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Athletics

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1. Where is the Athletics Office?

The Athletics Office is located in the Administration Building at:
510 W. Mercer St.
Dripping Springs, TX 78620

2. What are the Athletics Office's hours?

Hours are from 8:00 am to 12:00 noon, and 1:00 pm to 4:00 pm.

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C & I - Adv Academics ACE

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1. Will the ACE program have more homework than standard academic classes?

ACE classes may have more homework than standard classes. They will require more reading, more writing, and more independent practice, with the goal of developing advanced skills in those subjects.

2. Must a student be enrolled in ACE classes in order to take Pre-AP classes in middle school?

No. All academic courses in DSISD offer appropriate instruction to prepare students for the next level of learning.

3. How might participating in the ACE program affect my student's grades?

ACE classes may have an effect on grades because expectations will be set very high. We encourage parents to focus on what students are learning rather than the occasional B or C grades they may encounter on the journey.

4. May ELL or students with disabilities enroll in ACE classes?

The program is open enrollment. Careful guidance must be used in decision making for these students. The LPAC or ARD committee accommodations are permissible but shall not change the expectation or course content.

5. Can my student withdraw from the ACE class if he/she finds it too difficult?

Students must commit to ACE classes for the entire school year. Requests for withdrawal under certain circumstances will be considered by the campus principal on an individual basis.

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C & I - College Exams - SAT

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1. What do my SAT scores tell college admissions staff members about me?

Your SAT scores can tell admissions staff members how well prepared you are for college-level academics. The scores also allow colleges to compare your college readiness with other students in a standardized way. The SAT is standardized across all students, schools, and states—providing a common and objective scale for comparison. High school grades are a very useful indicator of how students perform in college, yet there is great variation in grading standards and course rigor within and across high schools. Remember, too, that the SAT is only one of a number of factors that colleges consider when making admissions decisions. Other factors, like your high school record, essays, recommendations, interviews, and extracurricular activities, also play a role in admissions decisions.

2. How many times can I take the test?

You can take the test as many times as you want. Your official score report shows your current test score, in addition to scores for up to six SAT and six Subject Test administrations.

3. How are SAT scores reported?

The SAT has three scores, each on the scale of 200-800. Your score includes writing (W 200-800), mathematics (M 200-800), and critical reading (CR 200-800). Two subscores are given for the writing section: a multiple-choice subscore on a scale of 20-80, and an essay subscore on a scale of 2-12.

4. Can I find out more detailed information about my results?

All students have access to a free, more detailed, online score report on www.collegeboard.com. Using the online report, you can access a copy of your essay.

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C & I - Physical Education

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1. Why is fitness testing important?

The Fitnessgram assessment is based on good health, not athletic ability. No matter what your child's situation, he/she will live a happier more productive life if he/she is healthy - ahd physical fitness is vital to overall health. Fitnessgram provides accurate and reliable information about your child's physical condition and how it can be improved.

2. Will my child's scores be posted or made public?

No.

3. Will my child's results be compared to other students?

No. Fitnessgram uses Healthy Fitness Zones (HFZ) to determine your overall physical fitness. HFZs are not based on class averages or any other peer comparisons. The standards are set specifically for boys and girls of different ages using the best available research. If your child's score falls within the HFZ, it means he/she has achieved the recommended level of fitness for their age. If the score falls below the HFZ, your child should engage in activities that will help them improve.

4. What can my child do to prepare for the fitness test?

Actively play or move for at least 60 minutes at least 5 days during the week - walk, jog, play games, or participate in any physical activity they enjoy. Eat a healthy diet by including more fruits and vegetables and reducing fats and sugars. Ask a physical education teacher or coach on your campus for specific tips on ways your child can prepare not only for the Fitnessgram test, but for a lifetime of good overall health.

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C & I - Religion and Holidays

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1. Why should study about religion be included in the public school curriculum?

Because religion plays a significant role in history and society, study about religion is essential to understanding both the nation and the world. Omission of facts about religion can give students the false impression that the religious life of humankind is insignificant or unimportant. Study about religion is also important if students are to value religious liberty, the first freedom guaranteed in the Bill of Rights. Moreover, knowledge of the roles of religion in the past and present promotes cross-cultural understanding essential to democracy.

Schools should try to promote greater understanding and tolerance among students of different traditions by taking care to adhere to the First Amendment’s prohibition against school-sponsored endorsement or promotion of religious beliefs of any kind. By following this American tradition, our schools can best celebrate the religious freedom upon which our nation was founded.

2. What is meant by “teaching about religion” in school?

The following statements distinguish between teaching about religion in public schools and religious indoctrination:
the school’s approach to religion is academic, not devotional;
the school may strive for student awareness of religions, but should not press for student acceptance of any one religion;
the school may sponsor study about religion, but may not sponsor the practice of religion;
the school may expose students to a diversity of religious views, but may not impose any particular view;
the school may educate about all religions; but may not promote or denigrate any religion;
the school may inform the student about religious beliefs, but should not seek to conform him or her to any particular belief.

3. How does teaching about religions relate to the teaching of values?

Teaching about religion is not the same as teaching values. The former is objective, academic study; the latter involves the teaching of core ethical viewpoints or standards of behavior. There are basic ethical values that are recognized by the population at large (i.e., honesty, integrity, justice, compassion, the Tiger Traits). These values can be taught in classes through discussion, by example, and by implementing school policies. However, teachers may not invoke any particular religious authority to teach commonly recognized values and morals.

Public schools may teach about the various religious perspectives concerning the many complex moral issues confronting society, but such perspectives must be presented without adopting, sponsoring, or denigrating any particular view.

4. Do religious holidays belong in the curriculum?

The study of religious holidays is included in elementary and secondary curricula as provided for teaching about religions as long as such study includes the major holidays of a variety of different religions represented in the Dripping Springs I.S.D. population. Such study serves the academic goal of educating students about history and cultures, as well as the traditions of particular religions within a pluralistic society.

5. How should religious holidays be treated in the classroom?

Teachers may instruct about religious holidays, but may not celebrate such holidays with religious observances.

Recognition of and information about holidays may focus on how and when they are celebrated, their origins, histories, and generally agreed-upon meanings. If the approach is objective and sensitive, neither promoting nor inhibiting religion, this study can foster understanding and mutual respect for differences in beliefs. Teachers will want to avoid asking students to explain their beliefs and customs. An offer to do so should be treated with courtesy and accepted or rejected depending upon the educational relevancy. Teachers may not use the study of religious holidays as an opportunity to proselytize or to inject personal religious beliefs into the discussions. Teachers can avoid this by teaching through attribution, i.e., by reporting that “some Buddhists believe...”

6. May religious music be used in public schools?

Sacred music may be sung or played as part of the academic study of music. School concerts that present a variety of selections may include religious music. The U.S. 5th Circuit Court of Appeals has found that forbidding the use of religious music in choral instruction is hostile to religion, Doe v. Duncanville Independent School District, 70F.3rd 402(5th Cir. 1995). However, concerts should avoid programs dominated by religious music, especially when these coincide with a particular religious holiday.

When holiday sacred or secular seasonal music is used at the elementary (K-5) level, it must be a part of a program that includes several cultural and/or religious traditions.

The use of art, drama, or literature with religious themes also is permissible if it serves a sound educational goal in the curriculum but, not if used as a vehicle for promoting religious belief.

7. What about Christmas and other December holidays?

In any given year a number of holidays may occur in December, including Christmas, Hanukkah, Kwanzaa, Bill of Rights Day, and Bondhi Day (a Buddhist celebration). Decisions about what to do in December should begin with the understanding that public schools may not sponsor religious devotions or celebrations; study about religious holidays may not extend to religious worship or practice. Schools should not limit study to a single holiday or religion, but should instead teach children about the holiday celebrations of a number of different traditions. Holiday concerts in December may appropriately include music related to Christmas and Hanukkah, but religious music should not dominate. Any dramatic productions should emphasize the cultural aspects of the holidays. Nativity scenes or plays portraying the Hanukkah miracle are not appropriate in the public school setting. In short, while recognizing the holiday season, none of the school activities in December should have the purpose or effect of promoting or inhibiting religion.

Ideals that are shared by many cultures (i.e., peace, brotherhood, kindness, sharing) are suggested themes that could be used to draw together programs of many traditions.

8. Does that mean that all seasonal activities must be banned?

No, and in any event such an effort would be unrealistic. Schools should devise holiday displays and programs that serve an educational purpose for all students- displays and programs that make no student feel excluded or identified with a religion not their own. For instance, a display during December with images of snowflakes, mittens, and candles may also include images of Santa Claus, evergreen trees, and a menorah because the overall message is clearly a celebration of the season, not the promotion of a religious point of view.

However, activities and decorations involving secular holidays that are closely associated with religious holidays must be appropriately limited to ensure the activities and decorations do not interfere with teaching the required curriculum (i.e., Halloween, Christmas, etc).

9. May religious symbols be used in public school classes?

The use of religious symbols, provided they are used only as examples of cultural and religious heritage, is permissible as a teaching aid or resource. Religious symbols may be displayed only on a temporary basis as a part of the academic program directly related to the curriculum and instruction. Students may choose to create artwork with religious symbols, but teachers should neither encourage nor discourage such creations.

10. What about religious objections to some holidays?

Some holidays considered by many people to be secular (i.e., Halloween, Valentine’s Day, St. Patrick’s Day) are viewed by others as having religious overtones. In addition, some parents and students may make requests for excuses from discussions of certain holidays even when treated from an academic perspective. If focused on a limited, specific activity, such requests may be granted in order to strike a balance between the student’s religious freedom and the school’s interest in providing a well-rounded education. Administrators and teachers should understand that a policy or practice of excusing students from a specific activity or discussion cannot be used as a rationale for school sponsorship of religious celebrations or worship for the remaining students.

11. Who makes the decision about what holiday activities are appropriate on a campus?

In the absence of a specific district procedure, the campus principal is charged with the responsibility of ensuring that DSISD School Board Policy is followed appropriately at the each campus. Each Principal may establish campus procedures or guidelines within the context of district procedures and Board policy to meet the needs of his or her campus. Principals are encouraged to seek guidance from campus leadership teams and school improvement teams when developing any campus procedures or guidelines.

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C & I Adv Academics - GT

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1. How can I have my student placed in the GT program?

All students must be screened prior to being placed in the GT program.

2. How can I make sure my student is screened for the GT program?

To refer your student, complete a GT referral form and submit it to your child’s campus.

3. When does GT screening occur?

Please refer to the GT assessment schedule.

4. How often can my child be assessed for the GT program?

A student can only be tested for GT once in a 12 month period. They may not test in both the fall and spring.

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C & I SAS - General Ed Homebound

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1. What should parents do when they suspect that their child will miss a lot of school as a result of a medical condition?

First, parents should consult with the child’s doctor to determine the possible length of absence from school due to confinement at home or hospital. Then, parents should contact a campus administrator about possible ways to academically support their child during this period of absence.

2. What documentation is required to establish General Ed Homebound services?

The General Intervention Support Team has the necessary forms that must be completed. Most important is that the doctor is able to specify what feature of the student’s condition requires the student to be confined to home or hospital.

3. Can the doctor’s nurse or assistant sign the GEH documentation instead of the doctor?

No.

4. Can the doctor use his or her office forms to document the need for GEH?

No.

5. How often must the medical documentation be updated?

Every time there is a change in the student’s GEH plan, the campus administrator must request an update on the medical status and needs of the student. The district GEH form must be used to gather detailed information. All parts of the form must be completed so that the GEH Committee has a well-informed understanding of how the medical condition impacts the student’s educational setting.

6. How is a gradual transition period handled?

Each student’s situation is handled according to the needs of the student. Only in short-term situations is it necessary for a student to be considered both a GEH and regular student. In those rare situations, only the GEH hours are counted for attendance. If the physician’s documentation form explains that a student could attend with a modified schedule, the counselor could revise the student’s schedule so that the core content area courses could be attended. If the modified schedule does not include the official attendance time, then an alternate assessment time must be established and documented. If a student is present four or more instructional hours of the school day, Monday through Friday, it is possible to count the student present each day. It is important to have appropriate documentation from the physician, explaining what is involved with the student’s condition that requires the student to be only sometimes confined to home or hospital during the transition time.

The GEH Committee should review the documentation prior to meeting with the parent to determine if additional information is needed and to determine an appropriate plan. The transition period is generally considered to last for less than a month unless there are extenuating circumstances. Flexibility should be allowed for doctor appointments, but the parent should be encouraged to schedule appointments after the school day, if at all possible. The GEH Committee must detail the transition plan, including the specific alternate attendance time (not just the period) and then meet with the persons involved. Although the GEH Program can be very helpful, it is not as educationally productive as the regular school routine. Facilitating the student being on campus is ideal. Helping the student participate in the routine of a regular school day is the goal.

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C & I Testing - ACT

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1. How soon can I find out my score?

Viewing scores is available only through your ACT student web account. If you do not yet have an account, you will need to create one. If your scores are not available on the first date listed for your test date, plan to check back weekly. Scores are processed and added each week, usually each Wednesday and Friday. Normally, all scores are reported by 8 weeks after the test date.

2. After I see my scores, can I cancel reporting to colleges or my high school?

No. The deadline for changing or canceling college and high school reports is Thursday noon (central time) immediately following the regularly scheduled Saturday test date.

3. Which scores are reported if I test more than once?

If you have taken the ACT or ACT Plus Writing more than once, a separate record is maintained for each test date. If you have asked for a report to be sent to a college, the only record released will be the one from the test date you request.

4. When will my college need to have my ACT scores?

Colleges have different procedures regarding application materials. Many will keep ACT scores in a holding file for a short time until they receive additional materials; however, some prefer to have your application before they receive the score report. Because these requirements differ greatly among colleges, you should contact the colleges you are interested in to learn their preferences.

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C & I Testing - AP

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1. Can I take an AP exam if I haven’t taken the AP course?

Yes, the College Board does not require students to take an AP course prior to taking the AP exam.

2. What is the scoring scale for AP exams?

Exams are scored on a scale of 1-5. Students scoring between 3 and 5 may qualify for college credit.

3. How many times can I repeat an AP Exam?

You can take an AP Exam each time it is offered (AP Exams are offered once a year in May). Your grade report will include your grades for all the AP Exams you have taken, including yearly "repeats" of the same subject exam.

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C & I Testing - PSAT

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1. What are the similarities and differences between the SAT and the PSAT/NMSQT?

Both the SAT and the PSAT/NMSQT measure reasoning skills in critical reading, writing, and mathematics. The PSAT/NMSQT contains actual SAT questions, but it is designed to be slightly easier than the SAT. The PSAT/NMSQT is 2 hours and 10 minutes, whereas the SAT takes 3 hours and 45 minutes. The SAT is used for college admissions, but PSAT/NMSQT scores are not sent to colleges. The PSAT/NMSQT Score Report gives you personalized feedback on areas in which you could improve, along with specific advice on how to improve. Taking the PSAT/NMSQT gives you a chance to qualify for scholarship and recognition programs and is the best practice for the SAT.

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Child Nutrition

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1. What is PAMS Lunchroom?

PAMS Lunchroom is a third party website that allows parents to pay for their child's meals via the internet or over the phone. You may pay by credit or debit card.

You can register your child using their birth date. For payment by phone, you will also need the District ID #78620.

You can call (888) 994-5100 or visit PAMS lunchroom

2. How long will my payment take to post to my child's account?

It depends on the type of payment. Cash and checks are posted when the cafeteria manager receives the payment. If you make a payment through PAMS Lunchroom it is posted to the student's account within 10 minutes. The updated balance will post within one day on PayPAMS.

For more information, please visit PayPAMS

3. What is a Free and Reduced Meal application?

A federally-funded Free and Reduced Lunch Program application is based on income and size of family. Based on the information received, your child may qualify for free or reduced price meals.

For more information, please visit Free and Reduced Meal Program.

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Human Resources

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1. None at this time.

None at this time.

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Transportation

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1. How do I request a change in transportation for my student?

There are two different types of requests that can be made. You can find all the necessary information on the change in transportation web page. Go to the webpage here....