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CISD Spotlight

Congratulations to Jodie Dienhammer, CHS Anatomy & Physiology teacher, for being named the Region 10 Secondary Teacher of the Year!

Mission Statement

The mission of the Coppell Independent School District, as a committed and proven leader in educational excellence, is to ensure our learners achieve personal success, develop strong moral character, and become dynamic leaders and global citizens with a zeal for service by engaging each individual through innovative learning experiences led by a visionary staff and progressive community.

More News

  • CISD’s Technology Initiatives Satisfaction Survey Results

    In a Special Meeting of the Board of Trustees held on Monday, May 12, the survey results for three technology initiatives were shared. Parents of 4th and 5th grade learners participating in the “Club 21” (4th and 5th grade 1:1 pilot at Cottonwood Creek and Wilson Elementary) were administered the survey by their child’s classroom teacher (as were the learners), through Parent Link. Educator surveys were administered by campus leadership. The same survey administration process was used at the middle school level for the “iWest” initiative (Blended Learning pilot for a select group of 8th graders at Coppell Middle School West). At CHS, campus leadership administered the survey soliciting responses for the “CG3” (iPad 1:1 initiative at Coppell High School), through Parent Link to its parents, learners, and educators.

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  • Cooper Hilton Named Austin Elementary Principal

    Coppell ISD is pleased to announce the hiring of Mr. Cooper Hilton as the new principal for Barbara S. Austin Elementary School. Mr. Hilton has been the assistant principal at Austin Elementary for the past four years. Prior to coming to CISD, Mr. Hilton was in Irving ISD for five years where he was as a 4th grade bilingual teacher, math and reading interventionist for 3rd and 5th grades, and served as an administrative intern. “We are very pleased to have Mr. Hilton as the new principal at Austin Elementary. His warm personality, strength in curriculum and firsthand leadership experience on that campus make him a perfect fit for the principal role at Austin Elementary.” Mr. Brad Hunt, Assistant Superintendent for Administration.

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    For the twelfth consecutive year, since Texas school districts have been reporting the results of the state’s financial accountability system, Schools F.I.R.S.T. (Financial Integrity Rating System of Texas), CISD has received a Superior Achievement rating and once again, a perfect score.

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  • CISD "Top Ten" Graduates

    Meet the Class of 2014 "Top 10" graduates from CHS and NTH@C!

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  • New Educator Evaluation System Approved

    Coppell ISD began working closely with a cross-section of 20 CISD educators (elementary, middle and high) representing specialized instructional roles from intervention services, to literacy coaches to music educators were included in the effort to better define what makes an effective classroom teacher. The goal was to develop a new educator evaluation system that would include three classroom observations (as opposed to one), align with the district’s Learning Framework (supporting student engagement as a central focus), and measure for teacher growth and effectiveness.

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Digital Learning

  • "Genius Hour" at Victory Place @ Coppell

    Learners attending Victory Place @ Coppell are accustomed to technology. They spend a large portion of their day learning through an online curriculum program called Edgenuity. This software allows learners 24/7 access so they can access coursework both inside and outside the classroom. But it is our “Genius Hour” that allows learners to really explore, discuss, share and create their own individualized learning experiences through the use of technology.

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  • Lakeside: A Digital School of Communication

    Lakeside Elementary empowers learners to responsibly contribute, compete, and respectfully lead in an evolving and undefined world as master communicators, collaborators, and innovators. As a Digital School of Communication (DSC), Lakeside believes that well integrated technology empowers learners to explore their curiosities and communicate with others. Technology is integrated daily in Lakeside classrooms; below are some examples of how various groups and grades levels have enhanced PBLs and their classrooms with technology.

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  • CHS Learners Learn in 3D

    The STEM Academy at Coppell High School offers learners the opportunity to apply what they are learning in all of their classes through the use of industry standard software and equipment. SolidWorks is a 3D Computer Aided Design (CAD) software package used by universities and industries all over the globe. A sample of companies includes Jet Propulsion Laboratories (JPL), NASA, Ford, Garmin, and Bausch & Lomb. SolidWorks is utilized at over 80% of the world’s top engineering schools. Our learners have access to both the SolidWorks mechanical and electrical design packages, allowing them to visualize things in 3 dimensions. The ability to visualize and manipulate 3D objects makes subjects like geometry much more accessible.

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  • Mobile Learning at Denton Creek is on the Rise

    Denton Creek works to ensure a seamless integration of the use of technology. Technology is viewed as a tool for learning and communicating. Educators collaborate together, along with the campus Technology Integration Specialist, to determine which technology tools will meet learner needs when designing learning experiences. Educators include opportunities for learners to evaluate which digital tool meets the needs of the learning objective and how to communicate their understanding of newly acquired concepts and connections. Educators leverage technology resources as they design and facilitate engaging and rigorous learning experiences.

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  • Formative Assessment with Technology: Improving Learning and Teaching

    Formative assessment provides information to learners and educators that is used to improve teaching and learning, making it a crucial part of the classroom. By pausing to check for understanding throughout class (and not just at the conclusion of a unit), educators discover what learners know and what they do not know.

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  • Austin Learns Use Live Streaming to Engage and Connect

    Recently, learners in grades 3-5 were provided the opportunity to participate in a Brown Bag Lunch featuring Be-Wind Technology whose goal is to see our communities, cities and country grow into a clean tech future. Due to the overwhelming interest of students at Austin in learning more about alternative energy solutions, the live session quickly became full. In order to accommodate additional learners, the decision was made to live stream this event on Austin’s Ustream channel. This channel was then shared so that other learners at Austin could participate virtually.

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  • Mockingbird's Journey to Create a Digital Culture

    At Mockingbird Elementary, educators intentionally design engaging lessons that include digital learning in order to empower “…learners with authentic, purposeful learning experiences to make their dreams and aspirations a reality." As we say at Mockingbird, “Technology is just a part of who we are.”

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  • CHS Learners and Educators Leverage the Power of iTunes U

    At Coppell High School, several educators have unleashed the full potential of the iPad by using iTunes U to streamline and curate their course content in one location. Ideas are shared in a powerful new way, and learners are exposed to rich, immersive learning experiences.

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  • NTH@C Learners Collaborate with Learners in the New Tech Network

    New Tech High @ Coppell learners utilize Echo for daily collaboration with project briefcases, facilitators, and in content specific resources. The use of Echo to bring learners together across local courses as well as expanding collaboration across the full network of schools helps provide NTH@C learners with resources and learning experiences on a daily basis.

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  • Learner Empowerment is Enhanced with Technology

    Coppell Middle School North is an Understanding by Design (UbD) campus that creates lessons based on the 3E’s – Engagement, Enrichment and learner Empowerment. Flipped instruction allows educators to maximize class time for more engaging and hands-on learning opportunities. The use of technology allows educators to create more customized and individualized experiences for learners through the use of iPads, Macbooks, smart notebooks and Netbooks. Programs such as Edmodo, I-station, and Think Through Math help individualize and enrich learner experiences. Various iPad apps that are used include (but are not limited to) Edmodo, Educreations, iMovie, Skype, Google Drive, Blogger, QR code generators, and Socrative. Not only do these apps enrich learning but they empower learners to drive their own learning and creativity in the classroom. Learning in a 3E environment simulates real world activities, questions, problems and strives to incorporate community partners.

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  • Bridging Time and Space with Skype

    Valley Ranch 2nd graders, on the Project Based Learning campus of Valley Ranch Elementary, are learning about the weather in other parts of the country from the students who live there. Their project is all about weather around the United States including the regions of California, Oklahoma, Illinois, and Vermont.

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  • Inquiry-based Model of Learning

    At Pinkerton Elementary, instruction is delivered through the inquiry-based model of learning. Educators focus on specific learner profiles and attitudes that foster collaboration, risk-taking, creativity, and independence, as well as other future ready outcomes. Learners engage in units of inquiry that build on prior knowledge and integrate diverse subject areas. Learning experiences are significant, relevant, and challenging, with learners spending a great deal of their day exploring and inquiring into their units of study, sparked by their interests and curiosity. Learning is highly individualized, therefore, technology is distributed among grade levels, allowing for a variety of platforms to be employed by all learners.

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  • Learning Through the Lens of S.T.E.M.

    Town Center Elementary is a STEM (Science, Technology, Engineering and Math) campus who seamlessly incorporates technology allowing for constant interactive learning experiences both inside and outside of the school. Educators and learners leverage a variety of technology tools as powerful and current resources for learning, creating and communicating both locally and globally. Blended and flipped lesson strategies are utilized to allow for voice and choice in learning experiences. These strategies also help to provide learners opportunities to work at their own pace and focus on their specific learning needs.

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  • iWest: Blended Learning

    iWest is an eighth grade blended learning program at Coppell Middle School West. Blended learning is a combination of face-to-face instruction and online learning within the school setting. The program is designed to allow learners to construct their own knowledge and understanding at their own pace. In addition, it offers a small learning community with the same four educators allowing for more personal learning relationships. It also creates connections between the core classes allowing the educators to work together to enhance the learning experience.

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  • Cottonwood Creek: Making Connections Through Twitter

    At Cottonwood Creek Elementary, a Club 21 campus, technology not only empowers the learners and educators, but also opens the school to invite the parents and the world to experience the transformational learning taking place in their classrooms. The Colts are avid Twitter users. If you follow any of the educators at Cottonwood Creek, you will discover the unique and meaningful learning experiences that happen everyday using digital tools-and it will probably make you want to go back to school.

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Pinnacle 2020

pinnacle 2020
Pinnacle 2020 is the Coppell Independent School District's five year long-range plan.

What's Happening Now? 

Action Teams

CISD is looking for participation on Action Teams from a variety of stakeholders: parents, community members, business leaders, staff and students. Each Specific Result will eventually have an Action Plan developed by these Action Teams. Three Action Teams met in May 2014 and nine Action Teams will start meeting in late fall 2014. The order/timing of the Action Teams is based on which Specific Results need to occur first in order to build a strong foundation (order is NOT based on importance). The Action Teams are charged with developing action steps that will guide staff members in accomplishing the Specific Results. The action plans developed will be very specific and have measurable results.
Please take a few minutes to review the Call to Action, five Goals and the Specific Results below. If you are interested in serving on one of the 12 Action Teams then complete the form
  • Most Action Teams will be limited to 10-15 people in order to accomplish the task at hand. 
  • We ask that individuals only submit an interest for one action team as to allow for many different people across the community to participate.
Based on the number of respondents, it is possible that not everyone who submits an interest will be able to serve on an Action Team at this time. NOTE: If you are not able to serve on an upcoming Action Team this spring or fall, there will be more opportunities over the next two years.

Phase 1 (Action Teams Met May/June 2014)

Action Team 1-1 Create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic and field based learning experiences.

Action Team 3-1 Create a system to communicate foundational and future-ready skills for each learner

Action Team 5-8 Seamlessly integrate digital citizenship across the curriculum so all stakeholders collaborate in an atmosphere of respect, integrity, sharing, trust, and service.


Phase 2 (Begins Late Fall)
Action Team 1 -2: Increase volunteer and service opportunities for learners within the community.
Action Team 1-3: Expand opportunities for internships and job shadowing.
Action Team 2-3: Expand learning spaces within and outside of CISD facilities through the development of new and existing community partnerships.
Action Team 2-4: Redesign or repurpose current learning spaces to provide flexibility and maximize learning opportunities for all learners.
Action Team 2-6: Develop a dynamic Long Range Facility Plan that anticipates and prepares for enrollment gains.
Action Team 4-1: (early fall) Increase educator proficiency to respond to our diverse community of learners.
Action Team 5-2: Provide professional learning for educators and administrators on the effective use of data and assessment tools to inform the design.
Action Team 5-6: Reframe and prioritize state standards in a way that leads to profound learning.
Action Team 5-7: Design a comprehensive instructional technology system that redefines the role of technology in the classroom (create and share content, collaborate with other learners throughout the world)


The Components of the Pinnacle 2020 Plan :

pinnacle 2020 components  

Call to Action:

Empowered with knowledge and skills, each CISD learner courageously pursues individual passions and meaningfully contributes to the evolving world. 

Goal 1: We will leverage our resources to provide opportunities for our learners to explore and discover their passions. (community partnerships, technology, etc.)

Specific Results

1:1   Create a system for establishing and maintaining reciprocal community partnerships in order to increase authentic and field based learning experiences.

1:2   Increase volunteer and service opportunities for learners within the community.

1:3   Expand opportunities for internships and job shadowing.

1:4   Partner with industry professional to design and offer field-based learning experiences for educators.

Goal 2: We will find creative solutions to address increasing enrollment while maximizing opportunities for individual learners.

Specific Results:

2:1   Increase innovative course/learning experiences for all learners (blended, virtual, etc). 

2:2   Implement a flexible, learner-centered schedule based on varied time modules, multi-aging and/or hours of operation. 

2:3   Expand learning spaces within and outside of CISD facilities through the development of new and existing community partnerships.

2:4   Redesign or repurpose current learning spaces to provide flexibility and maximize learning opportunities for all learners. 

2:5   Evaluate how growth, learning services and technology needs will impact existing and future district facilities.

2:6   Develop a dynamic Long Range Facility Plan that anticipates and prepares for enrollment gains.

Goal 3: We will foster proactive and reciprocal communication for learner success.

Specific Results:

3:1   Create a system to communicate foundational and future-ready skills for each learner.

3:2   Expand pathways of communication through various modes to build understanding with all stakeholders.

3:3   Establish a system for reciprocal communication between stakeholders and CISD.

Goal 4: We will respect and leverage the diversity that exists in our community to provide a world class learning environment.

Specific Results:

4:1   Increase educator proficiency to respond to our diverse community of learners. 

4:2   Provide quality learning experiences within a culturally responsive environment.

4:3   Expand program offerings that reflect our diverse community.

Goal 5: We will design comprehensive learning services that empower all learners with skills and knowledge to ensure their individualized growth and success.

Specific Results:

5:1   Implement a system to measure learner growth.

5:2   Provide professional learning for educators and administrators on the effective use of data and assessment tools to inform the design.

5:3   Create a community-based accountability system for reporting learner growth.

5:4   Implement goal-setting PreK-12 to empower learners to take responsibility for their growth. (i.e. academic, social, and emotional)

5:5   Develop a comprehensive professional learning plan to actualize the CISD Learning Framework.

5:6   Reframe and prioritize state standards in a way that leads to profound learning.

5:7   Design a comprehensive instructional technology system that redefines the role of technology in the classroom (create and share content, collaborate with other learners throughout the world)

5:8   Seamlessly integrate digital citizenship across the curriculum so all stakeholders collaborate in an atmosphere of respect, integrity, sharing, trust, and service.

Pinnacle 2020 Committee Members 

 Cynthia Alaniz  Staff
 Jill Allshouse  Staff
 David Apple  Board Member
 Anna Arceo  Parent
 Heather Ashby  Staff
 Clara Caussey  Staff
 Elizabeth Chappell  Parent
 Nick Coenraad  Staff
 Karen Cook  Community
 Tracy Fisher  Board Member
 Ann Frosch  Parent
 Cheryl Gengler  Staff
 Gema Hall  Staff
 Ellie Halpin  Parent
 Deana Harrell  Staff
 Brianna Hinojosa Flores  Parent
 Kristin Huckle  Staff
 Stephen Jackson  Parent
 Mike Jasso  Staff
 Annie Jinyuan Wen  Student
 Kim Kindred  Staff
 Leonora Kwan  Parent
 Patrick Maher  Parent
 Chelston Mbakwe  Student
 Jason McCann  Community
 Stacey McNeely  Staff
 Anthony Poullard  Staff
 Sajani Ravi  Staff
 Beth Reynolds  Parent
 Gino Rossini  Parent
 John Rutch  Parent
 Stephanie Ryon  Staff
 Douglas Stephan  Parent
 Nancy Tao  Parent
 Roya Tompkins  Parent
 Penny Tramel  Staff
 Wes Vanicek  Staff
 Leigh Walker  Parent
 Shari Zoda  Staff


CHS Expansion-August 2014

During the 2014-15 School year Coppell High School is undergoing some significant physical changes due to the following 2013 bond construction projects:

  • Addition of a competition arena (gymnasium)
  • Expansion of the Field House
  • Expansion of the cafeteria’s kitchen area

These new editions are exciting, but the construction process will impact the daily lives at CHS. As always, safety remains our top priority.  We, CHS and CISD, continue our efforts to ensure safety for all students, staff and visitors.  This work includes reviewing our crisis management plans, such as evacuation routes to ensure we are prepared in case of an emergency. Protected walkways will be in place to allow safe traveling between buildings and in the parking lots.  Additionally, all construction personnel have undergone background checks and are required to wear identification badges. They will also park in designated areas apart from students and staff.

One significant impact will be to our traffic patterns.  We anticipate traffic will move slower due to the space constraints.  We ask that you please allow for additional time when dropping off and picking up students.  We also encourage students to explore additional modes of transportation including riding the bus, walking, biking, and carpooling.

Another impact of the construction will be to parking.  As construction progresses throughout the year, designated parking areas will need to be adjusted to accommodate the amount of work space needed.  This year, there will be a designated Senior parking area (no individually assigned spots) close to the building where only Seniors will be allowed to park. Underclassmen will park in other designated areas of the parking lot.  All student drivers will still follow the procedures for securing a permit to park at CHS.

Please refer to this traffic and parking map.

View the layout/plans for the Bond Projects
Bond Project Update- May 2014

After the support from the community to pass the $79.5 million bond election last May, Coppell ISD has already put that money to work. Several smaller projects were started or completed throughout this past school year, and additional projects will occur throughout the summer:

  • For safety reasons, entry vestibules were reconfigured at all the elementary and middle school campuses. (CMS-North should be completed by the end of summer.)

  • Additional surveillance cameras and card access locations were added.

  • The district’s technology infrastructure was upgraded including the network, switches, and storage.

  • 3,100 iPads were purchased and distributed to all Coppell High School students.

  • Maintenance began replacing exterior wall lights with LED lighting.

  • Campus teachers and staff began researching and planning for flexible learning spaces at each of the campuses.

  • Replacement instruments, library books, classroom furniture and maintenance vehicles were purchased as needed.

  • The Buddy Echols Stadium lights (now 20 years old) will be replaced this summer.

  • Wireless upgrades were made to CHS, and additional upgrades will be made at all middle schools this summer.

  • To improve the CG3 iPad program, technology will consolidate the mobile device management system and update the web filters.

  • The technology department will continue the work of developing a comprehensive solution for essential disaster recovery protocol, storage, and backup.

Lee Elementary

Lee Elementary is starting to take shape. At any given time, there are 200-300 workers from all trades (plumbers, steelworkers, drywallers, thermal and solar technicians, painters, etc.) working to get Lee ready for students in August. This first “Net-Zero” elementary school is an exciting addition to Coppell ISD. To follow the progress visit