Alice ISD ~ Coyotes ISC Gazette
October 2016
October Publication
September comes to an end and Fall begins. This publication contains articles of events that are occurring this month and lists upcoming events for the month of October and beyond. Please take the time to peruse the articles, pictures and links to additional information. Thank you for your continued dedication to the success of our students!
Understanding the Basics of Title I Funds
Title I funds are aimed at bridging the gap between low-income students and other students. These funds, provided by the U.S. Department of Education, are supplemental to local school district to meet the needs of at-risk and low-income students.
Title I is the nation's oldest and largest federally funded program. In fact, during the 2009-2010 school year, federal funding through this program was used by over 56,000 public schools nationwide in order for struggling students to meet state standards in a variety of subject areas. (Malburg, 2014).
The purpose of Title I funding is to ensure that all children have a fair, equal, and significant opportunity to obtain a high quality education, and reach, at minimum, proficiency on challenging state academic achievement standards and state academic assessments. The goal of the Title I program was for school districts who had large concentrations of low-income students would receive supplemental funds to help "even the playing field."
Each school district determines how Title I funds will be used, but the funds are primarily used to improve curriculum, fund instructional activities, counseling, parental involvement activities, increase staff, and improve programs.
The types of students that might be served through Title I funds include migrant students, English Language Learners, homeless students, students with disabilities, neglected students, at-risk students or any student in need.
Because of the government's federal funding assistance to students in need, our schools can become more equipped to help our students achieve greatness in the future.
TeachTag
A couple of directors recently saw this demonstrated and would be happy to share information with you about this. Currently there are more resources K-8, but the developers are working on adding content for 9-12. You could certainly add your own!
The site is FREE for 60 days, but after that there is a very minimal monthly fee. If you would like more information about it view the video by clicking the TeachTag link, or contact Anna Holmgreen or Erika Vasquez for more information.
TeachTag site..click here.
Math
Math Eye Openers
Through this in-depth study several teachers had some ah-ha moments. Take for example these two standards:
- 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders and
- 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity
Notice the verbs...4.4H asks students to solve and 4.5A asks students to represent. In other words, students must solve those problems with two operations of multiplication and division, but only represent the operations involving all four operations. That is a whole different ball game! Teachers don't need to have students solve problems where all four operations are mixed. For a couple of teachers that was an eye-opener and a big stress reliever.
How often do we, as teachers, look at the content of our standards and not get into the details of the standards. We talk about specificity; that includes the verbs.
As we move into PLCs with our planning time, take a moment to really study the nuances of the standard. It could be an eye-opener and stress reliever for you, too!
mCLASS MATH, ESTAR and MSTAR
The purpose of the ESTAR (elementary) / MSTAR (middle school) Universal Screeners are to help guide instructional decisions in relation to students’ readiness for algebra. The results, which are reported using the Response to Intervention tiers, can be used to help teachers determine if students are on track or at risk for meeting curricular expectations in algebra and for algebra readiness. Results also help teachers determine the intensity of the instructional support students need if they have been identified as at risk for not meeting curricular expectations in algebra and for algebra readiness. Teachers are able to monitor students’ risk status by administering comparable forms of the ESTAR/MSTAR US in fall, winter, and early spring. For more specific decision making, a diagnostic tool may be given, but that window is only open for a week after the screener closes. (http://www.texasgateway.org/resource/estarmstar).
mClass Math is utilized by Kinder and Grade 1 teachers to identify students at-risk. This assessment also tiers the students and gives teachers information about activities to use in working with them to remediate the deficiencies they may have and help students get on-track for grade level math.
The assessment windows for all of these are currently open until about the middle of the month. Some teachers have completed the assessments and some have not begun. Please work to get these completed ASAP so Anna Holmgreen can discuss with you the tools available.
mClass window: for BOY closes Oct. 14
ESTAR and MSTAR screener window closes Oct. 14 and the Diagnostic Assessment window closes Oct. 21st.
Think Through Math
Mathematical Process Skills...Where the Rigor Lives
For several years teachers have been hearing about 'rigor'. It is that five-letter word with which we have a love/hate relationship. Just what does rigor mean anyway? Simply put, rigor means to "think more about it." How do we do that? A great way is to start by thinking about the process skills as much as we think about the content skills.
Across the state of Texas, ALL students (K-8 and next year in Algebra) are working on the same seven mathematical process skills. These skills represent "tools to know" and "ways to show". It is important to realize that these skills are NOT isolated. They are taught through the activities that the teacher uses in presentation of the material. So, it is vital that teachers intentionally incorporate the process skills in doing lessons. Often we assume students have these skills in their "mathematical toolbox", when in fact, they do not. They do not know how to approach problems or how to persevere in solving them.
These process skills apply to real-life situations. The questioning by teachers and discussion between teacher and students and between students themselves is key in teaching these process skills. Activities such as the high-yield strategies are excellent ways to build in these process skills.
In each grade level these are labeled 1.A-G. The student is expected to:
A) Apply mathematics to problems arising in everyday life, society, and the workplace;
B) Use a problem-solving model that incorporates analyzing given information,
formulating a plan or strategy, determining a solution, justifying the solution, and
evaluating the problem-solving process and the reasonableness of the solution;
C) Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems;
D) Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate;
E) Create and use representations to organize, record, and communicate mathematical
ideas;
F) Analyze mathematical relationships to connect and communicate mathematical ideas;
and
G) Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
When your students are working in class are they using various stimuli? Can they think about the problem in different ways? Try this in math situations---ask some if, then statements.
If the Surf Shop had 322 shirts instead of 3,221, then how would that change the strip diagram, equation, solution? (Activity from Algebra for the Young Minds workshop.)
Use some of your PLC time thinking about the stimuli you are using and the thinking the students are doing.
Look at the last four skills. Did you notice all the words like "communicate", "justify" and "explain"? Please make sure that students are engaging in discussion with both the teacher and others when doing their work. It will make a HUGE difference!
Upcoming Math Dates
Oct. 19th
Oct. 31 - 5th Grade TEK study and Planning with Melissa Kulchak
Nov. 7 - 4th Grade TEK study and Planning with Melissa Kulchak
Nov. 8 - 3rd Grade TEK study and Planning with Melissa Kulchak
Nov. 9 - Kinder TEK study and Planning with Melissa Kulchak
Vocabulary Dominoes
Anchor Chart
Lead4ward Resources
Most could say they had seen or used it and some teachers even felt they could teach the tool to others. This just goes to show the capacity being built in our teachers. So proud of Alice folks!
Science Fair News
Science PD and Vertical Planning Dates
· October 19th, (5-12) (K-4) Vertical
· December 12th (5-12) (K-4) Vertical
· February 6th (5-12) (K-4) Vertical
· February 15, (Staar Intervention Planning) 5th Grade
· February 16 (Staar Intervention Planning) 8th Grade
· February 17 (Staar Intervention Planning) Biology
· April 3rd (5-12) (K-4)
Science Word Walls (Article from NSTA.ORG)
Read more: http://www.nsta.org/publications/news/story.aspx?id=51486
The Importance of Science, Technology, Engineering and Mathematics in Early Childhood. (STEM)
What do you think of when you hear the words Science, Technology, Engineering and Math (STEM)? Research shows that first three to five years of life are a unique period of growth for a child’s brain. Every second, young children’s brains develop 700 synapses, the neural connections that support learning and skills. Disadvantaged children can be 18 months behind their peers when they start kindergarten. Young children can learn more math and science than we may realize. Instruction with a wide range of math and science topics is important for kids as early as PK.
Research in STEM learning over the past two decades has a lot to say about what makes for effective, engaging STEM education. Among the key factors: it capitalizes on students’ early interests and experiences, identifies and builds on what they know, and provides opportunities to engage in the practices of science and mathematics to sustain their interest. In other words, throughout their schooling, students should learn to investigate questions about the world that they come across in daily life, in much the same way that scientists and mathematicians do.
What can we do as educators to increase our students knowledge and power through STEM education?
1. Encourage students to become scientists and mathematicians.
2. Start early. Students in PK-1st grade have higher chances of gaining interests in STEM identities and careers.
3. Teach often- While Math instruction has had an increase in the early grade levels, Science has had a decrease. Science lessons allow students to engage in questioning and investigating and engages students through rigorous process skills.
4. Relate Science to students daily lives.
5. Teach with hands on activities and cooperative learning.
6. Incorporate novelty and student decision making in into all classrooms.
7. Make learning fun!
5TH ANNUAL FAMILY ENGAGEMENT CONFERENCE - NOVEMBER 5
Plans are underway for our best ever Family Engagement Conference. Come join the excitement at the 5th Annual Family Engagement Conference being held on Saturday, November 5, 2016, at Alice High School from 7:45 a.m. – 1:30 p.m. The Alice Independent School District invites you to come discover the various means by which you can help your children to be successful in school and beyond. Parents will enjoy a Saturday filled with enjoyable, engaging and informational presentations and will be treated to a free breakfast, free lunch, and numerous door prizes. Also, free child-care for Alice ISD school children ages 5 - 11 will be provided.
Our theme this year is “Somewhere over the rainbow families come together...” Children need their parents and families to take an interest in their educational career and provide support whenever it is needed. We invite you to come learn and discover how you can help your children have successful learning experiences. This year Alice ISD will host the surrounding school districts of Ben Bolt – Palito Blanco, Benavides, San Diego, Premont and Orange Grove ISD at the conference. We are excited to bring our neighbors together to enjoy the benefits of having a variety of parent information, tools and services all in one place!
Date: November 5, 2016
Place: Alice High School
Time: 7:45 a.m. - 1:30 p.m.
Breakfast served from 7:45 a.m. - 8:30 a.m.
Family Engagement Conference Topics for Everyone. We Will See You There!
Throughout the morning, attendees will be able to choose from a variety of forty-five minute break-out sessions on various topics that span across many grade levels. The sessions offer important information on topics that have an impact on the children and parents in our community. This year we will have four (4) session rotations. The topics to be presented include but are not limited to:
- Conquering behavioral obstacles
- Science Fair Insights
- Financial aid processes for college admission
- Family literacy – Families reading together (books will be given out)
- The latest in special education and section 504
- Cyber-Safety and Cyber-bullying
- Eating healthy – food demonstrations
- Math insights – helping your child understand their homework
- History Fair Competition Tips and Strategies
- Graduation requirements
- What you need to know about getting your child into college
A variety of local merchant vendors and informational booths will be on-site for parents to visit while in attendance. Local agencies will be on hand to answer questions about health care, CHIPS, Medicaid, diabetes, health and nutrition.
Session 1 8:30 - 9:15
Session 2 9:35 – 10:20
Session 3 10:40 – 11:25
Session 4 11:45 - 12:30
*Lunch will follow the last session. Attendees will receive a lunch ticket when they sign in at the registration tables in the morning. If childcare is needed parents need to turn in a preregistration form to their child’s campus ASAP. Childcare provided for Alice ISD students ages 5-11 years.
Are You Ready to DI?
The opportunities you give your students impact them on a daily basis and provide them with knowledge and experience that can last a lifetime. Destination Imagination encourages kids to have fun, take risks, work with others and identify each individual’s personal strengths.
The DI Challenges are engaging, fun and inclusive. Each child finds their place within the team and is able discover and display his or her unique abilities and talents in ways they may never have imagined.
What DI Will Bring to Your Classroom
Destination Imagination's programs teach kids how to work in teams during or after school to solve hands-on creative challenges and help children improve their self-confidence and communication skills. Our participants form strong bonds with their teammates and often build friendships that can last a lifetime.
• Students who participate in DI learn to focus, behave, think and test well.
• The program is curriculum compliant and focuses on STEM education.
• Kids have fun learning, and many continue the program throughout the remainder of their education.
Inspiring Students to Get Involved with STEM
Destination Imagination (DI) believes in the importance of play, learning by doing and inspiring more students to get involved with STEM (science, technology, engineering and mathematics). The Challenge Program allows students to learn STEM concepts through self-directed, maker-style experiences and provides them with an enriching space for them to discover, explore, take risks and ignite their passions in areas they may not otherwise be exposed.
2016-17 DI CHALLENGE PREVIEWS
https://www.destinationimagination.org/challenge-program/challenge-previews/
Teams are Forming Now
To learn more about the program and how to provide your students with this enrichment opportunity, call Elida De Leon, Director of Advanced Academics at 361-664-0981 or email at elida.deleon@aliceisd.net for more information.
Gifted & Talented Teacher Workshop
The workshop allowed teachers an opportunity to learn and explore innovative project ideas as well as instructional strategies to help enhance creativity in the gifted learner. In addition, the training offered hands on activities that combined challenging academics with opportunities to nurture students’ creativity. The hands on activities were designed to help teachers enhance differentiation, as well as incorporate complex, and creative thinking into their lessons.
September Board Recognitions
Rotary Club
Nicole Frisco - Lone Star FFA degree
This degree recognizes FFA members who have received the Chapter degree, been active members of FFA for at least two years, and have completed at least four semesters of agricultural science at or above the ninth grade level. Nicole Frisco was one of more than 2,500 FFA members to receive this esteemed degree. Great job, Nicole!
FFA Volunteers
STEM Classes at Memorial Intermediate!
Putting the pieces together
More chain reactions
Mr. Hernandez leading the group activity
How to Recover from a Bad Teaching Day
Every teacher has those days. Days when things just don't go right. The link below is to a great article from Smart Classroom Management describing how to recover from one of those bad days. Some highlights:
1. Begin outside your door.
If you don’t already meet your students outside your classroom door, it’s good practice to do so. This step alone will put them in a more focused, more productive frame of mind before entering.
2. Preview the day.
Rehashing yesterday’s woes is counterproductive. It merely drags the bad energy with you into the morning. Instead, focus on the future by previewing the cool or interesting or exciting things you have planned for them.
3. Restate the rules.
While maintaining the same upbeat approach, quickly restate your classroom rules.“As an important member of this classroom you have a responsibility to listen and follow directions, raise your hand before speaking . . .”
4. Review the first routine.
Just before waving your students into the classroom, review the initial morning routine. You don’t have to model it as you did the first week of school, but you do need to touch on every key expectation from start to finish.
5. Watch like a hawk.
The first routine of the day is critical in restoring your classroom to its well-behaved state. A smooth and efficient performance will put to rest any concerns from the day before.
6. Repeat if necessary.
MRS. NEUENDORFF'S SUPER SCIENTISTS AT SCHALLERT ELEMENTARY!
Mixture or Solution?
Writing in Scientific Journals
Writing a Hypothesis
Questioning
Active Monitoring
100% Rule! Waiting for directions
English Language Arts & Reading
Balanced Literacy: Reader's and Writer's Workshop Approach
At Alice ISD we believe that a balanced approach to literacy development is critical to a student’s ability to read, write and think. Throughout the year our literacy coaches will be supporting teachers in their implementation of the balanced literacy framework either by on-site classroom support, facilitating lesson planning, or by conducting professional development training throughout the year. Balanced literacy is a curricular methodology comprised of reading and writing workshop frameworks that integrate the following modalities of literacy instruction: Interactive read aloud, shared reading, guided reading, independent reading, shared writing, interactive writing, guided writing and independent writing.
The First 20 Days: Building Routines and Procedures
Reading Workshop
Reader’s Workshop is a framework of reading instruction that includes components that support comprehension and vocabulary development, differentiation of instruction and independence. The rationale behind reading workshop is that it allows teachers to differentiate and meet the needs of all their students. Reading workshop encourages kids to develop a love of reading and it provides opportunities for kids to practice reading strategies independently and with guidance from their teacher.
Interactive read aloud – teacher reads a selection aloud to students engaging in a series of activities such as: previewing, predicting, questioning, story analysis, feature analysis and responding.
- Rationale: Read aloud promotes a love of reading, stimulates the imagination, and helps students develop an ear for the vocabulary and structures of language in print. It allows the teacher to introduce new reading strategies, and to model or demonstrate them by thinking aloud. It provides models of fluent reading; develops a sense of story/text, develops vocabulary and encourages predictions. Read aloud also builds a community of readers and develops active listening.
Shared reading – using an enlarged text that all children can see, the teacher and students read text together promoting discussion, problem solving and critical thinking.
- Rationale: Shared reading allows the teacher to model reading strategies, provides students with essential demonstrations of how reading works and what readers do to construct meaning. It demonstrates an awareness of text, develops a sense of story or content, teaches students strategies for decoding unknown words and for construction meaning from the text, develops fluency, phrasing and reading strategies. It also increases comprehension and allows for students to see themselves as readers. They feel comfortable and experience fluency when joining in the reading of familiar texts, provide students with a safe, nonthreatening environment in which to practice new and familiar reading strategies.
Guided reading – Teacher works with a small group of children who have similar reading needs. The teacher selects and introduces new books carefully chosen to match the instructional levels of students with increasingly challenging levels of difficulty. The goal is to increase comprehension and encourage independent reading.
- Rationale: Guided Reading promotes reading strategies and offers students the opportunity to practice their reading skills. It increases comprehension, encourages independent reading, and allows the teacher to monitor individual student’s progress. The teacher may need to prompt students to apply their knowledge of reading strategies when difficulties arise, provide further support, or regroup students according to their needs. It expands student’s belief in their own ability as a reader and consolidates or extends their understanding of a text. Readers are carefully prepared when being introduced to a new text, and various strategies are explicitly taught. Ongoing observation, assessment and running records help to inform instruction and grouping of students is flexible and may be changed often.
Writing Workshop
Writer’s Workshop is a framework in which students have the opportunity to work on independent writing. The goal of the writer’s workshop is to get kids to become independent writers. The process helps writers develop their voice and provides opportunities for children to learn to be writers. It provides chances to use writing for different purposes across the curriculum. It increases writers’ abilities to use different forms of writing and fosters creativity and the ability to compose a variety of genres. The mini lessons during writing workshop take the students through the components of the writing process
Independent reading – children read on their own or with partners from a wide range of materials. Students self-select and independently read appropriate books based on their independent reading level and interest. During this time student practice reading strategies that were explicitly taught during read aloud, shared reading and guided reading.
- Rationale: Independent Reading encourages strategic reading, allows students to choose texts that interest them and increases comprehension by allowing readers to practice the behaviors of proficient readers. It also supports writing development and extends experiences with a variety of written texts. It promotes reading for enjoyment and information, develops fluency by reading just right books and fosters self-confidence by reading familiar and new texts.
Shared writing – teacher and children work together to compose messages and stories, but the teacher is doing the actual writing.
- Rationale: Shared writing provides opportunities to plan and construct texts. It increases spelling knowledge, produces written language resources in the classroom, and creates opportunities to apply what has been learned. The key is that the teacher holds the pen.
Interactive writing – as in shared writing, teacher and children compose text together to create a variety of written text using a “shared pen” technique. The group agrees on what to write via discussion and negotiation.
- Rationale: Interactive writing provides opportunities to plan and construct texts. It increases spelling knowledge, produces written language resources in the classroom, and creates opportunities to apply what has been learned. The key is the students share the pen with the teacher.
Guided writing – small group writing lessons are short and to the point. The lessons involve those strategies that students most need to practice with immediate guidance from their teacher.
- Rationale: Teacher works with small groups of children who have similar writing needs. The teacher selects and introduces new techniques and strategies carefully chosen to match the instructional levels of students. Writers are carefully prepared when being introduced to an element of the writer’s craft, and various strategies are explicitly taught. Ongoing observation and assessment help to inform instruction and grouping of students is flexible and may be changed often.
Independent writing – students write independently in a variety of genres. Writing topics are either directed by the teacher or often self-selected. During this time, students practice writing strategies and techniques that were explicitly taught during shared writing, interactive writing and guided writing.
- Rationale: Independent writing strengthens text sequence, develops understanding of multiple uses of writing, supports reading development, and develops writing strategies and active independence.
PK - 12TH GRADE PLANNING DATES
Facilitated planning days for PK - 12th Grade ELAR:
- October 19th
- December 12th
- February 6th
- April 3rd
UPCOMING BALANCED LITERACY TRAINING DATES
The training dates listed below are primarily for teachers who are new to Alice ISD and new to the balanced literacy framework. However, if you feel that you need a refresher on any of the components of balanced literacy let your administrator know that you would like to attend. Furthermore, you could always ask your literacy coach for assistance.
- Kim Galvan - Schallert, Hillcrest and Mary R. Garcia Elementary
- Lori Trafton - Noonan Elementary
- Anabel Salinas - Saenz Elementary
- Patricia Garcia - Salazar Elementary (part-time)
- Dr. Barbara Stottlemyer - Dubose & Memorial Intermediate
- Mia Rodriguez - William Adams Middle School
Balanced Literacy Trainings K-2
10/13 – Writer’s Workshop (conferencing & data gathering)
11/10 – Teaching for Strategies and Shared Reading
12/06 – Collaborative Writing /Interactive Shared Writing
01/09 – Interactive Read Aloud & Writing about Reading
01/30 – Word Study
Balanced Literacy Trainings 3-4
10/25 – Running Records & Targeting Instruction
11/14 – Teaching for Strategies and Shared Reading
Writing Training: Grammar Keepers & More
Writing teachers in grades 3 - 5
- October 14th @ Alice ISD Board Room
- Time: 8:00 a.m. - 3:30 p.m.
- Resources needed - Grammar Keepers book by: Gretchen Bernabei and a writing journal
- Campuses need to purchase the book.
- November 10th @ William Adams Middle School
- Time: 8:00 a.m. - 3:30 p.m.
- Resource needed - Grammar Keepers book by: Gretchen Bernabei and a writing journal
- Check with your literacy coach to see if they have copies of this book - some campuses did purchase this last year.
CLI ENGAGE - CIRCLE TESTING DELAYS
1. Login to CLI Engage and click on the “Assessments” tab on the dashboard.
2. If the teachers are able to see their class on the screen, please ask them to download the offline assessment feature. Click to view a how-to guide for the offline assessment.
a. If the teachers are not able to see their class on the screen, please encourage them to continue checking for their class to appear. Once they can see the class, they will be able to download the offline assessment feature.
3. Conduct assessments using the offline assessment feature, then synchronize their data with CLI Engage later in the day. We are encouraging teachers to synchronize data later in the school day, to avoid peak usage times.
CLI Engage Offline Assessment Feature
The offline assessment feature allows teachers to conduct assessments without an internet connection. Teachers must be online to initially download this feature, and to upload data back to CLI Engage after the assessments are completed. Teachers can conduct assessments on multiple devices offline, but they must upload data back to CLI Engage from each device used offline to ensure all results will be transferred into the system. The offline assessment feature is completely secure, and is linked to a teacher’s class(es).Offline Assessment How-To Guide
If you have any questions about the offline assessment feature, please do not hesitate to submit a help ticket: www.texasschoolready.org/help.
PK Classrooms and CIRCLE
CLI Engage is a comprehensive professional development and child progress monitoring system for pre-k teachers in Texas public schools and Head Start programs. Developed by the Children’s Learning Institute at UT Health and supported with funding from the Texas Education Agency, CLI Engage is available for free to all pre-k teachers in Texas public schools, Head Start programs, Texas School Ready participants, and Texas Rising Star certified providers.
The tools and resources found within the CLI Engage platform can help schools close the gap for children lacking the basic cognitive foundational skills necessary for them to succeed in Kindergarten. With the help of CLI Engage, teachers can build a positive classroom community, create effective room setups and designs, establish rules and routines for children, and provide cognitively challenging instruction to get kids ready for kindergarten.
The expectations for PK classroom teachers are to establish a well-planned classroom that promotes language, literacy and math development by focusing on the following:
- Social and emotional development
- Phonological awareness
- Written expression
- Language development
- Book reading
- Letter knowledge
- Number sense
Special Education Department Participates in Homecoming Week Activities!
Response to Intervention
rtinetwork.org
Federal and Special Programs
No Child Left Behind will become Every Student Succeeds Act
Bilingual Project
ELL Strategy - Sentence Stems
In the strategy, Sentence Stems, incomplete sentences are provided for students to help scaffold the development of specific language structures and facilitate entry into conversation and writing. For example, "In my opinion...", "One characteristic of annelids is....", "Even though it doesn't say ____, I think......" or "The main idea of this problem is...."
Using these stems will definitely help get your students talking and will give them a place to start speaking and writing in complete sentences. You can find many examples of sentence stems in John Seidlitz's Navigating the ELPS. You can also find sentence stems for different content areas as well as different types of writing at http://ell.nwresd.org/node/164.
Parent Content Newsletters
Here are links to the most recent parent newsletters:
Alice Independent School ~ Instructional Support Center
Technology Department
Special Education Department
Federal & Special Programs
Career and Technical Education Department
Finance Department
Human Resources Department
Student Nutritional Services
Student Health Services
Email: Velma.solizgarcia@aliceisd.esc2.net
Website: Aliceisd.net
Location: 2 Coyote Trail, Alice, TX, United States
Phone: (361)664-0981
Facebook: https://www.facebook.com/pages/Alice-Independent-School-District/555189921231282
Twitter: @AliceISD