. In order to receive this transportation, the parent will need to fill out a
Bilingual request form at the campus and the campus should send those immediately to transportation.
I do not have a student ID number because I just registered for school in the district, how do I register for
bus service without the student ID?
You must have a student ID number in order to register for bus services. You can get this number from your
campus. Please contact your school’s administrative office for information.
If I forgot my password or login for https://intouch.kellerisd.net what do I do?
You must contact the InTouch help desk at 817-744-1170.
What if my address for pick-up/drop-off is different than the address that is registered at my campus?
Transportation is only provided to/from a student’s home address or the address that is on file with Keller ISD as
your home address.
Is there a fee for busing this semester?
The fee for this semester only applies to students residing LESS THAN two miles from their home campus.
$75.00 per student, per semester
Credit or Debit Card Payments can be made online at https://intouch.kellerisd.net. Cash and check payments for
students residing within the two-mile radius will be accepted. To make a cash/check payment you must do so in
person. Please visit Amanda Horn from 8 a.m. to 4 p.m. Monday through Thursday at the Keller ISD Education
Center, located at 350 Keller Parkway. Students who reside LESS THAN two miles from their campus MUST be
registered by August 14, 2015 in order to receive a bus stop by the start of school.
What if I would like to register online with my credit/debit card but do not have computer access?
You may use our public kiosk available at the Keller ISD Administration office located at 350 Keller Parkway,
Keller, Texas, or your student’s campus can assist you.
35
If I am required to pay for bus service will I be able to make monthly payments for the 2016-2016 school
year?
No. Monthly payments will NOT be accepted.
What if my student only needs a ONE WAY ride? Is the cost still the same?
Yes, the cost will still be the same.
Is there a reduced rate if I have more than one student?
No, there is no discount for multi-family or economically disadvantaged riders.
If I cannot afford to pay, what can I do?
Unfortunately, there is no financial assistance.
Can my student ride a different bus in the morning and a different one in the afternoon?
Only with express permission from the General Manager at Durham School Services in emergency situations
will this be allowed. You may reach Jason Lowery at 817-744-1300.
What if I want a refund?
Refunds will not be given to students who are transferred to the District Alternative Education Program. In the
event a student is dismissed from the bus regarding behavior no refunds will be given. Additionally no refunds,
whole or prorated will be given if a child leaves the school district or decides that they do not want to use
transportation.
If you would like a refund you will need to contact Amanda Horn with Keller ISD at 817-744-1170.
Where is my ID Badge?
Bus Badges for the 2015-2016 school year will only be issued to students who reside less than two miles from
their home campus and have paid for bus services. Pay for Ride students who reside under the two mile radius
will receive their badge directly from their campus.
If you live within two miles of the campus and are a paid rider, please make sure to have your child carry your
payment receipt until they receive their ID badge. It may be placed in their backpack in case they are asked to
show proof of payment.
How many students are allowed on a school bus?
School buses are designed to hold 3 children to each seat. This is regulated by The Department of Transportation
and Federal law. Most school buses are designed to transport either 72 passengers or 84 passengers.
We will not allow a school bus to exceed the DOT thresholds at any time. Please be aware though that the buses
may be used to their full capacity. For safety reasons, every effort will be made to keep our maximum number of
riders to a smaller capacity than allowed by DOT recommendations.
36
Transcript/Records Request
Keller ISD is pleased to help assist current and former students access transcripts,
attendance records, and employment verifications.
These records can now be securely purchased online through Keller ISD’s partnership with ScribSoft. Those
requesting records can do so from the comfort of their home at kellertx.scriborder.com.
Web Store
Keller ISD now accepts online credit card payments for District schools and facilities.
Visit the Keller ISD Web Store at http://intouch.kellerisd.net to see if your school has items available for
purchase.
Current items available on the Keller ISD Web Store include student transportation payments (only during Fall
and Spring open registration), classes at the KISD Natatorium, and school fines and fees.
If your school is not yet listed, please check back as items are continually being added to the Web Store.
37
Work the Plan: Student/Family Reunification Information
Should an emergency situation arise within the Keller ISD while school is in session, the District will activate its
“Work the Plan” operation, and your cooperation is essential to its success.
It is important that you know that the District and its individual campuses have made preparations to deal with
these incidents.
One of the greatest challenges during an emergency situation is managing traffic flow and incoming phone calls
from concerned parents and others. Traffic jams and overloaded phone lines prevent emergency responders
(police, fire, and medical personnel) from providing services in a timely manner.
Please be aware that only emergency personnel will be allowed to enter a campus during crisis situations so
please do not come to the school during an emergency event. You will be instructed to respond directly to one of
the following local churches where Keller ISD administrators will provide you information on how to reconnect
with your child.
This site is not necessarily where students will be relocated, but it is where specific information will be provided
to parents.
The following churches have been designated as our Keller ISD Parent Information Centers:
• Heritage Church
4201 Heritage Trace Parkway, Fort Worth, 76244
817-741-0499
• Harvest Church
7200 Denton Highway, Fort Worth, 76148
817-498-8575
• First Baptist Church of Keller
225 Keller Parkway, Keller, 76248
817-431-2545
• NorthWood Church
1870 Rufe Snow Drive, Keller, 76248
817-656-8150
Students will only be released to parents and persons identified on the School District Emergency Card.
Please keep this information accurate and updated and discuss these matters with your child. Thank you for
your cooperation and understanding as we continually seek to assure the safety and security of all students,
employees, and visitors of the Keller Independent School District.
38
39
KellerISD.net

Keller ISD Parent Handbook Keller ISD Parent Handbook

Transcription

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