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State Required Data Collection for K-12 Fine Arts – Action Required

Section 1003.4995, Florida Statute, requires the commissioner to develop a fine arts report to be posted on the Florida Department of Education website. The department will use data already reported by districts to provide most of the information presented in the report. However, to fulfill the requirements of 1003.4995, additional information is needed. Please click on the following link and complete the questionnaire by April 30, 2019. Enter 51 in the space where it asks for a district code.

TEDxPascoCountySchools Information - Action Required

TEDxPascoCountySchools will be on Saturday, May 4, 2019 at the Center for the Arts at River Ridge.  If you have not already done so, please identify one person in your building to serve as your TEDx contact representative via this form so that more detailed communication about the event can be shared directly with them.  

Arts in Our Schools Month – Share with teachers

March has traditionally been recognized as “Music in Our Schools Month.” The program has expanded to include all fine arts. The arts define who we are, our culture and help students see the beauty in the world around us. The arts not only offer students an opportunity for self-expression and personal growth, but interdisciplinary activities involving the arts can also improve comprehension and challenge students to approach learning in new ways. We encourage all Florida schools to use this month as an opportunity to celebrate the arts and provide students with meaningful, authentic arts experiences. Please click on the following link from the DOE for additional information.

Preparing New Principal Program– FYI

The application window for the 2019-20 PNPP Program is from March 13th 2019 through April 3rd, 2019. The Preparing New Principals Program (PNPP) provides future principal candidates with learning experiences that align with the Florida Principal Leadership Standards as well as Pasco’s Vision for Leadership Excellence.

All required documentation must be submitted before the job ad closes to be considered during the application window.

PNPP Program Application Requirements:

Principal Meeting Agenda – FYI

Below is the link for the Principal meeting that will occur the week we return from Spring Break. We look forward to seeing you soon. 

ES Principal Meeting-March 2019.docx 

Important Dates
March 11 – April 12
Continuous Improvement Site Visits Completed
March 14 Priority School Meeting
March 15 End of Quarter 3
March 18 – 22
Spring Break
March 25 Teacher Planning Day
March 26
Elementary Principal Meeting
March 27
Notify teachers of seniors when senior grades must be entered
March 27
Secondary Principal Meeting
March 28
Identify Turn – Around Student
March 28
Report Cards: Grades entered in myStudent by 9:00 a.m.
March 26- May 3
GOLD Assessment Checkpoint 4
March 29
Job Share applications due
March 29
Deadline for employees on leave to notify of Intent to Return
March 29
Deadline to notify annual contract teachers of non- reappointment

Instruction at a Glance

Click each grade level below to access content for ELA, Math, Science, and Social Studies.


First Grade

Second Grade

Third Grade

Fourth Grade

Fifth Grade


Teacher Newsletters

Content Area myPGS Section # Date & Time Location Target Audience Focus/Learning Goal
Physical Education #14015



WKTHS Elementary and Middle School PE Teachers To provide pedestrian/bicycle safety education lessons to be administered in schools and communities, through a one-day “train-the-trainer” workshop where instructors are taught how to teach pedestrian and bicycle safety to children, while also receiving their helmet and trailer training certification. This allows the “trainer” to be able to check out the bicycle trailer to conduct bicycle rodeos.
Training Title Teachers who Attended Information/ Training Received What to Expect in the Classroom Questions to Ask
Classroom Management: Managing the Classroom Environment K-12 classroom teachers

Participants learned how executive functioning effects learning and identified strategies to support students.

Participants designed a layout of their classroom space and brainstormed strategies for more efficient transitions to maximize student learning.

Teachers identified and utilized effective techniques for managing groups of students (heterogenous, homogenous, random, student selected).

Strategies in place to help students that struggle with executive functioning skills.

Layout of classroom that maximizes space to limit transition time, enhances instructional flow, and maintains a safe environment.

Grouping of students heterogeneously, homogenously, randomly, or by student selection depending on content and/or task.

What strategies have you implemented to assist your students who struggle with executive functioning?

As a result of your learning and collaboration with colleagues, what changes have you made to your classroom layout and/or transitions?

How are your students grouped for this activity? Why did you select that grouping?