Pflugerville High School (PHS) Needs Parents

Pflugerville High School’s parental involvement continues to challenge our school despite being an improvement initiative for the PHS school improvement plan. The benefits you offer as involved parents are clear: A growing body of research shows that successful parent involvement improves not only student behavior and attendance but also positively affects student achievement. Yet PHS continues to struggle with defining and measuring meaningful parental involvement, and we need input from you to make our efforts successful. A recent survey of American teachers revealed that 20 percent of new teachers and nearly one fourth of principals identify their relationships with parents as a cause of significant stress in their jobs (MetLife, 2005).

What is successful parent involvement?

Successful parent involvement at PHS can be defined as the active, ongoing participation of a parent or primary caregiver in the education of his or her child. Parents can demonstrate involvement at home by checking on attendance, talking about homework, and discussing school events, or at school by attending school functions, for example. Schools with involved parents engage those parents, communicate with them regularly, and incorporate them into the learning process.

What are the barriers to successful parent involvement?

Schools often don't engage parents because they don't think they can. "A lot of it is perception. Teachers perceive that families don't want to be involved when, in fact, families don't know how to be involved," says Karen Salinas, communications director for the Center on School, Family, and Community Partnerships at Johns Hopkins University.

For their part, parents are sometimes hesitant to become involved in school because they don't have extra time or because they don't speak fluent English. But "the biggest problem is the disconnect between the school and the families," says Salinas. "Parents believe that they are not welcome. It comes in part from their own education history. They often have had a less-than-satisfactory experience with their own schooling, and so they don't feel like [being involved] is guaranteed to be a good experience."

Despite these communication barriers, both schools and parents want the relationship to improve, if only for the benefit of students. A 2003 analysis of more than 25 public opinion surveys by Public Agenda, a nonpartisan public opinion research organization, found that 65 percent of teachers say their students would do better in school if their parents were more involved, and 72 percent of parents feel that children whose parents are not involved sometimes "fall through the cracks" in school (Johnson & Duffett, 2003). How does PHS foster successful parent involvement?

PHS wants to be successful in engaging parents by going beyond narrow definitions of involvement. We don't just count the number of parents who attend the band dinner or volunteer at the book fair. PHS does not want to focus on attendance requirements, such as having Impact meetings with parents. Instead, PHS starts with a belief that student success is a shared interest of both school and family, envisioning parents as partners in the learning process and then identifying concrete ways that partnership can be activated.

Improve Communication

Effective communication requires a two-way flow of information. While PHS has developed efficient structures for getting information out – such as blogs, Web sites, and press releases – we need to improve similar structures to ensure that feedback from PHS parents is actively solicited.

For some schools, improving communication involves technology such as e-mail messages and interactive phone systems. When Stonewall Jackson High School in Manassas, Virginia, implemented an interactive voicemail, for instance, the school saw parental attendance at freshmen orientation jump from 50 to 1,000 (Viadero, 1997). Parents can use the PHS email system and Skyward Student to read messages from teachers about what is happening in their children's classes and access their children's grades and attendance records.

Teach both parents and teachers

We know that one thing that keeps parents from being involved is their discomfort with PHS. And that discomfort often stems from parents not knowing how to be involved. PHS is making a commitment to parent involvement by taking an active role in helping parents learn a variety of ways to be involved. 

At PHS we want to use workshops and other school-based programs to help parents learn about what goes on in our classrooms. For example, Clara E. Westropp School in Cleveland, Ohio, held monthly family reading nights. Parents go to the elementary school and read with their children as well as speak with teachers about reading and reading strategies (Epstein & Salinas, 2004). Even traditional involvement strategies present teaching opportunities. Sending home a "weekly work folder" via email is one positive step, but providing parents with specific information about what to look for in the student work goes one step further in communicating what's important.

For the reminder of the school year and school year 2022-2023, PHS aims to forge a three-way relationship between teachers, parents, and their children through a creative approach to homework. Among its goals are encouraging parents and children to talk regularly about schoolwork, sharing ideas, gathering reactions, interviewing, or otherwise encouraging interaction between students and family members. PHS also aims to keep assignments linked to real-life situations and "enable parents and teachers to frequently communicate about children's work, progress, and problems."

 

Del Dr. Luther Baker, Enlace para los padres

Pflugerville High School (PHS) necesita los padres

La participación de los padres en Pflugerville High School sigue siendo un reto a nuestra escuela a pesar de ser una iniciativa de mejora en el plan de mejoría de PHS. Los beneficios que ustedes ofrecen como padres son evidentes: una masa creciente de investigación demuestra que participación exitosa de los padres no solamente mejora el comportamiento y la asistencia de los estudiantes, sino también influye de manera positiva en el logro de los estudiantes. Sin embargo, PHS sigue con problemas en definir y medir participación significativa de los padres, y necesitamos su aportación para tener éxito en nuestros esfuerzos. Una encuesta reciente de maestros en los Estados Unidos indicó que 20 por ciento de los maestros nuevos y casi la cuarta parte de los directores identifican sus relaciones con los padres como una causa considerable de estrés en sus trabajos (MetLife, 2005).

¿Qué es la participación exitosa de los padres?

La participación exitosa de los padres en PHS se puede definir como la participación activa y permanente de un padre de familia o tutor principal en la educción de su hijo/a. Los padres pueden demostrar participación en la casa estando pendiente de su asistencia, hablando de las tareas, y hablando de eventos de la escuela, o en la escuela asistiendo a programas escolares. Las escuelas con padres que participan son las que interactúan con ellos, se comunican con ellos regularmente y los incluyen en el proceso de aprendizaje.

¿Cuáles son las barreras a la participación exitosa de los padres?

Muchas veces, las escuelas no incluyen a los padres porque piensan que no pueden. “Mucho tiene que ver con la percepción. Los maestros perciben que las familias no quieren participar, pero en realidad las familias no saben cómo participar” dice Karen Salinas, directora de comunicaciones para el Centro de Asociaciones de Escuelas, Familias y Comunidades en la Universidad de John Hopkins.

Por su parte, los padres a veces vacilan en participar en la escuela porque no tienen tiempo extra o porque no hablan bien el inglés. Pero “el problema más grande es la desconexión entre la escuela y las familias,” dice Salinas. “Los padres creen que no son bienvenidos. Esta creencia proviene en parte de su propia historia educativa. Frecuentemente han tenido una experiencia no muy satisfactoria con su propia escuela, y por eso no piensan que [participar] será una buena experiencia”.

A pesar de estas barreras a la comunicación, tanto las escuelas como los padres quieren que mejore la relación, aunque solo sea para el beneficio de los estudiantes. Un análisis del 2003 de más de 25 encuestas de opinión pública por Public Agenda, una organización no partidista de investigación de opinión pública, descubrió que el 65 por ciento de los maestros dicen que sus estudiantes lo harían mejor en la escuela si sus padres estuvieran involucrados, y el 72 por ciento de los padres piensan que los niños que no tienen padres que participan a veces pasan inadvertidos en la escuela (Johnson & Duffett, 2003). ¿Cómo fomenta PHS participación parental exitosa?

PHS quiere involucrar con éxito a los padres e ir más allá de las definiciones limitadas de participación. No solamente contamos el número de padres que asisten a la comida para la banda o se hacen voluntarios para la feria de libros. PHS no quiere enfocarse en los requisitos de asistencia, tal como tener reuniones de Impact con los padres. Más bien, PHS empieza con la creencia que el éxito del estudiante es un interés que tienen en común tanto la escuela como la familia, visualizando a los padres como socios en el proceso del aprendizaje y entonces identificando maneras concretas de activar esa colaboración.

Mejorar la comunicación

La comunicación eficaz requiere el flujo mutuo de información. Aunque PHS ha desarrollado estructuras eficientes para diseminar información – tal como blogs, los sitios web, y comunicados de prensa – necesitamos mejorar las estructuras similares para asegurar que solicitamos activamente la aportación de los padres de PHS.

Para algunas escuelas, mejorar la comunicación implica usar tecnología, como mensajes electrónicos y sistemas interactivas de teléfono. Por ejemplo, cuando la escuela Stonewall Jackson High School in Manassas, Virginia, implementó un sistema de correo de voz interactivo, la escuela experimentó un aumento en la asistencia a la orientación para los estudiantes del grado 9 de 50 a 1,000 (Viadero, 1997). Los padres pueden usar el sistema de correo electrónico y Skyward Student para leer mensajes de los maestros acerca de lo que está pasando en las clases de sus hijos y tener acceso a las calificaciones y la asistencia de sus hijos.

Enseñar tanto a los padres como a los maestros

Sabemos que una cosa que impide que los padres participan es su incomodidad con PHS. Y esa incomodidad a menudo proviene de que los padres no saben cómo estar involucrados. PHS está haciendo un compromiso a la participación de los padres al tomar un papel activo en ayudar a los padres a aprender una variedad de maneras de estar involucrados.

En PHS queremos usar talleres y otros programas basados en la escuela para ayudar a los padres a aprender acerca de lo que está pasando en las clases. Por ejemplo, la escuela Clara E. Westropp School en Cleveland, Ohio, celebró noches de lectura mensuales con las familias. Los padres van a la escuela primaria y leen con sus hijos y conversan con los maestros acerca de la lectura y estrategias de lectura (Epstein & Salinas, 2004). Incluso las estrategias tradicionales de participación presentan oportunidades para aprender. Enviando una “carpeta de trabajos semanales” a la casa es un paso positivo, pero proveyendo a los padres información específica acerca de qué buscar en el trabajo del estudiante va más allá en comunicarse lo que es importante.

Para el resto del año escolar y el año escolar 2022-2023, PHS aspira forjar una relación triple entre los maestros, los padres y sus hijos por medio de un enfoque creativo a las tareas. Sus metas incluyen animando a los padres y sus hijos a hablar con regularidad acerca de las tareas, compartiendo ideas, recolectando reacciones, entrevistando, o de otras maneras animando la interacción entre estudiantes y miembros de la familia. PHS también aspira mantener las asignaciones relacionadas a situaciones de la vida real y “permitir a los padres y los maestros a comunicarse frecuentemente acerca del trabajo, progreso, y problemas de sus hijos”.

Sound familiar? That was the title of our third webinar in the Parent and Family Engagement Empowerment Series presented by Ensemble Therapy.

Kate Mire, LSSP, NCSP, Parent Coach, led parents through the latest research on screen time usage, helped them prepare a family media plan to establish clear expectations for screens, and explained how screens can be used as effective tools with children. She also presented alternative activities to screens that actually hold children’s attention.

Click here to watch a replay of the March 22 program

Click here to download your copy of the Family Media Plan

Parents,

We held the second webinar in our Parent and Family Engagement Empowerment Series on January 12. Ensemble Therapy presented Teens 101 Virtual Parent Workshop. This workshop helped parents with the following topics:

• Recognize important cognitive, emotional and social developmental needs and challenges for your teen.
• Implement developmentally appropriate practices to connect with your child, validate their experiences and improve communication.
• Establish clear expectations for screens and social media using the latest research.
• Identify characteristics for when it’s important to seek help from professionals.

If you’d like to watch the replay, click here.

Parents,

In case you missed our webinar last fall from NAMI, we are offering the opportunity to view a replay.

This webinar was our first session of the Parent and Family Engagement Empowerment Series. Teena Gray Hale from NAMI (National Alliance on Mental Illness) presented a webinar about how to talk with your teen about mental health, the difference between bad behavior and symptoms of mental illness, and the early warning signs of a teen in crisis.

Click here to view the program.

Pflugerville High School is offering 9^th and 10^th graders the opportunity to visit Texas Southern University (TSU, HBCU) and Prairie View A&M University (PVAMU, HBCU) in February to celebrate Black History Month. The Texas Southern University trip is on February 18^th and the Prairie View A&M University trip is on February 25^th. The trips are aimed at increasing the importance of college life and familiarizing students with a college campus, which can affect students’ college knowledge and intentions, academic engagement, conversations about college with school personnel, and high school course load.

Evidence suggests that other barriers may also contribute to students’ not reaching out for higher education, such as students’ sense of belonging. That can play a major role in their choice of whether and where to enroll in college.

College campuses, however, have struggled to create welcoming environments for historically underrepresented groups. With that in mind, one of our strategies for creating a welcoming environment and sense of belonging is early outreach to students from historically underrepresented groups. Our second strategy is offering students tangible experiences with college campus life, such as campus visits.

A new study shows that high school students who show demonstrated interest in a college by making an official visit to campus have an advantage in the admissions process over students who don't make a campus visit. However, depending on how close to home a college is, the expense of visiting a college can be prohibitive for families.

PHS students may begin making decisions about their postsecondary options relatively early in their educational careers. Therefore, participating in college visits in ninth grade can help students explore their postsecondary options and help them make choices in high school that can lead them to successfully applying to college.

To put your student on the bus list, please contact Dr. Luther Baker at (512) 594-0544 or email luther.baker@pfisd.net

PfISD Parents and Families, please join us for our second webinar in the Parent and Family Empowerment Series.  January 12th from Noon to 1:00 pm.

Join Zoom Meeting
https://pfisd-net.zoom.us/j/85737142125

Meeting ID: 857 3714 2125
Passcode: Teens101

COURSE SELECTION FOR NEXT SCHOOL YEAR:

Course Selection is just around the corner. High School students will submit their course selections for next year when we return from winter break. This year will be the first year we use SchooLinks for this process. Every student has an account in SchooLinks that provides many tools, like college searches, career exploration, resume writing and a place to record accomplishments. Students will also select courses via their SchooLinks account. ACE classes spent a day letting students explore their Schoolinks account. If you missed this day or would like to continue to explore all that is available, here are the instructions that were shared during ACE:

SchoolLinks Instructions

Parents / Guardians will need to approve course selections via Schoolinks. Here are steps for parents/guardians to set up access:

Parent/Guardian Account Access

 

SELECCIÓN DE CURSOS PARA EL PRÓXIMO AÑO ESCOLAR:

La selección de cursos está a la vuelta de la esquina. Los estudiantes de la escuela preparatoria entregarán sus selecciones de cursos para el próximo año cuando regresamos de las vacaciones del invierno. Este será el primer año que usamos SchooLinks para este proceso. Cada estudiante tiene una cuenta en SchooLinks que provee herramientas para hacer muchas cosas, por ejemplo buscar universidades, explorar carreras, escribir un currículum, y tener un lugar para registrar sus logros. Los estudiantes también seleccionarán sus cursos por medio de su cuenta de SchooLinks. Los estudiantes dedicaron un periodo de la clase de ACE explorando sus cuentas de SchooLinks. Si perdiste ese día, o si quieres seguir explorando todo lo que está disponible, a continuación están las instrucciones que compartimos durante la clase ACE:

Instrucciones para SchoolLinks

Los padres/tutores tienen que aprobar las selecciones de cursos por medio de SchooLinks. Aquí están los pasos para que los padres/tutores puedan tener acceso:

Acceso a la cuenta para Padres/Tutores

Amid coronavirus pandemic, teachers’ mental health suffers in ways they’ve never experienced

This story was published in partnership with the 19th, a nonprofit, nonpartisan newsroom reporting on gender, politics and policy.

Carly Evans never missed her weekly appointment with her therapist. She called it her “maintenance” – it kept everything in her life running smoothly. That changed in September, when Evans, a high school English and drama teacher and mother of three, found herself juggling an impossible burden: educating students in a pandemic while stewarding her own family through the crisis. “I wish I could say ‘I’m handling it so well and am on it every day,'" she said. “I’m not.”

Experts are concerned that the challenges, isolation and stress of remote education are weighing heavily on teachers and affecting their mental health.

Evans’ district in Sudbury, Massachusetts, has been operating since September on a hybrid model of teaching, so she splits her time between working on campus and remotely from home. Her two youngest children, who are in second and third grade, need adult supervision with their own online schooling, a responsibility she splits with her mother, who lives with the family. (Evans’ husband, also a teacher, has to show up in-person for his job at a private school.)

Evans, 42, keeps a color-coded daily schedule to make sure nothing falls through the cracks. But, of course, things do. And top of the list? Taking care of herself.  Since September, Evans said, she has canceled more therapist appointments than she has kept. With everything going on, she said, “it’s that much harder to justify giving myself that hour every week.”

She isn’t sleeping. Before the pandemic, she suffered migraines every few months and called in sick on those days. Now, she has one a week, an increase she attributes to stress. She makes herself work through the pain – there aren’t enough substitute teachers to go around, and already, she said, “I have so little time” with her students. She’s exhausted, she said, but she has to keep going. “You power through and do what you’ve got to do,” she said. “I keep telling my own children this is temporary. It doesn’t feel like it, but it is.”

Since summer, experts have warned that the mental health of the nation’s teachers – a category dominated 3-1 by women – could suffer when school resumed. That prediction appears to be bearing out. Many say their psychological well-being is suffering in ways they’ve hardly ever experienced.

Because of the pandemic, about three-fourths of the 100 largest school districts opted for complete remote learning, an October study found, and a little over a quarter of all districts began the year with a hybrid approach. But as COVID-19 case counts climb, districts across the country have ricocheted from remote to in-person to hybrid models, and many that started with even a semblance of in-person learning have fallen back to remote education.

Between the unpredictability, the isolation and the newfound challenges in reaching their students – who mental health experts worry are also struggling – what little mental health support is extended to teachers feels like nowhere near enough. “I spend all day staring at a screen and kind of generating enthusiasm into the void that Zoom is, and I end the day so tired, and so done, and so frustrated,” said Emma Wohl, a middle school teacher in Washington state whose district has been fully remote this year. “The moments of joy I used to have are so much rarer.”

Last August, the National Education Association, a major teachers union, found that 28% of educators said the pandemic made them more likely to leave teaching. A study from Louisiana tracked early childhood educators’ mental health last spring, finding that rates of depression almost doubled, with more than a third of those educators indicating depressive symptoms. In a survey from August to September by the National Board for Professional Teaching Standards, the vast majority of teachers reported working longer hours, and only a quarter said their school offered adequate support for mental health.

Research shows that high stress can trigger symptoms of anxiety and depression. Already, women were at greater risk for both conditions. As of the end of November, about 48% of all women exhibited symptoms of one such condition, an increase of 8 percentage points from this April and above what is normally seen, according to data collected by the federal Centers for Disease Control and Prevention. About 37% of men reported the same.

It’s a theme that has emerged repeatedly since March, said Laura Wangsness Willemsen and Elisheva Cohen, two researchers who have been tracking teachers since the coronavirus pandemic began, focusing on a cohort of elementary school teachers in Minnesota. Their research didn’t initially focus on mental health, they said, until teachers kept bringing up the topic on their own. The level of stress isn’t sustainable, they said. Teachers have been operating in crisis mode since spring. By now, any surge of energy that fueled them through the pandemic’s initial months has been depleted.

The sources of stress and fatigue are complex. Many teachers have had to switch back and forth between in-person and online learning, often with only a few days’ notice.

Teaching from home is also a fundamentally different exercise, one that is simultaneously more invasive but also lonelier. Students on Zoom lessons often have their cameras off and microphones muted, making it harder to engage or connect with them. Normally, teachers can rely on their colleagues for consistent emotional support in quick lunch room chats. That sort of spontaneous support isn’t an option right now.

The challenges are greater for mothers. Research has shown that in many families, moms are more often the ones supervising a child’s virtual education. Teachers experience that dynamic two times over – instructing their students virtually while also working as the primary parent to ensure that their own children don’t fall behind in their own distance learning.

And all the while, many teachers carry the knowledge that their students – who often rely on in-person school for meals or for social support – are struggling, too. Research has shown that teachers’ mental health declines when their students are doing poorly.

Dr. Luther Baker

Parent Liaison

It’s the final countdown: just a few weeks of school left, and students are facing a multitude of tests. STAAR tests, AP tests, and of course, finals. There’s also the pressure of keeping up GPA’s in their classes, finishing assignments and projects, and making test corrections.

How can students keep up in their classes and prepare for their exams?

Teachers offer tutorials to help their students succeed. Mrs. Emily Delgado, Associate Principal of Curriculum and Instruction, offers insight on how students can get the most out of tutorials. Join us in our discussion of how to improve your student’s performance with tutorials.

Of course, students first need to know when tutorials are held. Mrs. Delgado explains that they are held at different times, before or after school. Every teacher is required to have at least 30 minutes a day, 4 times a week. Tutorial schedules can be found on the PHS website under the “STAFF” tab on the left side. You can click here for a direct link.

Mrs. Delgado notes how tutorials benefit students. “Teachers can give individual lesson instruction only to a certain level with a class of up to 30 students, so not all students can get the help they need. If they need more individualized attention, tutorials are the time to get that.”

What happens during tutorials? Teachers make themselves available during their scheduled tutorial times. Students can meet with the teachers and ask questions. “Every class is different: Some teachers have a more structured setting and guide it toward the students; others expect students to self-advocate and ask questions to get the help they need.”

How can students get the most out of tutorials? Mrs. Delgado suggests that students come prepared with questions and understand where they’re lost. “Teachers are happy if students just attend tutorials, but if they come prepared that’s even better.” What can parents do to help students prepare for tutorials? “Parents can help students think things through ahead of time. Ask: what happened? What don’t they understand? Walk them through the steps to help them see where they get lost, and that will help give them an idea of questions to ask.”

She emphasizes that students should not be afraid to reach out for help. “If a student is confused, they should tell the teacher. If they don’t understand, they should ask questions. Don’t waste time just sitting in the room and not getting help.”

A great help in students’ improving their grades is re-teach, re-test. How does that work? Mrs. Delgado explains: “If a student fails a test, district policy gives them the opportunity to take the test again after they have been given targeted instruction. Re-teach, re-test is available only in tutorials. In the tutorial, the teacher will review with the student the information that wasn’t understood, then they can come to another tutorial to retake the test after they have been retaught the information. If students take advantage of this, they shouldn’t have any failing quiz or test grades for their classes.”

What if my student’s teacher is not available for tutorials? “If teachers are not available at their posted times, please inform the grade-level Assistant Principal. Parents can keep an open communication with their student’s teachers. If their student needs help, they can call or email the teacher to let them know that the student will be attending tutorials. That way the teacher and student will both be prepared, and their time will be better spent during tutorials.”

PHS also has the PAW Center, which is student-led tutoring for all core subjects at all levels. If students need help with homework, exam corrections, essays, or if they have questions about their classes, they can come to the PAW Center. During the school year, regular hours are Monday - Thursday 8:00-8:55 am and 4:30-5:15 pm in the E215 Computer lab.

Please note: Since we are nearing the end of the school year and have limited staffing, the PAW Center has a different format for the last few weeks of school. During the weeks of May 5 (afternoons) and May 12 (mornings and afternoons), it is open for AP Café, which is is an informal version of PAW Center where AP students are encouraged to gather together and form student-led study groups. May 19 through May 23 (mornings and afternoons) will be PAW Center 911, where students can come by to get assistance in last minute assignments and corrections. Please note that they won’t be able to be fully staffed due to end of year commitments, so there will be a limited numbers of tutors during these weeks. Hot drinks – coffee, tea and hot chocolate – will be available for purchase every day until they run out.

Mrs. Delgado summarizes the secret of successful tutorials: “Parents, be proactive. Don’t wait for a failed test to get help. Start right away when there is homework that the student doesn’t understand. Students, don’t wait to get help. Advocate for yourself and ask questions to get the help you need. During ACE period, you can coordinate with teachers to get help. We want our students to succeed, and tutorials can play an important part in that.”

We are partnering with BrightBytes, an educational software company, in order to learn more about our students’ school and home technology use for learning. For that reason, we are reaching out to ask you to take part in the Clarity questionnaire. Your participation is essential in helping us form a more complete picture of technology use for learning in your students’ lives.

If you have students at multiple campuses, please complete one survey for each campus using the link provided by the campus. This process ensures each campus has the appropriate information for their student population. Multiple responses are not necessary for siblings on the same campus.

The survey will take approximately 5 minutes. Please know that all of your responses will remain anonymous to protect your privacy. PfISD values parent feedback and we appreciate your input.

Please use this link to begin the survey for PHS: PHS Parent Survey

Sincerely,

Pflugerville ISD Technology

 

Hacemos equipo con BrightBytes, una compañía de software educativa. Deseamos aprender más sobre el uso de la tecnología para la enseñanza de nuestros estudiantes en la escuela y el hogar. Por eso, le pedimos participar en esta encuesta Clarity. Su participación es fundamental en ayudarnos entender mejor el rol de la tecnología para la enseñanza en las vidas de sus hijos. 

Si tienen estudiantes inscritos en múltiples escuelas, favor de completar una encuesta para cada escuela utilizando el enlace proporcionado por cada escuela. Este proceso asegura que cada escuela tenga la información apropiada para su población estudiantil. Respuestas múltiples no son necesarias para hermanos que asisten a la misma escuela.

La encuesta tomará aproximadamente 5 minutos en completar. Sus respuestas serán anónimas para proteger su privacidad. PfISD valora y aprecia los comentarios y las contribuciones de padres.

Por favor, use el siguiente enlace para comenzar la encuesta de PHS: Encuesta para padres de PHS. (Usted puede cambiar el idioma en la parte superior a la derecha de la página.) 

Atentamente,

Pflugerville ISD Technology