Principal. Handbook. School Leadership. Revised 09/2/2015

Transcription

1 School Leadership Revised 09/2/ Principal Update Handbook This book is subject to change throughout the school year. Periodic updates will be provided to the appropriate sections as necessary.

2 Principal Handbook School Leadership 408 N. Haskell Dallas, TX Phone Fax

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4 Table of Contents Section 1: District Information and Organization 1 Division Organization Charts.. 4 Dallas ISD Organizational Charts. 7 Section 2: District School Year Calendars... 9 Section 3: Welcoming Environment Section 4: The Principal Job Procedural Expectation Leadership Development Strategic Plan Instructional Planning and Leadership Section 5: The Principals Evaluation System Section 6: Professional Associations Section 7: Monthly Tasks Section 8: TEI Evaluation Calendar Section 9: Checklist Prior to the First Day of School Section 10: Required Campus Committees Section 11: Student Enrollment Section 12: Prekindergarten Enrollment Section 13: Bilingual/ ESL Program Enrollment Section 14: Special Education Section 15: Gifted and Talented Section 16: Magnet Program Information Section 17: State Health Requirements Section 18: Withdrawal and Leaver Coding Section 19: Transportation Section 20: School Attendance and Enforcement Section 21: Student Discipline Section 22: Counseling Services Section 23: Teaching and Learning Section 24: Tutoring Guidelines for Section 25: Field Trips Section 26: Assessments Section 27: Student Records Section 28: Records Management Section 29: Human Capital Management Section 30: Compliance Section 31: Incident Reporting 134 1

5 District Information and Organization Dallas Independent School District has developed and is implementing a District Improvement Plan, Destination A copy of the entire plan is available on the District web site. SECTION Dallas ISD Core Beliefs Our main purpose is to improve student academic achievement. Effective instruction makes the most difference in student academic performance. There is no excuse for poor quality instruction. With our help, at risk students will achieve at the same rate as non-at risk students. Staff members must have a commitment to children and a commitment to the pursuit of excellence. DISD Staff Core Beliefs Our main purpose is to promote student success through a high-quality education. For every child to succeed, we must hold students and ourselves to high expectations. Only the courageous pursuit of excellence will lead to success. DISD Student Core Beliefs My future success depends on working hard today. I have high expectations for myself, my classmates, and my school. I aim for excellence even when it s difficult. 2

6 Schools by Trustee District 3

7 Interim Superintendent of Schools Dr. Michael Hinojosa 3700 Ross Avenue Deputy Superintendent Dr. Ann Smisko 3700 Ross Avenue Chief Financial Officer Dr. James Terry 3700 Ross Avenue Chief of School Leadership Dr. Robert Bravo 408 N. Haskell Chief of Technology Gray Salada 3701 S. Lamar St. Chief of Transformation and Innovation Michael Koprowski 3700 Ross Avenue Chief of Human Capital Management Karry Chapman 3807 Ross Ave Chief of Operations Wanda Paul 3701 S. Lamar

8 School Leadership The School Leadership Department is structured by divisions, as follows: Division 1 Dessynie Edwards Assistant Superintendent Administrative Assistants (3) Anita Bivins Berenice Barron Erica Rosas Coordinators (3) Veronica Martinez-Cantu Some McCowan Vacant Angie Torres Executive Director Tim Hise Executive Director Cheryl Wright Executive Director Suzanne Villalpando, Ed.D. Executive Director David W. Carter HS Fred Davis Thomas Jefferson HS Sandi Massey Justin F. Kimball HS Earl Jones Sunset HS Luz Martinez W.H. Atwell MS/Law Academy Selena Deboskie Edward H. Cary MS Ben Dickerson T.W. Browne MS Jonathon Smith W.E. Greiner MS Yvonne Rojas Birdie Alexander ES Valarie Kendrick Francisco Medrano MS Theresa Sigurdson Zan Holmes MS Barbara Moham Lida Hooe ES Roberto Rodriguez Umphrey Lee ES Roshondra Clayton-Brown David G. Burnet ES Sonia Loskot J.T. Brashear ES Jacquelyn Burden Anson Jones ES Alberto Herrera Ronald E. McNair ES Ariss Rider Leonides Cigarroa ES Quinton Courts John W. Carpenter ES Charmain Curtis Louise Wolff Kahn ES Monica Marquez T.G. Terry ES Vacant Tom W. Field ES Shondula Whitfied L.O. Donald ES Katherine Carter George Peabody ES Sherry Rogers-Hall Adelle Turner ES Michael Nickson Stephen C. Foster ES Zach Hall Lenore Kirk Hall ES Adriana Gonzalez Rosemont Primary & ES Rachel Moon Mark Twain ES/Leadership Vanguard Tricia Lancaster Obadiah Knight ES Enrique Escobedo M.B. Henderson ES Ida Escobedo Winnetka ES Lourdes Garduno Martin Weiss ES Shundra Brown K.B. Polk TAG Misty Rothermund Maria Moreno ES Tammie Brooks J. Leslie Patton Academic Center Leslie Swann Julian T. Saldivar ES Chaundra Macklin Leslie Stemmons ES Arnoldo Zuniga Barbara Manns MS LeTrice Portley Walnut Hill ES Chase McLauren Thomas Tolbert ES LaKeisha Smith Hulcy STEAM MS Jonica Lockwood Sudie Williams ES Lorena Hernandez Daniel Webster ES Alexander Clement Magnet Schools Special Programs/ Alternative Schools Henry Longfellow Academy Vacant Choice Schools ACE School- D5 5

9 Division 2 Vacant Assistant Superintendent Administrative Assistants (3) Yami Alfaro-Leyja Annette Luciano Tracey Blair Coordinators (3) Shanna Jones Jennifer Span Michelle Wright Cheryl Hayes, Ed.D. Executive Director Harold Wright Executive Director Menay Harris Executive Director Melody Paschall Executive Director Emmett J. Conrad HS Anthony Mays Roosevelt HS Brian DeVeaux W.W. Samuell HS Juan Vega W.T. White HS Michelle Thompson Multiple Careers HS Lynn Smith Oliver Wendell Holmes MS/Academy Sharron Jackson Fred F. Florence MS Dawn Walker Thomas C. Marsh MS Nicole Niewinski Maya Angelou HS Lynn Smith John Neely Bryan ES Tonya Anderson John B. Hood MS Latonya Lockhart E.D. Walker MS Richard Heffernan Sam Tasby MS Audrey De La Cruz Highland Meadows ES Audrey de La Cruz L.L. Hotchkiss ES Cecelia Criner Harrell Budd ES Israel Rivera Albert S. Johnston ES Michele R. Martin William B. Miller ES Sheila Aldredge John Quincy Adams ES Nancy Bernardino Annie Webb Blanton ES Laura Garza Nathaniel Hawthorne ES James Wallace Nathan Adams ES Dora Renaud George H.W. Bush ES Shavannia Dash William L. Cabell ES Fabian Hypolite F.P. Caillet ES Janeen Pantoja Jack Lowe, Sr. ES Yesenia Cardoza Roger Q. Mills ES Latonya Clark John Ireland ES Kimberly Dillard E.L. DeGolyer ES Tara Mays Lee McShan, Jr. ES Dayanna Carson J.P. Starks ES/Math, Science, Technology Vanguard Evelyn Howard Pleasant Grove ES Tremayna Thomas Tom C. Gooch ES Martha Bujanda Jill Stone ES Rosalinda Pratt Harllee Early Childhood Center Onjaleke Brown John W. Runyon ES Sherry Williams Jerry Junkins ES Jennifer Hernandez Magnet Schools Special Programs/ Alternative Schools San Jacinto ES Hugo Avila Edward Titche ES Ena Meyers Herbert Marcus ES Holly Wallace Harry C. Withers ES Connie Wallace Choice Schools ACE School- D5 Elizabeth Page Richardson ES Courtney Thomas George B. Dealey International Academy Beverly Lusk IDEA HS Sarah Ritsema 6

10 Division 3 Desiree Marks-Arias, Ph.D. Assistant Superintendent Administrative Assistants (4) Elisa Rico-Castillo Angila Torres Chris Lejia Coordinator (3) Isaac Gonzalez Vacant Delma Martinez Mark Ramirez Executive Director Raul Pena Executive Director Liliana Valadez, Ed.D. Executive Director Pamela Lear Executive Director Hillcrest HS Lee Ann Bartee Moises E. Molina HS Jeffrey Saldivar North Dallas HS Blanca Rodriguez Pinkston HS Dwain Simmons Benjamin Franklin MS Jeannette Papadopolous L.V. Stockard MS Adam Varrassi Thomas J. Rusk MS Mariela Magro-Malo Thomas A. Edison MS Luis Valdez Anne Frank ES Heather Holland Mary McLeod Bethune ES Theresa Hernandez Alex W. Spence MS/ TAG Academy Deardra Hayes-Whigham Raul Quintanilla MS Angela West Arthur Kramer ES Katherine Wanserski Nancy J. Cochran Melissa Gonzalez Cesar Chavez ES Jose Munoz Gabe P. Allen ES Sheila Ortiz John J. Pershing ES Margarita Hernandez Leila P. Cowart ES Rebeca Carrero Onesimo Hernandez ES Marisa Saenz Arcadia Park ES Kelly O hara Preston Hollow ES Tom Brandt Arturo Salazar ES Nicole Bixby Sam Houston ES Oscar Nandayapa C.F. Carr ES Edwina Woods Dan D. Rogers ES Lisa Lovato Celestino M. Soto, Jr. ES Perla Kwiatkowski John F. Kennedy ES Linda Olivarez George W. Carver ES Andrea Nelson William B. Travis Vanguard/Academy Mari B. Smith Trinidad Garza Early College HS Janice Lombardi, Ph.D. Maple Lawn ES Carmen Derrick Lorenzo DeZavala Lisa Miramontes SCGA/Lacey/Elementary DAEP at Village Fair Gail Dupree Esperanza Medrano ES Vincent Garcia Ben Milam ES Anna Gamez Amelia Earhart ES Nikki Hudson Sidney Lanier ES/Expressive Arts Vanguard Alyssa Peraza Magnet Schools J.W. Ray ES Adela Cox Eladio R. Martinez ES Rosa Pena Special Programs/ Alternative Schools ACE School- D5 Ignacio Zaragoza ES Carlotta Hooks Booker T. Washington HSPVA Scott Rudes, Ph.D. Stevens Park ES Cameron Koelling Dallas Environmental Science Academy MS Diana Vega 7

11 Division 4 Karon Cofield, Ph.D. Assistant Superintendent Administrative Assistants (3) Josie Cortez Carol Fowler Christine Delgado Coordinators (4) Erlene Williams Sheri Garrett Dustin Wood Tanisha Owens Elizabeth Casas Executive Director Adrian Luna Executive Director Usamah Rodgers Executive Director Tracie Fraley Executive Director Skyline HS Marlon Brooks Harold W. Lang MS Johnna Weaver James Madison HS Gayle Smith Billy Earl Dade MS Tracie Washington South Oak Cliff HS Shon Joseph Boude Storey MS JoAnn Jackson Judge Barefoot Sanders Law Magnet Michael Dang Woodrow Wilson HS Kyle Richardson J.L. Long MS Chandra Hopper-Barnett Ann Richards MS Francine Taylor Paul Dunbar ES Dionel Waters Sarah Zumwalt MS Troy Tyson School of Business & Management Magnet Michelle Broughton Stonewall Jackson ES Melanie Schiff Adelfa Botello Callejo Sandra Fernandez Martin Luther King, Jr. Maria Freeman W.W. Bushman ES Yolanda Knight School of Health Professions Lasandra Sanders Lakewood ES Toni Goodman S.S. Conner ES Kiashan King-Corbett Frank Guzick ES Kimberly Robinson Edna Rowe ES Cynthia McFarland O.M. Roberts ES Eneida Padro Irma Lerma Rangel YWLS Lisa Curry Barack Obama MLA Nakia Douglas H.I. Holland at Lisbon Julie Singleton Barbara Jordan ES Lucy Hopkins Thomas L. Marsalis ES Kimberly Richardson School of Science & Engineering Magnet Tiffany Huitt School for the Talented & Gifted Magnet Ben Mackey Robert E. Lee ES Bridget Ransom William Lipscomb ES Roxanne Rodriguez-Cheek Eduardo Mata ES Claudia Vega Ascher Silberstein ES Richie Heffernan Harry Stone Montessori Academy Aretha Brooks Clara Oliver ES Cheryl Freeman Sorrells Education & Social Services Magnet Shelia Brown Mount Auburn ES Michele Hill C.A. Tatum ES Juan Pecina Elisha M. Pease ES Angel McKoy George W. Truett ES Terre Evans Clinton P. Russell ES Josefina Martinez Magnet Schools Urban Park ES Vacant Evening Academy Randall Farmer Robert L. Thornton ES Clara Daniels Whitney M. Young ES Christie Samuell Special Programs/ Alternative Schools ACE School- D5 8

12 Division 5 Israel Cordero Assistant Superintendent Administrative Assistants (4) Elba Munoz Caroline Hawkins Esmeralda Landa-Soch Debbie Kirkpatrick Coordinators (4) Cheryl Nevels Jamie Luellen Constance Jawaid Elena Hill Executive Director Stephanie Taylor Executive Director Wendy Hawthorne Executive Director Jo Anne Hughes Executive Director Brian Lusk Executive Director Jolee Healey Executive Director Adamson HS Janie Ortega Hector Garcia MS Gary Auld Felix Botello ES Reyna Sotelo James Bowie ES Caroline N. Wilson James Hogg ES Jairo Casco John F. Peeler ES Sofia Villarreal Seagoville HS Michael Jones Seagoville MS Deidra Stephens Central ES Jerre Moore Ebby Halliday ES Ramon Delgado Kleberg ES Amy Zyblut Seagoville ES Katrina Allen-Gibson Lincoln HS Chanel Howard-Veazy Joseph J. Rhoads ES LaToya Jarvis Charles Rice ES Alpher Garrett-Jones Wilmer Hutchins HS Tamika Barnett Kennedy-Curry MS Dennis Taylor J.N. Ervin ES Sharonda Pruitt Wilmer Hutchins ES Michael Gipson A. Maceo Smith New Tech HS Lisa DeVeaux Bryan Adams HS Richard Kastl W.H. Gaston MS Sharon Stauss Robert T. Hill MS Candice Ruiz Bayles ES Robby Wilson Casa View ES Oscar Aponte Charles A. Gill ES Damien Stovall Spruce HS Danielle Petters Balch Springs MS Clarita Rivera E.B. Comstock MS Willie Johnson W.M. Anderson ES Silvia Garcia W.A. Blair ES Umoja Turner R.C. Burleson ES Tomika Middleton-WIlliams Billy Earl Dade MS Tracie Washington Edison MS Luis Valdez Zumwalt MS Troy Tyson Blanton ES Laura Garza Mills ES Latonya Clark John H. Reagan ES Ruby Ramirez Gilliam Early College HS Tamara Francis Seagoville North ES Norma Martinez Lassiter Early College HS Michael St. Ama Victor H. Hexter ES Jennifer Jackson Edwin J. Kiest ES Yazmin Cruz Martha Turner Reilly ES Marion Jackson Gilbert Cuellar, Jr. ES Sheryl Wilson Julius Dorsey ES Rubinna Sanchez Frederick Douglass ES Marquetta Masters Pease ES Angel McKoy Umphrey Lee Roshondra Clayton-Brown Reinhardt ES Phoebe Montgomery Henry B. Gonzalez ES Juan Cordoba Magnet Schools Alex Sanger ES Hector Martinez Richard Lagow ES Tanya Shelton ACE SCHOOLS Larry Smith ES Lora Morris B.H. Macon ES Gerald Bennett Nancy Moseley ES Rocio Bernal Dallas ISD Organizational Charts 9

13 School Year Calendar SECTION 10

14 Staff Calendar 11

15 Welcoming Environment SECTION When schools create a welcoming environment, schools become inviting places where students want to learn, school employees want to work, and every guest feels respected and valued. It s important to create a welcoming environment at each Dallas Independent School District campus. Establishing a welcoming environment can be done in many ways but one natural spot to start is the entrance. This is where the school day begins for students and this is the first place guests and staff will see. In addition to the main office, the building throughout needs particular attention to make everyone feel welcomed. Remember that creating a welcoming environment entrails more than just physical space. Culture, safety and family/community engagement play a big part in making sure each school is welcoming. Entrance Ensure the front entrance is clearly visible from the exterior either through signage, structure, landscape, pathway or other methods. Position a welcome sign (in several languages) near the front door. Properly pace prominent signs directing guests to sign in at the office; make sure the sign is visible in/near the parking lot and as soon as you enter the building. Place staff photos with names near the entrance to allow students, staff and guests to become familiar with staff. Clearly mark the school day hours and office hours. Have a bulletin board with community and school information that is bright and well maintained. Main Office Ensure that the main office is organized. Maintain a waiting area in or near the main office with adult-size furniture. Immediately greet all people who come into the office. Staff the office with persons who speak languages that reflect students, families and the school community. Ask parents and guests to sign in. Provide name badges to guests that indicate they are a parent, volunteer, guest, or other. Staff should inform the office when parents or other guests will be visiting, so they are prepared to greet the visitors and direct them to their destination. 12

16 Throughout the Building Place signage throughout the building to frequently visited areas such as the cafeteria, restrooms, library, meeting rooms, etc. Mark all rooms with names or numbers for easy navigation. Display student work visibly and commit to changing displays regularly so that all students get time in the spotlight; all student work displayed should include the academic standard being taught. Staff should have identification badges visible at all times. Staff should greet all visitors, guests, etc. to inquire if assistance is needed as well. Make sure hallways, classrooms, and restrooms are well lit, free of debris and clutter, and inviting. Inspection of Buildings, Inventories and Supplies To ensure safety readiness in schools, the principal should inspect the buildings and grounds, removing any safety hazards. Campus Evacuation Route maps and tornado safety information should be displayed in individual classrooms and other occupied areas. Campus administration is responsible for developing and posting signs inside the school facility. A newly assigned principal should check inventories and reports left by his/her predecessor. When Flags Are to be Flown The United States and Texas flags are flown daily, weather permitting, on the school flagpole. The flag should be raised at the beginning of each school day and lowered at the close of the school day. Each school principal is responsible for securing and training reliable individuals to perform this service for the school. If the state flag is displayed on a flagpole or flagstaff, the white strip should be at the top of the flag, except as a signal of dire distress in an instance of extreme danger to life or property. The star on the flag of Texas should always point upward. 13

17 The Principal Job The principal serves as instructional leader of the school and leads school staff, students and school communities in creating an environment that supports an outstanding education for all students. SECTION Reporting Relationship Report to Division Executive Director Responsibilities The essential functions include, but are not limited to, the following fundamental duties: Serve as the instructional leaders for the building by setting clear goals; managing the delivery of curriculum; allocating resources to instruction; ensuring that teachers get the training, support and direction they need to deliver quality instruction to every student; coaching and evaluating teachers and related activities. Lead the utilization of multiple forms of student-level data and student work available to increase student achievement and identify student interventions including utilizing data to identify areas for instructional improvement, to refine and adapt instructional practices, and to determine appropriate strategies across all grades and content areas. Focus staff on closing achievement gaps between subgroups of students; build staff capacity to effectively and consistently use student data to drive instructional decisions. Build and maintain a focus on ambitious school achievement for students. Manage school staff; assign staff to focus on specific goal areas; establish a structure and groups for encouraging professional learning; create a culture of on-going learning; effectively select and orient new staff; and clearly define expectations for staff performance regarding instructional strategies, classroom management, established policies and procedures as well as communication with the public. Visit classroom regularly; observe and gather data to make adjustments as necessary and appropriate to meet district and school goals and objectives relating to curriculum, best teaching practices, cultural competency and related factors. Facilitate shared leadership and strategic empowerment; cultivate leaders from within and create opportunities for staff to lead; build a leadership team and teacher leaders to participate in the analysis of school operations and strategic planning. Facilitate strategic planning through analysis of the school s strengths and weaknesses based upon multiple data sources and staff and community feedback; develop action plans and establish goals for the school based upon the analysis; lead staff in maintaining focus on these plans. Develop action plans for the school and establish a professional development action plan that is aligned to school and district goals; develop interim plans taking into consideration the activities that best address the learning needs to students to meet goals. Plan and manage a fiscally responsible budget to include monitoring and supporting local, state, and federal rules, policies and procedures and maintains accurate and up-to-date records and documentation that support student achievement; ensure the strategic allocation and equitable use of financial and human capital resources to meet instructional goals and support staff needs; evaluate the success of funding and program decisions. 14

18 Complies with budgeting and purchasing guidelines and demonstrates responsible fiscal control over the school budget and activity funds. Establish organizational structures and practices for all stakeholders that result in the effective and efficient operation of the campus to promote student achievement. Formulate action plans and modify programs and procedures to improve all campus efforts. Uses organizational skills to resolve problems and make decisions necessary to improve the school s operating systems. Design and participate in professional development to improve professional skill and knowledge which is based on student achievement, campus, district and state needs. Monitor classroom performance of all teachers on a regular basis and offering pathways and professional development to improve student performance through improved teaching practices. Design an open, clear, and effective communication for the school; ensure that teaching staff communicate to families about student progress and specific ways to support their child s learning; utilize feedback from school staff, parents, students and community groups to improve schoolwide processes; adapt modes and styles of communication that make materials meaningful and engaging to staff, parents, students, and community groups. Communicate and promote high expectation levels for staff and student performance in enabling, supportive way; provides proper recognition of excellence and achievement. Mediates and facilitates resolution of conflicts among faculty, staff, students, and parents. Develop a management system that encourages positive student behavior, self-esteem, and a supportive climate to facilitate maximum student achievement. Promote activities that ensure positive student conduct and fair, equitable discipline practices. Review discipline data to plan, revise, and monitor practices and procedures appropriately. Provide knowledge and support of district initiatives with communication to all stakeholders regarding the initiatives to include facilitation of change processes and communication on the progress of change processes as appropriate; provide focus and rational for district initiatives and provide periodic updates as needed. Lead efforts to design or provide opportunities for family and community involvement at the school; create a school-wide culture that makes school feel accessible to families and the communities. Participate in community events and/or meetings to become known in the community and become knowledgeable about issues facing the community. Procedural Expectations Absences and Off Campus Call the executive director (ED) when off campus for more than one hour. Call the ED and send the ED s administrative assistant an Outlook appointment when reporting personal absences in advance. Call the ED for emergency absences (for example, a last-minute absence due to illness). 15

19 Budgets, Fundraisers, and Grants Comply with district procedures, policies, guidelines, timelines, and deadlines (mishandling of funds/monies can lead to severe consequences). Approve your own purchase orders (do not have anyone else approve for you). Store financial paperwork in a secure location (deposit cash daily). Fundraisers must be submitted 30 days in advance. Written approval is required prior to onset of fundraiser. If you have submitted, but have not received approval, it is your responsibility to follow up with the ED secretary to determine status. Campus Events Send personal invitation to Board members via an to the Board Relations Office and copy the ED. Keep campus website and calendar updated weekly. Submit special event information to Communication s Office. Campus Communication to Students, Parents, and Community Include confidentiality and non-discrimination statements on all communiqués. Proofread for errors in grammar, mechanics and spelling in both English and Spanish. Use official campus letterhead. Communicate professionally verbal and written. Data Entries Ensure all student data is accurately entered and submitted on time: attendance, federal lunch applications, grades, admissions, withdrawals, etc. Ensure accuracy of special program codes (i.e. SPED, ESL, GT). Address coding errors in timely manner. Attain 100% error-free goal. Discipline Develop and monitor supervision (duty) plan before, during, and after school. Develop a clear and consistent discipline plan and enforce execution of plan with fidelity. Ensure that every adult on campus knows the supervision (duty) and discipline plan. Ensure that everyone executes the supervision (duty) and discipline plan and consistently communicates/reinforces the plans with students. Ensure that students are respectful, dressed per code, and in classes not hallways. Enter that discipline referral data is entered weekly. Include referring teacher information on discipline entries when applicable. 16

20 Analyze referrals/other discipline data for recurring patterns and revise plans, including holding crucial confrontations with staff to resolve problem areas. Ensure that all staff writes only factual information on referrals. Remind staff that all documentation can be requested (ORR) or subpoenaed. Speak to parent in addition to sending the written referral (document conversation). Leave emotions and opinions out of the statements. s and Weekly Memoranda Check daily and maintain adequate mailbox space to allow for daily delivery. Review Weekly Administrative Information Packet (WAIP) every Thursday for information, actions and timelines. Read Weekly Bulletin from the ED. Remind staff that s can be requested (ORR) or subpoenaed. Professional Dress and Work Day Dress professionally at all times. Hold administrative/leadership team accountable for modeling professional dress at all times. Principals must arrive at least 30 minutes before the first bell for students to be admitted to the building and should remain at least 30 minutes after the dismissal bell. Ensure that your administrator supervisory schedule includes an administrator on duty for the entirety of all UIL activities/ campus events (day or evening). Leadership Non-Negotiables Set and articulate clear expectations for all staff on instructional quality, attendance and professionalism. Be a relentless and passionate leader at all times. Conduct Crucial Conversations Set the tone with FOCUS from beginning of the year. Model the highest level of professionalism. Support all teachers in the pursuit of excellence. Ensure safe schools and clean environments at all times. Hold all employees accountable for performance. Adhere to district policy and administrative procedures. 17

21 Leadership Development Strategic Plan 1. The Will to Lead: Intentions and Action A Fierce resolve to accomplish the mission of the district. Commitment through actions. Models District s Core Values. Inspires and motivates through actions. Places mission above self-interest. 2. Vision and Performance Expectations and Clearly Communicated Performance (SMART) goals are developed with benchmark timeline. Performance goals are aligned to District s Goals. Articulate the vision for the Campus. Performance goals are assessed and reported quarterly. 3. Mastery of Performance Fundamentals Knowledge of state curriculum and accountability standards. Knowledge of skills on effective rigorous teaching practices. Knowledge of quality instruction. Knowledge of effective lesson objectives, demonstrations of learning, purposefully instruction and multiple response strategies. Knowledge of how to manage change. Knowledge and skill for facilitating effective Planning Meetings. 4. Discipline to Performance Monitoring Discipline in data-driven decisions. Discipline in monitoring data. 5. Mastery of Coaching Skills Mastery of Crucial Conversation and Crucial Confrontation Skills. Mastery of documentation skills and procedures. Highly regarded by staff as effective Instructional Leader and coach. Ability to improve teacher performance. 18

22 Instructional Planning and Leadership 1. Quality teaching and learning in every classroom every day is your responsibility Focus on quality teaching and learning throughout the school year. Make rigor instruction in reading & writing a priority. Make collaborative planning a focus. Be purposefully redundant. Be clear of your expectations of every staff member at your campus on performance, attendance, professionalism and professional behavior. Ensure that every student is improving in academics. Make attendance and enrollment a priority. 2. Crucial Conversations Address noncompliance of non-negotiables immediately. Apply crucial conversations and confrontations daily in order to address issues. 3. Administrative Team Meetings Conduct weekly with agenda and sign-in sheets available for review upon request. Focus of Administrative Team meetings will include a collection of data for review, identify areas not meeting goals, and develop plan of action on how to meet goal. 4. Data Review of Student(s) Identify the correlation between attendance and grades. Ensure the assessments align to instruction. Ensure that grading practice aligns to instruction. Correlate reading levels and failing grades. 5. Attendance/Tardies Increase attendance: ES-97%, MS-96%, HS-95% Monitor and respond to weekly student attendance by teacher. Identify and address attendance patterns for campus, grade level, and individual students. Develop a Plan of Action to improve attendance. Conduct parent meeting to address compulsory attendance law, campus attendance, and enrollment goal. 6. Failure/ Retention Rate Principals will monitor failure reports/progress reports every 3 weeks. Principals will ensure individual teachers; grade levels and campus do not have a high failure rate. Principals will develop a plan of action to address failure rate throughout the nine weeks with monitoring. 19

23 7. Professional Learning-District and Campus Follow District Calendar for Professional Development Days. Ensure all Professional Development aligns with the Action Plan (SBDM Approval) Submit Professional Development agendas to EDs 5 days prior to event. 8. Professional Learning Professional learning conference requires prior approval from ED. Submit conference requests 6 weeks in advance to ED. Complete reflection sheet for conferences. Be prepared to present your learning to your colleagues during principal meetings. 20

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29 Professional Associations SECTION Professional associations are important for educators to stay upto-date on current educational topics and trends. Professional organizations for school administrators include: A.A.S.A.- American Association of School Administrators This professional organization was founded in 1865, for more than 13,000 educational leaders in the United States and throughout the world. AASA members range from chief executive officers, superintendents and senior level school administrators to cabinet members, professors and aspiring school system leaders. AASA members are the chief education advocates for children. The members advance the goals of public education and champion children s causes in their districts and nationwide. They help shape policy, oversee its implementation and represent school district to the public at large, as well as set the pace for academic achievement. T.A.S.A.- Texas Association of School Administrators TASA serves as the professional association for Texas top public school administrators. TASA provides the critical networking opportunities so important to members, bridging the natural gaps caused by distance and diversity, and facilitating sharing and collaboration. To support public schools TASA promotes legislative and policy advocacy efforts, professional learning offerings, and targeted communications for support of superintendent and other school leaders in all aspects, from the day-to-day operations of their districts to the more philosophical work of transforming public education. TCPEA- Texas Council of Professors of Educational Administration TCPEA is committed to creating and maintaining a site that offers useful information and resources, as well as a place where TCPEA members can collaborate and showcase their work. This is a partnership organization with the TASA. A.S.C.D. (formerly the Association for Supervision and Curriculum Development), it was founded in ASCD is a global leader in developing and delivering innovative programs, products, and services that empower educators to support the success of each learner. The association provides expert and innovative solutions in professional development, capacity building, and educational leadership essential to the way educators learn, teach, and lead. Learning Forward- Is the largest non-profit professional association committed to ensuring success for all students through staff development and school improvement. NAESP- The National Association of Elementary School Principals (NAESP), founded in 1921, is a professional organization serving elementary and middle school principal and other education leaders throughout the United States, Canada, and overseas. 26

30 Monthly Tasks SECTION Recurring Monthly Duties The Same Page The Same Page is sent to all district employees via weekly. Be sure to review the contents in order to stay abreast of district events and information. Budget Reports Review monthly budget reports and other financial reports to ensure accuracy. Parent Communication Campus developed materials to parents are to be translated appropriately for your school prior to distribution. Distribute Parent Portal registration. School Websites Should be kept updated, accurate, and easy to follow. Safety Drills All drills should be planned for the school year and the maintenance log maintained monthly after the drills are conducted. Student Attendance Review student attendance rates and submission to ensure accuracy. To include identification of no-shows, accurately follow district and state guidelines regarding student enrollment, identification of students with attendance issues, and implementation of interventions. Administrative Team Meetings and Instructional Coach Meetings Determine schedules to hold administrative team meetings to include campus instructional coach meetings to review professional development priorities, spot observations data, academic data focus, and action plan implementation. PBIS or Discipline Mgt. team Meet biweekly to review student behavior data, analyze equity of your data, review student discipline plans and adopt evidence-based procedures in response to specific students, or school times and locations, requiring improved behavioral supports. PLC Meetings Assure that procedures are in place for PLC meetings to refer the appropriate students, effectively develop individual student academic and behavioral plans, and that plans are being implemented and monitored. Monitor results and indicators Monitor results and indicators for campus academics and electives programs to assess progress and improvement with the campus leadership team, teachers, and other invested personnel. Attend principal professional development and meetings Dates and times of principal professional development and meetings will be provided. Attendance at these meetings and sessions is required, unless prior approval is obtained from the appropriate Executive Director. 27

31 SBDM Meetings This is a monthly campus leadership team meeting that involves discussion around issues to include academics, student support, budget, and parental involvement. The campus principal makes the final decisions principal, after garnering input and suggestions to campus issues. Conduct emergency drills Set up schedule and conduct required emergency drills and maintain log. August Prior to Students Return Students Final GPCs, attendance for credit plans, WMLS Testing and Transition Camps. Teacher Return Plans Develop detailed plans of what professional development and other activities will occur for teachers and other staff members, to include setting the focus and reviewing the action plan for the upcoming school year. Update action plans with staff based on review of data, as needed. Letters and Schedules to Staff Provide all staff members with information prior to the first day back to work, so that they know the schedule, dates, times, and locations as well as what the expectations are for the first week. Providing Busing and Relevant Information to Parents/Students Identify information relevant to parents/students and create mail out to parents that includes information such as registration, busing, open house, meet the teacher, etc. Schedules to Students All secondary schools are to provide schedules to students prior to the first day of class so that good first instruction may begin on Day 1. Registration Ensure that all registration details are in place to include dates and times of registration, personnel to work registration, the use of the district enrollment packet for new students and the packet for returning students. Post days and times of registration on the school marquee. Review Master Schedule Review the master schedule to make sure that any new hires are placed on the schedule where the vacancy was noted. Ensure all TAs are scheduled. Finalize pre-k rosters. Ensure that student schedules have been updated based on summer work by the students. Review the master schedule to make sure all students are enrolled and have a class schedule for day 1 of school. Finalize all Staffing Issues All new staff have been processed. Ensure that all teachers establish and validate their GradeSpeed login and password prior to day 1 for attendance and grading purposes. Work with Human Capital Management to ensure all personnel issues are finalized and vacancies filled. Establish Format for Communicating with Staff Determine schedule of standard communication, as well as method (newsletter, bulletin, etc.) 28

32 Complete Assignment of Staff Duties Determine administrative team responsibilities. Determine teacher leadership responsibilities. Finalize Structures for Campus Leadership Teams Determine meeting schedules, locations, and participants for the year. Create the first agendas for each group. Prepare Action Plan for First 2 Weeks of School Identify beginning-of-year supports such as additional staff at buses, arrival, etc. Establish procedures for breakfast in the classroom, as applicable. Role-play needed campus procedures to establish consistency and expectations for all staff for a smooth beginning of the year. Review Emergency Procedures Information and Update Review and submit emergency procedures. Establish fire drills and safety drill schedules and location of log for maintenance. Finalize all plans for Open House/Welcome Back Establish date and time for Open House/Welcome Back. Notify all participants of the Open House/Welcome Back, be sure to translate information as needed for your community. Communicate expectations of staff for the Open House/ Welcome Back. Identify process and procedure to facilitate classroom location (maps, class lists with teacher names, etc.) Establish Meeting Schedule for the Year Identify set days for holding PLC and staff meetings so staff can plan appropriately. Establish Campus Leadership Spot Observation Schedules Establish schedule for spot observations and teacher feedback for campus leadership personnel. Title I Schools Notebook Create and maintain a Title I notebook with the following components: Title I Campus Needs Assessment (with the assistance of parents)- to be completed in August Title I Annual Meeting Title I Parent Involvement Policy (developed with parents) Title I School/Parent Compact (developed jointly with parents) Title I Campus Staff Meeting with the assistance of parents Communication and Notification Structure (phone tree, etc.) For emergencies and notifications, identify the process that will be utilized on campus. Opening Week with Staff Conduct lockdown and fire drill orientation for all staff. Ensure that the appearance of the building- including bulletin boards, cleanliness, and signagemeets expectations. See the Establish Welcoming Environment standards. 29

33 Ensure that all teachers have analyzed available student data and have a sense of the strengths and needs of all students in each class. Establish staff expectations for classroom instruction, with professional development provided as per campus needs. Ensure teachers have capability to take attendance beginning on first day of school. Establish expectations that taking complete and accurate attendance is a requirement of the Texas Education Code and must begin on the first day of school. Establish alternate plan for attendance collection when GradeSpeed is unavailable and for classroom substitutes. Conduct role-play scenarios to establish school/student culture as needed per campus. Conduct initial meetings with leadership team or appropriate committees to clearly define professional development priorities and establish structures and schedule for professional development and professional learning communities. Utilize on-line system for collecting daily attendance for call-in reporting. Staff and New Teacher PD. Completion of compliance videos. Activity Fund training Annual UIL Training for Sponsors. Distribute information to the staff: Master schedule Duty schedules Prep schedule Professional Learning Communities and professional development expectations and schedule Procedures/schedules for the first two weeks of school Communication and Notification Structure Safety and emergency Procedures Student Behavior Expectations to include Parent/Student Handbook with the Student Code of Conduct Copy of the Campus Action Plan August/September Pay special attention to student enrollment during the first two weeks of school and accurately report data. Specifically, verify student schedules, track daily attendance, identify students who are no-shows, and accurately follow district guidelines. Verify that teacher schedules are accurately entered. Finalize all staff committee/team assignments; appoint or elect necessary staff committee and/or department chairs. Identify events (concerts, plays, sporting events, family nights, etc.) requiring staff chaperones and assign staff chaperone duties. 30

34 Identify and plan for field trips and student activities, to include coordinating all related paperwork such as fundraising, field trip forms, parent volunteer/chaperone clearance, etc. Provide beginning-of-year communication with families: welcoming students and families, highlighting upcoming events, communicating expectations and policies, etc. Complete the update of the Campus Action Plan; prioritize and adjust strategies and indicators for the literacy and math goals, as well as instructional priorities as needed; publish revised action plan for all staff; discuss with leadership team; collaborate with AFs and ACs. Begin and maintain log of required fire and lockdown drills. Prepare for leveling process, complete first day numbers completely and accurately. Benefit Coordinator Nominations are due to HCM. Annual enrollment for benefits. Start TEI classroom spot observations and feedback form with leadership team; establish and maintain information in Schoolnet. Begin planning for parent/teacher conferences; identify persons responsible for scheduling of conferences, system, etc. Review updates on the return of student information forms (enrollment forms and associated documentation). Conduct initial PBIS or discipline management teams to: set schedule; review previous year student data; apply an equity lens as you analyze your data; discuss discipline management plan implementation; map systems and supports at the school for students; set goals; develop action plan for management and establish dates and procedures for re-checking classroom and school wide discipline management, behavioral expectations, as well as recognition systems. Campaign to get parents enrolled on Parent Portal. Review student discipline data. Ensure Individual Academic Plans (IAP) are being implemented. Identify program manager (secondary schools administrator) for the manager of the follow-up process to locate no-shows and dropouts and management of the process for the school year. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. Attend training on TEI and Schoolnet. Communicate school goals (from the School s Action Plan) to inform teacher goal-setting, and conduct goal setting conferences. Principal/ED Goal setting (Appraisal). BOY Data collection in reading. Teacher tiering data and support plans. Over age progress check & celebrations DDI Process established. School Improvement (IR) Presentations. PEIMS Snapshot progress monitoring. H.S. Schedule changes must be finalized 10 days after beginning of school. Monitor RM, Parent Portal and attendance. Tutoring begins. 31

35 October Evaluator and teacher agree on SLO and Professional Development Plan Start TEI extended observations with conferences. Implement R & I based on 1 st six week grades. Interim Assessment. Consider/Implement teacher growth plans. Snapshot date for PEIMS reporting. Hold parent/teacher conferences as per district calendar. Review all data in regards to student enrollment, special populations coding etc. prior to the snapshot date. Complete emergency drills as required and maintain log. High schools begin check of senior records to identify student needs prior to spring semester. Ensure all students who are identified as at-risk have a personal graduation plan on file. Finalize plans and schedule for professional development day. Ensure all details and coordination of state testing has been completed and the campus is well prepared to administer state assessments for the fall. Review student discipline data. Review implementation of IAPs. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. November Review master schedule and make decisions regarding the next school year master schedule. Monitor RM, Parent Portal, and attendance. Climate Survey. Spend Title I. Senior parent meetings & spring activities calendar planning Universal Screener. Identify Credit Recovery. Prepare for Midyear/collection artifacts. Plan and prepare for November professional development day. Monitor and correct any student data errors. Review student discipline data. Review implementation of IAPs. Principal Attestations are due to HCM. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. December Review student discipline data. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. Monitor RM, Parent Portal, and attendance. End 1 st Semester spot observation ACPs 32

36 End of overage 1 st semester/celebrations identify potential overage students for 2 nd semester. Individualized summer programs. Plan & communicate expectations for holiday parties. Science Fair/Spelling Bee. January High school students begin online course selection for the following school year. All schools begin to follow and monitor the master schedule timeline. Plan and prepare for January professional development day. High schools conduct senior records audit. Plan for spring parent/teacher conferences. Review student discipline data. Monitor RM, Parent Portal, attendance and Campus Action Plan. Begin 2 nd Semester spot observations. ACP Data Review meetings with teachers and develop intervention plans. Considerations for campus based summer programs. Over age Intake & finalize staffing needs. School choice fair. Action Plan Review. Intro to SSI for parents. Balance 2 nd semester master schedule. Submit non-renewal documentation to HCM. Monitor budget and start planning budget. February Prepare nomination letters for TOY-TAOY, Rotary. Monitor RM, Parent Portal, attendance and Campus Action Plans. Vacancy reports/certifications/special programs. New student Round-up (open house) Complete non-renewal documentation. Intent to Return Plan. Choice Sheets. STAAR Released. Plan for February PD. Sr. Graduation meeting announcements. Letters to Sr. parents potential non-grads. Start TEI summative performance evaluations with conferences. Finalize details for parent/student conferences. 33

37 Ensure all details and coordination of state testing has been completed and the campus is well prepared to administer state assessments. Review student discipline data. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. March Attend budget meetings prepared with needs for special populations, allocations, etc. Monitor RM, Parent Portal, attendance and Campus Action Plans. All students course selections should be completed for the following school year. Begin identification of potential summer school students and advertise opportunities for student summer experiences and registration. Meet with Human Capital Management on personnel documentation and files. Review student discipline data. Benefit Coordinator mandatory training. ES Master Schedules. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. Action planning. TELPAS Ratings. 8 th grade endorsement plans. Academic Credit- Principal Plan. Parent/Teacher Conferences. Job fair planning & participation. Over age progress check and celebrations. Non-Renewals to ER. Senior Validations lists. R & I Parent Meetings (Retention) Systems Reviews Prep. April Attend Career Fair for next year s hiring. Complete Title 1 Work scopes, budgets and documentation. Vacancy reports and Recruiting plans. ISIP Reports/testing EOY Volunteer Appreciation. Course request completed for master schedule Graduation/Senior planning. Master Schedules reviewed/approved. Budget/Staffing Meetings. Pre-K Round-up. Non-renewal follow-up. 34

38 Emergency Drill Logs due. Teacher transfer period. PDAS due/tei Planning for SSI Implementation. Planning for GPC. Gifted & Talented Program compliance Review check list due. Volunteer Hours input. MLEP-MPAC training EOY. Climate Survey. Superintendents Scholarship reception. TOY/TAOY Celebration. IB Applications due. Review student discipline data. Plan to complete 3R summative conferences. Benefit Coordinator holds annual enrollment meetings on campuses. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. MSTAR Universal Screener grade 5 & 8. May Provide all staff with end of year checklist. Complete plans for next year master schedule, school calendar, professional development, etc. Review student discipline data. Prepare and communicate action plan for last weeks of school for students: Identify extra staff support in identified areas such as buses, cafeteria, etc. Communicate to staff clear expectations for academic instruction and building operations. Submit 3R evaluation documentation. All Dallas AC Intern final recommendations are due to HCM. Monitor and correct any student data errors, such as those identified on the Certify Scorecard. MSTAR Universal Screener grade 5 & 8. Systems Review I & II. EOY Reading Inventories. Transition meetings: 5 th and 8 th grade & SPED. EOY LPAC-April pref. Discipline Data entered. School supply list. Elementary class sorting. Order paper/supplies to start school year. Graduation. Monitor RM, Parent Portal and attendance. Identify over age students and implement a district-wide system to provide and monitor services. Job Fairs. 35

39 June July MLEP-LPAC name team/lpac training. Needs Assessments due. Verify all staff have completed all grading and fulfilled student cumulative record requirements. Cum folder transitions. EOY campus close out collection of material/tech. Summer School. SSI/AIPs completed-gpcs. Finalize staff and assignments. Recognize retirees. Graduation. Identify hire for over age staffing. Complete and submit principal end-of-the-year checklist to the appropriate Executive Director. Review received data to make revisions to the campus action plan and professional development plan for the following school year. Correct any student data errors in the system. Ensure that all students have schedules for the following school year and the master schedule is completed accurately within the parameters established. Ensure all disciplinary incidents have been entered into the system correctly. Ensure all student data errors have been corrected before the data staff leaves. Budget online. Plan PD/Book study prep with principals and EDs. Staff Handbook/Parent Handbook. School master calendar. Plan transition camps. Facilities readiness check. PD for over-age staff: principals, teachers, TAs. Plan campus data meetings. Plan dates for PTA/SBDM, etc. Plan for new teacher PD/Leader Academies. 36

40 TEI Evaluation Calendar SECTION TEI Main Page: TEI Contact: TEI Staff Resources: TEI Main inet Page: 37

41 Checklist Prior to First Day SECTION Opening School Checklist 1. Preparing the Faculty o Ensure all teacher requested repairs to rooms are completed. o Ensure summer maintenance task are complete (paint, shampoo carpets, etc.) o Have all excess furniture picked up o Order new furniture/equipment as needed o Order start-up cleaning/restrooms supplies o Prepare general-area bulletin boards o Clean and/ or replaces entrance mats o Replace/ Updated signage o Offices/ portables/ classrooms o Rules/Procedures/ Expectations o Federal Requirements: Child Find/ Parent Involvement Policy o Inspect metal detectors o Service 2-way Radios o Synchronize clocks o Check flags; Classroom/Auditorium 2. Preparing the Grounds o Spruce up flowers beds, gardens, etc. o Check grounds/ blacktop equipment o Check condition of outdoor flags o Updated marquee o Check grounds for hazards (uneven ground, ants, etc.) 3. Preparing for Parents and Community o Meet with PTA President to set goals o Meet with SBDM Chair to set goals o Meet with Neighborhood Association 38

42 4. Preparing for Processes and Procedures o Update bus schedule o Updated Special Classes rotation schedule o Update Lunch Schedule o Assign duty posts o Review attendance procedures o Update substitutes procedures o Review Crisis Plan o Update 1 st day procedures- assign duties 5. Preparing for Students o Hold New Student Registration (date: ) o Schedule Woodcock-Munoz testing for new-to-district students (date: ) o Finalize room assignments o Organize packet workday (date: ) o Draft welcome back letter o Collect other pertinent information to send home o Update/ distribute supply lists o Mail summer packets o Order Folders/ Student Agendas o Prepare announcements notebook (including birthday roster) o Post class rosters 7. Preparing for New Teachers and Staff Members o Staff all vacancies o Have business cards/ name plaques made (as appropriate) o Select mentor teachers/ new teacher support team chair o Collaborative on orientation agenda o Update Who to Ask List 39

43 8. Preparing for Teachers and Staff o Finalize teaching assignments o Finalize room assignments/ update floor plan o Draft welcome back letter o Mail welcome packet o Update faculty and staff handbook o Purchase welcome back supplies o Assign appraisal responsibilities o Distribute textbooks o Secure staff development location o Finalize staff development agenda o Secure staff development materials/ equipment o Plan refreshments/ food 9. Preparing for New Initiatives o Outline District programs o Outline Learning Community Programs o Outline Campus Programs o Purchase needed materials 40

44 Required Campus Committees SECTION Committees Site-based Decision Making Committee Attendance Committee Placement Review Committee Campus Emergency Team Grade Placement Committee (5 th & 8 th Grade) Admission, Review, Dismissal Committee (ARD) Language Performance Assessment Committee (LPAC) Gifted and Talented Selection Committee 41

45 Student Enrollment SECTION Registration As per the June 25, 2015 WAIP the Attendance Office at all campuses must be open from 8 a.m. -4 p.m. beginning August 11 through August 21, In addition, the Attendance Offices are to be open with extended hours from 8 a.m. -7 p.m. on August 13 and August 20. During this two-week period, at least one staff member must be available at all times to collect required enrollment documents from parents and secure a good contact number. Parents are to be contacted by phone if additional information is needed during the scheduling process. Parents will then be contacted once the schedule is ready for pick up. All returning students will receive registration packets on the first day of school to update. Student Records Management The principal is the custodian of student records at his/her school. He/she is responsible for documenting, directing, and providing oversight of student records management procedures that drive funding and accountability for the school and the District. See FL (LOCAL) There is a standardized set of enrollment forms for Dallas ISD campuses to utilize for student enrollment. Basic Enrollment Packet - New Student Enrollment Packet (SPANISH) New Student Enrollment Forms Student Enrollment Fact Sheet (SPANISH) Immunizations Requirements (SPANISH) Student Enrollment/Registration Form (SPANISH) Home Language Survey TEA Student Ethnicity and Race Data Questionnaire (SPANISH) FERPA (SPANISH) Annual Student Health Information Form (SPANISH) Photography and Video Release Form (SPANISH) Military Connected/Foster Care Form (SPANISH) Student Residency Questionnaire (SPANISH) Socioeconomic Information Form (SPANISH) Student/Parent Acknowledgement Receipt Form (SPANISH) 42

46 The Dallas ISD Student Enrollment/Registration Form and other appropriate forms listed above must be completed at the time of enrollment as per FD (LOCAL) by the student s parent, guardian, or other person with lawful control. The person enrolling the student shall provide his/her name, address, and date of birth. Each enrolling student may be asked to provide documentation of age and residency along with previous school records and proof of immunization at the time of enrollment. No later than the 30 th day after the date of enrollment, the person enrolling the student or the school district in which the student was most recently enrolled shall furnish the following documentation: Age Verification: The date of birth of each student enrolling shall be established by a birth certificate. Other documentation (e.g. hospital birth record, church baptismal record) may be used if a birth certificate cannot be provided. Records from the previous school may be used to establish age for students beyond first grade. Residency Verification: The residency verification documentation may include, but is not limited to: utility bill, lease agreement, rent receipt. These are indicators that may expedite verifying residency, but the absence of such indicators is not conclusive that the student is not a resident. Furthermore, that fact that a student is living in a household or owned by someone outside the student s immediate family may be an indicator that the student is homeless and entitled to admission. The school staff is required to request minimal proof of residency and staff may make reasonable inquiries to verify a student s residency eligibility. Previous School Records: Dallas ISD shall request and receive records from the last school in which the student was enrolled. Immunization Records: Records must be requested that show that a student has the required immunizations, proof that the student is not required to be immunized, or proof that the student is entitled to provisional admission. Note: A student shall not be denied enrollment or be removed solely because documentation for age, residency, and/or previous school enrollment has not been provided. Student Enrollment Eligibility A student shall be enrolled as an eligible student if he/she meets the age and residency requirements outlined below: Age Requirements A student who is at least five years old and less than twenty-one years old on or by September 1 of the current school year is eligible to enroll in a public school district in which he/she or his/her parent(s), guardian, or other person having lawful control under a court order reside in the District, provided the student has not previously graduated from high school. 43

47 A student who is at least three years old and less than 22 years of age on September 1 of the current school year is eligible to enroll and receive special education services provided the student has not received a regular high school diploma. A student from birth through age two who has visual and/or auditory impairments is eligible to enroll and receive special education services. If he/she has completed public school kindergarten or has been enrolled in the first grade in a public school in another state prior to transferring to a Texas public school, a student who is five years old on or before September 1 of the current school year is automatically eligible for assignment to the first grade. Residency Requirements The student and either parent reside in Dallas ISD. The student does not reside in Dallas ISD, but a parent who is a joint managing conservator, a sole managing conservator, or a possessory conservator resides in Dallas ISD. The student and his/her guardian or other person having lawful control under an order of a court resides in Dallas ISD. If a student does not reside in the District, but the grandparent of the student resides in the District AND provides substantial after-school care, the student may attend a DISD school, based on space availability, tuition free. See Board Policy FD(LEGAL) and FD(EXHIBIT). 44

48 A student residing in a residential facility located in the district is entitled to admission. The residential facility is defined as follows: 1. A facility operated by a state agency or political subdivision, including a child placement agency, that provides 24-hour custody or are of a person 22 years of age or younger, if the person resides in the facility for detention, treatment, foster care, or non-educational purposes; and 2. Any person on entity that contracts with or is funded, licensed, certified, or regulated by a state agency or political subdivision to provide custody or care for a person in section 1. A residential facility is required to notify the school district in which the facility is located of the placement of the person three years of age or older. The facility is required to give the notice not later than the third day after the date of placement. A district should contact residential facilities in the district to coordinate implementation of this notice provision. In general, students placed in residential facilities are entitled to admission under the provisions of However, (b)(7) provides a uniform admissions provision for children in such facilities. Additionally, the notice requirement should generate communication between the facilities and school districts that will promote efficiency in the provision of education services to these children. The student under the age of 18 has established a separate residence in Dallas ISD apart from his/her parent, guardian, or other person having lawful control under an order of a court not for the primary purpose of participating in extracurricular activities. The district is not required to admit a student if the student: has engaged in conduct or misbehavior within the preceding year that has resulted in removal to a disciplinary alternative education program (DAEP); or expulsion has engaged in delinquent conduct or conduct in need of supervisions and is on probation or other conditional release for that conduct; or has been convicted of a criminal offense and is on other conditional release These exceptions ONLY apply if a student is living in a different district than the student s parent, guardian, or other person with lawful control of the child under a court order. The exceptions cannot be used to prevent a student eligible for admissions under a different provision of from being enrolled, including homeless students. The student is homeless as defined by federal and state law. A person defined as homeless is entitled to admission regardless of the residence of the person, of either parent of the person, or the person s guardian or other person having lawful control of the person. Therefore, a person who is homeless is entitled to admission in any Texas school district. 45

49 The definition is 42 U.S. C is similar, but not identical, to the definition of homeless children and youths enacted in the No Child Left Behind (NCLB) legislation enacted by Congress in As to the definition in the NCLB legislation applies specifically under federal law to the enrollment of homeless children and youth, the Texas Education Agency, advised that school districts apply the NCLB definition, in addition to the definition in 42 U.S. C , when determining if a student is eligible for enrollment under (b)(5). Both definitions are set out below. Under federal law, homeless students may not be segregated from students who are not homeless, prohibiting assignments to a shelter school or other segregated setting. Limited exceptions are provided for a short period to deal with a health or safety emergency or to provide temporary, special, and supplementary services that are unique to the needs of the homeless child. 42 U.S. C (a) provides: For the purpose of this chapter, the terms homeless, homeless individual, and homeless person means- 1. An individual or family who lacks a fixed, regular, and adequate nighttime residence; 2. An individual or family with a primary nighttime residence that is a public or private place not designated for or ordinarily used as a regular sleeping accommodation for human beings, including a car, park, abandoned building, bus or train station, airport or camping ground. 3. An individual or family living in a supervised publicly or privately operated shelter designed to provide temporary living arrangements (including hotels and motels paid for by Federal, State, or local government programs for low-income individuals or charitable organizations, congregate shelters, and transitional housing); 4. An individual who resided in a shelter or place not meant for human habitation and who is exiting an institution where he or she temporarily resided; 5. An individual or family who- a. Will imminently lose their housing, including housing they own, rent, or live in without paying rent, are sharing with others, and rooms in hotels or motels not paid for by the Federal, State, or local government programs for low-income individual or by charitable organizations, as evidenced by- i. A court order results from an eviction action that notifies the individual or family that they must leave within 14 days; ii. The individual or family having a primary nighttime residence that is a room in a hotel or motel and where they lack the resources necessary to reside there for more than 14 days; or iii. Credible evidence indicating that the owner or renter of the housing will not allow the individual or family to stay for more than 14 days, and any oral statement from an individual or family seeking homeless assistance that is found to be credible shall be considered credible evidence for purposes of this clause; 46

50 b. Has no subsequent housing identified; and c. Lacks the resources or support networks needed to obtain other permanent housing; and 6. Unaccompanied youth and homeless families with children and youth defined as homeless under Federal statues who- a. Have experienced a long term period without living independently in permanent housing; b. Have experience persistent instability as measured by frequent moves over such period, and c. Can be expected to continue in such status for an extended period of time because of chronic disabilities, chronic physical health or mental health conditions, substance addiction, histories of domestic violence or childhood abuse, the presence of a child or youth with a disability, or multiple barriers to employment. 42 U.S. C (a) provides: The term homeless children and youths - 1. Means individuals who lack a fixed, regular, and adequate nighttime residence (within the meaning of 42 U.S.C (a) above; and 2. Includes- a. Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement. b. Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; c. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and d. Migratory children who qualify as homeless for the purposes of this part because the children are living in circumstances described above. A foreign exchange student is entitled to admission if the student is placed with a host family that resides in the school district by a nationally recognized foreign exchange program. The only exception is under the terms of a waiver granted by the commissioner of education. For a waiver to be granted, the admission of a foreign exchange student must create one of the three possible conditions. It must: 1. Create a financial or staffing hardship for the district, 2. Diminish the district s ability to provide high quality educational services for the district s domestic students, or 47

51 3. Require domestic students to compete with foreign exchange students for educational resources. The period of a waiver may not exceed three years. The student resides in a residential facility located in Dallas ISD. The student resides in Dallas ISD and is 18 years of age or older or if the student is less than 18 years of age and had had the person s disabilities of minority removed through marriage or as otherwise permitted by law. The law makes special provisions for children in foster care. Children in foster care are to be provided tuition free admission in the district in which the foster parents reside. In addition, the use of a durational residence requirement to prohibit a foster child from participating in any school-sponsored activity is forbidden. A high school student placed in temporary foster care is provided the option of continuing to attend, without payment of tuition, regardless of the residence of the foster parents. The student provides documentation of other special circumstances that document his/her residency in Dallas ISD. Roles and Responsibilities Principal The Principal is responsible for developing and documenting the school enrollment procedures, reviewing the procedures with all staff involved in the student enrollment process and ensuring that the computer-based student enrollment information is verified. Following the end of each attendance reporting cycle, in accordance with state reporting requirements, the principal ensures that the school enrollment procedures are properly implemented throughout the school year. Registrar or Data Controller The Registrar in a secondary school or the Data Controller in an elementary school is responsible for providing appropriate enrollment documents for completion to the person enrolling the student, ensuring that returned forms are complete, entering enrollment information on the student data base, and verifying that computer-based enrollment information accurately reflects information on the Student Enrollment/Registration Form and related documents. 48

52 Student Enrollment Prekindergarten SECTION Pre-Kindergarten Enrollment This section addresses unique provisions for Prekindergarten. These provisions must be applied in conjunction with the general rules regarding enrollment procedures. If students are served by multiple programs, review and apply the provisions of each applicable program. Eligibility Obtain proof that the student enrolling is three (only for off-site) or four years old as of September 1 of the current school year. The student must also meet one of the criteria listed below: 1. The student is unable to speak and comprehend the English language, as determined by: a. Administering the home language survey (if the language other than English is indicated on any portion of the survey, then the student must be tested for English proficiency); and b. Testing students using oral instruments from the list of state approved tests for the assessment of limited English proficient students. 2. The family income, according to appropriate regulatory guidelines is at or below subsistence level; that is, the student must be eligible for the National Free or Reduced Price Lunch Program. Verification of household income must be completed prior to enrollment of the student. 3. Appropriate prekindergarten staff and the student services staff (under Psychological and Social Services/Homeless Education Program) determines eligibility for students who are homeless, regardless of the residence of the child, of either parent or stepparents of the child, or the child s guardian or other person having lawful control of the child. For purpose of this section, the term homeless includes 42 U.S. C to include: a. Children and youth who are sharing the housing of other persons due to loss of housing, economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping grounds due to the lack of alternative adequate accommodations; are living in emergency or transitional shelters; are abandoned in hospitals; or are awaiting foster care placement. b. Children and youths who have a primary nighttime residence that is a public or private place not designed for or ordinarily used as a regular sleeping accommodation for human beings; c. Children and youths who are living in cars, parks, public spaces, abandoned buildings, substandard housing, bus or train stations, or similar settings; and 49

53 d. Migratory children who qualify as homeless for the purposes of this part because the children are living in circumstances described above. 4. The child or stepchild of an active duty member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces, who is ordered to active duty by proper authority. The term member of the armed forces for criteria 4 includes: a. Active duty uniformed members (parents or official guardians) of the Army, Navy, Marine Corps, Air Force, or Coast Guard who are assigned to duty stations in Texas or who are Texans who have eligible children residing in Texas. b. Activated/mobilized uniformed members of the Texas National Guard (Army or Air Guard), or activated/mobilized members of the Reserve components of the Army, Navy, Marine Corps, Air Force, or Coast Guard who are Texas residents regardless of the location of the reserve unit; and c. Uniformed service members who are Missing in Action (MIA). 5. The child or stepchild of an active duty member of the armed forces of the United States, including the state military forces or a reserve component of the armed forces that was injured or killed while serving on active duty. 6. The student is in or was in foster care/conservatorship of the Department of Family and Protective Services. The form letter from the Texas Department of Family and Protective Services must be submitted in order to qualify under this criterion. Documentation In order to claim PK eligible days present for funding, documentation must be complete. All documentation supporting student eligibility must be on file for every student accumulating eligible PK days present. The documentation requirements are as follows: Qualifying Event Language Documentation Home Language Survey Qualifying Score on an approved Oral Language Proficiency Test Educationally Disadvantaged Military- Active, Injured or Killed 50 Document of student is eligible to participate in the National Free or Reduced- Price Lunch Program Department of Defense photo identification for children Statement of Service for active members or mobilized Reservists or members of the Texas National Guard, for Texas National Guard official letter from a

54 commander (Lt. Col. Or Commander level) confirming active/mobilized status may be accepted. Copy of Purple Heart orders or citation for children of Service members or mobilized Reservists/guardsmen who were wounded or injured in combat. A copy of the Line of Duty Determination documentation for children of service members or mobilized Reservists/guardsmen who were injured while serving active duty but were not wounded or injured in combat or an official letter from a commander (Lt. Col or Commander level) that stated the Service member was wounded or injured while on active duty is acceptable. Death Certificate, using the Service appropriate Department of Defense form, or a Department of Defense form that indicates death as the reason for the separation from service for children of Service member who dies or were killed. Missing in Action (MIA) appropriate documentation for children of Service members who are MIA. Prekindergarten Attendance and Coding PK classes shall operate on a full-day basis and coded (ADA Eligibility Code 2). Students in PK are also eligible for special programs such as special education and bilingual/esl, provided they meet the requirements for these programs. DISD was awarded the PK Early Start Grant (PKES Tier 3), which funds form full day prekindergarten classroom. The students eligible in this grant funding are reported and coded ( ADA Eligibility Code 1) Full Day if students are scheduled for at least six hours (360 minutes) of instruction each day. Students who do NOT meet eligibility requirements but are still served in the PK program should be coded ineligible half-day (ADA Eligibility Code 5). Schools should ensure that serving that are not eligible for the PK program does NOT interfere with serving students who are eligible for the program. Students who qualify and attend PK for half of the day and Preschool Program for Children with Disabilities (PPCD) for the other half of the day must meet the qualifications for both programs to be coded eligible for full-day (ADA Eligibility Code 1). 51

55 Centralized PK Waiting List A Prekindergarten Centralized Waiting List is used to facilitate the placement of eligible four-year old students in classrooms across the district. When the prekindergarten class(es) at a campus has 22 eligible students enrolled, the Data Controller must add the children who have requested prekindergarten services, but cannot be served at the campus to the web-based Centralized Waiting List. Parents complete the enrollment packet and eligibility for PK MUST be determined before the student s name is added to the Centralized Waiting List. The home campus adds the student s name to the Centralized Waiting List once eligibility is confirmed. The Centralized Waiting List will be monitored and administered by the Early Childhood Department. Once a student qualifies and there is no space at the home campus, the student s information MUST be added to the Centralized Waiting List. Centralized Waiting List Procedures: 1. Make a copy of the child s birth certificate and shot record. 2. Collect the completed enrollment forms. Place each child s enrollment information in a labeled file folder. 3. Verify the child s eligibility for PK. 4. If eligible, add to the Centralized Waiting List. 5. If the child is not eligible for PK, explain to the parent that the student is not eligible and cannot be served this year. 6. If the parent is interested in tuition PK for their child, the child s name can be added to the Centralized Waiting List designating him/her as interested in being a tuition student. Prekindergarten Withdrawal A student should be withdrawn from the attendance accounting system on the date the district becomes aware the student is no longer a member of the district. With proof of enrollment in a different district/campus, retroactive withdrawals will be permitted to the day the student enrolled in the other school. All attendance accounting records affected by this change must be updated. If the student withdraws before official attendance is taken, the withdrawal date is that day. If the student withdraws after official attendance is taken, the withdrawal date is the next school day. 52

56 Student Enrollment Bilingual/ESL Programs SECTION Eligibility Upon initial enrollment into Dallas ISD, a home language survey is completed by all parents during the enrollment process. The Home Language Surveys are administered annually to students new to the district for whom a survey has never been completed (in Texas) or when a copy of the survey cannot be located. If a language other than English is indicated on the survey, the student is assessed for English proficiency with the Woodcock-Munoz Language Survey (WMLS-R). Students in grades PK-6 take the WMLS-R administered in English. In addition, if Spanish is indicated on the Home Language Survey, WMLS is also administered in Spanish. If the student scores below the English proficiency level as determined by the WMLS-R standards, the student is considered to be limited English proficient (LEP). Students in grades 6-12 are administered the English WMLS. If the student scores below the English proficiency level according to the WMLS standards, the student is considered to be LEP. Any student in grades 2-12 scoring at or above the English proficiency level as determined by the WMLS- R standards are then administered the Stanford 10 Abbreviated Form. If the student scores below the 40 th percentile on either the reading or the language arts section of the test, the student is considered LEP. Within four weeks of the student s initial enrollment in the district, the student shall be identified as LEP and enrolled into the required program. Even though the student may be served in the bilingual/esl program, the student should not be coded with the bilingual/esl indicator unless all documentation is on file. The Language Proficiency Assessment Committee (LPAC) then places the identified student in either the bilingual education program or the ESL program as follows: Elementary Spanish speaking LEP students are placed in a Dual Language Program. Elementary LEP students of languages other than Spanish are placed in an ESL program. Secondary LEP students in grades 6-12 are placed in the ESL program. Approval to place a student in the appropriate program is obtained from the parent/legal guardian, with the date completed by parent/guardian section completed. A copy of the signed form MUST be sent to the Multi-Language Department. District personnel will input the effective date in the attendance counting system to activate funding. 53

57 Any bilingual/esl student who transfers into Dallas ISD from another district should be placed in the appropriate bilingual/esl program, pending receipt of the documentation (LPAC records and assessment information) from the sending district. If the documentation is not received within four weeks of the transfer, the LPAC must go through the standard identification and assessment procedures in order for the student to be appropriately coded. A parent may request in writing that his/her child be removed from the bilingual/esl program and placed in a general education classroom. For parents seeking to deny permission, a conference must be held with the LPAC administrator, LPAC member, and the parent requesting the denial of services. A Parental Plan of Action for Denials Document must be given to the parent upon request for program denial. The conference will ensure that parents understand the benefits and content of the bilingual/esl programs. The date the LPAC meets to exit a student from the bilingual/esl program is considered the effective date of change. The date is recorded in the attendance accounting system and eligible bilingual/esl days are no longer accumulated from that date forward. Roles and Responsibilities The campus administrator designates the Language Proficiency Assessment Committee (LPAC), to include an administrator. The LPAC committee should complete the following tasks: Provide attendance personnel with names and coding information of students who are eligible, whose documentation is complete, and who are being served in the bilingual/esl programs. This information is provided through the LPAC rosters. Ensure that school personnel are aware of changes in student s services and effective dates of changes. School personnel enter all changes into Chancery. Review the LPAC rosters at the end of each grading period and correct any errors. Conduct all LPAC meetings regarding student eligibility, status, and program issues Monitor exited students academic progress 54

58 Exiting Procedures The LPAC classifies the LEP student as English proficient when the student attains the required exit criteria as stated in 19 TAC (h); the district notifies the student s parent/guardian of the reclassification as English proficient and his/her exit from the bilingual/esl program. As per 19 TAC (b), see the following chart. Dual Language Program (One-Way and Two-Way) Grade Level English WMLS-R Spanish WMLS-R Stanford 10 Most Current Year State Assessment Reading English Most Current Year State Assessment Writing English TELPAS Writing PK-5 Not eligible for program exit. 6 4,5, or 6 Passing AH ESL Program Grade Level English WMLS-R Spanish WMLS-R Stanford 10 Most Current Year State Assessment Reading English Most Current Year State Assessment Writing English TELPAS Writing PK-5 Not eligible for program exit. 6 4,5, or 6 Passing AH 7 4,5, or 6 Passing Passing 8 4,5, or 6 Passing AH 9 4,5, or 6 Passing Passing 10 4,5, or 6 Passing Passing 11 4,5, or 6 Passing Passing 12 4,5, or 6 Passing (TAKS ELA) 55

59 Bilingual/ESL program eligible days present may not be claimed when a student receiving services is placed in a disciplinary setting, such as In-School Suspension or Disciplinary Alternative Education Program for more than 5 consecutive days, if the same amount and type of program services are not provided by a certified educator. Monitoring Exited Students The LPAC is responsible for monitoring the academic progress of students who have been exited from the bilingual or ESL programs or reclassified for a period of two academic years after the LPAC s initial exit recommendation. The following documentation is required and on file for every student identified as LEP: Home Language Survey Necessary assessments needed to qualify for bilingual/esl program Written documentation of the LPAC placement recommendation Record of parent approval for LEP placement into a bilingual/esl program, which remains valid until the student exits the program. This approval becomes invalid if the parent submits a program placement denial for the student. 56

60 Special Education Program SECTION The Dallas ISD Special Education Operating Guidelines manual has been updated and is available at The manual provides Federal regulations and State rules for special education as well as outlines and describes procedures to be followed by district personnel in the implementation of special education. These guidelines introduce the parameters necessary to support uniformity of the special education program and service delivery across the district to students with disabilities. The publication is for informational purposes only. It is not intended to create or interpret laws and is not to be construed as legal advice nor relied upon as a substitution for the advice of legal counsel. The manual will be available electronically only. The guide was developed strictly for district employees. Region 18 provides Statewide Leadership for the Legal Framework for the Child-Centered Process in Texas in collaboration with the Division of IDEA Coordination at the Texas Education Agency. The Legal Framework may be found at: The Resources Tab provides access to documents which are used in the special education process: Notice of Procedural Safeguards- Rights of Parents of Students with Disabilities A Guide to the Admission, Review, and Dismissal Process School Health and Related Services (SHARS), Medicaid Administrative Claiming (MAC), and Medicaid Outreach Initiative. Dallas ISD participates in three Medicaid programs for children and their families. The programs are managed by Medicaid Coordination Services. Program School Health and Related Services (SHARS) Program Objectives Reimburses Dallas ISD for claims submitted on provided for special education students. services Medicaid Administrative Claiming (MAC) Medicaid Outreach Initiative MAC program provides Texas school districts the opportunity to submit reimbursement claims for administrative activity that supports the Medicaid program. This includes outreach services such as coordinating, referring, or assisting the student/family in accessing needed medical/health or mental care services. This initiative is to improve Medicaid and CHIP outreach, enrollment and use of services for families. Outreach programs can be conducted through PTA meetings, parent conference events and other special events. 57

61 In order for the district to maintain and increase income generated by participation in the programs, selected campus staff must: Complete student encounters by published due dates. Complete Random Moment Time Study (RMTS) reports as instructed. Campus Administrator s Role Direct staff assigned to the campus who are identified for program participation to complete student encounter documentation and the Random Moment Time Study reports by the due dates. Make sure that the special education campus staff are in the correct job code for their duty assignment. Actively promote outreach activities at the campus to assist parents in accessing important medical, health, and mental care services (Medicaid and CHIP). Ask staff responsible for student enrollment at the campus to prompt parents to complete the health section on the student enrollment form, since this data is used to report the school s campus health insurance profile. Medicaid Coordination Services Medicaid Coordination Services staff will contact the campus administrator in the event an identified staff member does not complete required student encounters documentation and/or Random Moment Time Study reports for assistance in complying with the requirement. Contact The contact for Medicaid Coordination Services is (972)

62 Gifted and Talented SECTION Eligibility Each fall, students may be referred by: parent/guardian, teacher, administrator, counselor, community member, peer, or self. Kindergarten students are tested and placed in the spring. Screening Process The Texas State Plan for the Education of Gifted/Talented Students requires use of multiple criteria, both quantitative and qualitative: Qualitative- includes parent and teacher checklists (K-12) Quantitative- includes the following assessments: o ITBS/Logramos math and reading (88 th percentile each) o State assessments (88 th percentile) o SAGES-2 (K-3 and 4-8) (score of 115) o Torrance Test of Creative Thinking (second opportunity screening) (88 th percentile) o Draw Start (Kindergarten) (6/8 criteria) Selection Committee Each campus has a Selection Committee composed of a minimum of three: G/T Teacher Counselor Classroom teacher Administrator or designee All members must have completed the State required G/T Nature and Needs training. Roles and Responsibilities The Selection Committee reviews student files and acts on appeals, furloughs, and exits. Each campus G/T teacher holds three informational meetings each year for faculty/staff, G/T parents, and parent/community. The meetings provide information about referrals, assessment, the screening process, and the G/T program requirements. Once the Selection Committee has processed candidates and finalized determinations, the gifted and talented code is recorded in the student accounting system by the staff. The Selection Committee will provide the campus staff with a roster of students to be coded as G/T. At the end of each grade-reporting period, staff will verify the Student Detail Report for any coding errors, to ensure student services and effective dates of any changes. 59

63 Withdrawal Procedures Students may be withdrawn from the G/T program. Reasons for withdrawal include but are not limited to student and/or parent request and any other criteria determined by the Selection Committee to be in the student s best interest, to include District-approved growth plan progress or expectations evaluation. Such withdrawal shall require a decision by the Selection Committee and parent notification. The G/T indicator code is removed from the student accounting system by the campus staff. The effective date of withdrawal should be recorded. 60

64 Magnet Program Information The District magnet schools are schools of choice that offer unique educational opportunities and experiences that cannot be found in the District's traditionally configured neighborhood schools. Students have access to college preparatory courses and specialized thematic curricula that investigate and explore today's career choices. SECTION The District shall provide magnet school programs for pre-kindergarten grade 12. Montessori programs shall be offered for prekindergarten grade 8. In grades 4 5, the schools shall be known as Vanguards, in grades 6 8, the schools shall be known as Academies, and in grades 9 12, the schools shall be known as magnet schools. Selection Process [See EGA LOCAL] Admission to the magnet school programs shall be based on the following process. All students must complete the formal application process and meet the criteria listed below to qualify for admission: 1. Norm-referenced test percentile or criterion-referenced test converted for reading and mathematics; 2. Grade point average; and 3. Assessment keyed to particular school (for example, essay, interview, or audition). Seats shall be awarded to District students based on the following formula: 1. Thirty percent of the seats awarded Districtwide by rank ordering applicants based on overall criteria score; and 2. Seventy percent of the seats awarded within the five Divisions (adjusted proportionally for student population) by rank ordering applicants based on overall criteria score. The sibling rule shall be applied to the Vanguard programs for grades 4 5, the prekindergarten grade 8 Montessori programs, and grades 6 8 for Academies. An applicant who meets criteria with a sibling who attends the same Vanguard, Montessori, or Academy program and who will continue to attend that school the next year shall be automatically placed on a space-availability basis prior to placement of other qualified applicants. Siblings are defined as brother, sister, half-brother, half-sister, step-brother or stepsister, living in the same household. Neither siblings nor twins applying together for the first time shall receive sibling preferential treatment. 3. For each magnet program, all qualified in-district students shall be served before any out-of- District student may gain admission into that magnet program. Proof of residence shall be submitted each year 61

65 Notification of Assignment Qualified applicants who have been assigned a seat in the magnet program will be notified by mail the week of March 1, for first choice acceptance or April 1st for second choice acceptance. Newly selected students must notify the magnet program in writing of their intention to attend or not to attend ten days after receiving notification of assigned seat.. Failure to accept a program invitation within ten days of notification will result in a forfeiture of that program invitation. Qualified applicants who are not accepted into either of their magnet requests because of space availability are placed on a rank ordered waiting list for each school requested. Dismissal A student who does not meet acceptable criteria for academic performance or conduct shall be subject to dismissal from the magnet program. [See EGA (REGULATION)] A student who does not meet acceptable criteria for academic performance will be subject to dismissal from the magnet program. The student may be returned to his or her home school at the end of the school year. Academic Performance Dismissal A student may be removed due to academics based on one or more of the following: 1. Academic dishonesty (e.g., plagiarism, cheating, illegal use of technology); 2. Failure of two or more core or cluster classes for the school year; or 3. Failure to meet promotion req. for the academic year prior to attending summer school. Academic Intervention must be provided by the campus prior to submitting a recommendation to dismiss a student from the magnet program. Conduct Dismissal A student who does not meet acceptable criteria for conduct will be subject to dismissal from the magnet program. A student may be returned to his or her home school at the end of the school year. A student may be removed due to conduct based on one or more of the following: 1. The student receives three out-of-school suspensions; 2. The student commits a mandatory offense according to the Student Code of Conduct; or 3. The student commits an expellable offense according to the Student Code of Conduct. 62

66 Leaving a Magnet Program If a student requests to leave a magnet program for any reason, the school must complete the Magnet School Removal Form and notify the Magnet Office of the student s intent. Students who leave a magnet program are assigned to their home school. In order to attend a school other than the home school, a student transfer application would need to be completed within the student transfer application window. Recruitment Recruitment of students is intrinsic to the concept of a magnet school. Principals and school personnel are expected to participate in the Annual Magnet/Choice fair, host an Open House, make presentations to visiting parents and students. Teachers may assist with recruiting by visiting other campuses to meet with potential students. Students play a role in the recruitment effort by conducting school tours and visiting other campuses. Transportation Transportation is provided for students residing more than two miles from magnet schools who are accepted in the magnet program and live within the Dallas ISD attendance boundary zone. Students will be notified of their respective pick-up point prior to the opening of school for the upcoming year. Students are responsible for their own transportation to the pick-up points. To secure a bus stop at the start of the school year, elementary or middle school students must include an elementary school pick-up site on their application. High school applicants must include a high school pick-up site on their application. Out of district students will be responsible for their own transportation. 63

67 State Health Requirement for School Health Services Three primary areas of state law impact school health and school nursing services: healthcare, education, and child welfare. Healthcare laws with the greatest impact on school nursing and school health services include professional nurse license laws and public health laws such as communicable disease control, immunizations, emergency management, medication, treatment, records and confidentiality. State education laws commonly address immunizations, screenings, medication, records and privacy, health and safety instruction and health issues connected to truancy. State child protection laws identify and intervene in areas concerning child welfare, child abuse and neglect. Below is a list of mandated school health services. Immunizations - All students should be fully immunized and show evidence of vaccination prior to entry, attendance, or transfer to a public school in Texas. New to school (usually PK and K) or students coming from another state or country must show proof of immunizations validated from a clinic or licensed medical provider prior to enrollment. Students coming from another Texas school and are homeless under the McKinney-Veto Act may be provisionally enrolled. An exception is students coming from another Texas school established by the school nurse as needing immunizations before enrollment due to existing delinquent immunization status must show proof of current immunization compliance before enrolled. Board Policy FFAB (LEGAL), FL (LEGAL). Health Screenings Both type and schedule of health screenings required in schools are mandated: Vision, Hearing, Spinal and Acanthosis Nigricans. Nurses are expected to complete screening in required grades and new-to-district students within 120 days from the time the student entered school. Board Policy FFAA (LEGAL, LOCAL), FL (LEGAL, LOCAL) Bloodborne Pathogens Each year, all employees must complete a basic level of training that addresses the routes of bloodborne transmission and ways to minimize exposure. The most efficient and effective method to achieve this requirement is to complete completing the online training through Region 10 and present presenting the administrator or designee with a certificate of completion. Board Policy DBB (LEGAL), FFAC (REGULATION) Pregnancy Related Services and Compensatory Education Home Instruction The PRS program was developed to reduce the incidence of preterm delivery, low birth weight babies, and other poor birth outcomes for low-income women and is a part of PEIMs. Any school age female student who is pregnant is eligible for support services under the PRS program and receives CEHI. The district is eligible for an additional 2.41 weighted allotment under PRS-PEIMS for each PRS student served. Support services are provided through the Teen Pregnancy and Parenting Program under the department of Health Services. Board Policy EHBC (LEGAL), FB (LEGAL), FND (LEGAL), FNE (LEGAL) 64 SECTION

68 Diabetes The parent or guardian seeking diabetic care for their child and the physician managing the medical care of the student develops and presents a diabetes management and treatment plan to the campus administrator or nurse. The campus administrator designates the caregivers on campus to include the nurse and unlicensed diabetes care assistants to monitor and perform task necessary to assist the student. Board Policy FFAF (LEGAL) Food Allergy At the beginning of each school year or upon enrollment of a new-to-district or transfer student, a health history is obtained to capture pertinent health information including food allergies from each student. Health Services collaborates with Food and Child Nutrition Services and other staff to develop and implement a student s allergy management plan including staff education and the individual student s health plan and emergency plan. Board Policy FFAC (LEGAL), FFAF (LEGAL, FFAF (LOCAL), FD (LEGAL), FL (LEGAL) Automated External Defibrillators- Each campus must have at least one AED. The campus AED must be readily available for any UIL athletic competition held on campus. At least one employee must be trained in the use of the AED at any time a substantial number of District students are present at the campus. Each school nurse, nurse assistant, athletic coach or sponsor, physical education instructor, marching band director, cheerleading coach or student who serves as an athletic trainer must participate and must receive and maintain certification in the use of the AED. Instruction for employees in use of the AED is part of the certified American Health Association, Heartsaver course taught by the department of Health Services. The AED must be ready and maintained at all times during the school year and summer. Health Services will contact the campus administrator to facilitate the AED monitoring, repair and maintenance. Board Policy CKD (LEGAL) Other Policies related to Health Services FFAD (LEGAL, LOCAL, REGULATION, EXHIBIT) Communicable Diseases FLA (LOCAL) Confidentiality of student information FFA (LEGAL, LOCAL, REGULATION) Student Health Records and Reports CKD (LEGAL) Automated External Defibrillators CO (LOCAL) Special Diets Contact information for Health Services: Suzanne Kubelka, RN, Director (972) Leigh Pelletier, RN, Division 1 Nursing Supervisor (214) Erika Rodriguez, RN, Division 2 Nursing Supervisor (469) Jennifer Finley, RN, Division 3 Nursing Supervisor (214) Chyl Helms RN, Division 4 Nursing Supervisor (214) Julie Kendrick, RN, Division 5 Nursing Supervisor (214) Theresa Davis, MSW, Teen Pregnancy Parenting Program Supervisor (214) Debra Bourgeois, RN, CPR-AED Program and Mandated Screenings (214) Kim Stewart, RN, Medically Complex Child (469)

69 Withdrawal and Leaver Coding A school leaver, for Dallas ISD purposes, is any enrolled student who leaves (withdraws from) a Dallas ISD school. Only leavers for grades 7-12 are reported to the State. Leaver records for those grades are subject to Performance Based Monitoring by the Texas Education Agency. A tracking cohort Analyzer was developed and a documentation system was developed to assist secondary campuses with creating and maintaining proper documentation. SECTION There are four types of leavers: 1. Graduates: students who graduated from Dallas ISD. 2. Non-dropout leavers: Students who meet the requirements for a reason listed in the TEA Data Standards. These students are considered non-dropouts by National Center for Education Statistics (NCES). 3. Movers: Students who enrolled in another Texas public or charter school. These students are not reported to TEA as leavers, but are considered Dallas ISD leavers for internal control purposes. 4. Dropouts: Any students who cannot be classified in 1-3 above. The click below for leaver codes/descriptions that are to be used for student withdrawals: LEAVER CODES Control of leavers spans for two prior school years. Previous year leavers are those who left during the school year and did not return to any Texas public or charter school during the school start window* of the current school year. These students are reported on the current PEIMS submission. Current year leavers are those students who attended Dallas ISD at any time in the school year current and subsequently left. These students are reported to TEA in next year s submission. *School Start Window: Defined by TEA as the start date of any Texas school until the last Friday in September. This is a State No Show date. General Requirements and Procedures Each campus should ensure appropriate staff has been trained. Assistance is available from the PEIMS department or campus administration support. 66

70 The withdraw process is outlined below: 1. Upon a request to withdraw an enrolled student, an authorized school staff member must interview the parent/guardian or eligible student or review documents presented from external sources (e.g. transcript requests). 2. Complete the Student Withdrawal Form to document the date on which the student ceases to be enrolled in the school and the reason for the withdrawal. Choose an appropriate leaver (withdrawal) code for use in describing the reason for the withdrawal. 3. Obtain required signature from parent/guardian or eligible student. The parent/guardian or person having lawful control of a student under age 18 or the student who is 18 or older must request the withdrawal and sign/date the form. 4. Parent/guardian receives an unofficial copy of the withdraw form. 5. Notification to all teachers of record that the student has withdrawn and withdrawal grades must be provided. All issued textbooks are returned. 6. Assemble the required documentation for the selected code, as outlined on the leaver documentt. 7. Complete the Leaver Doc Checklist 8. Enter the leaver information into the student database. 9. Secondary principal or professional designee will review the documentation, sign validation documents and record compliance on the student system database. 10. Leaver documentation must be assembled and maintained for all leavers for reference during attendance and leaver monitoring (secondary only) or TEA audits. With proof of enrollment in another school, an authorized school staff member may complete the Student Withdrawal Form to document a retroactive withdrawal to the date of student enrollment in another school. In such cases, all student database records affected by the change must be immediately updated and all related reports and files must be redone (e.g. attendance, grades, etc.). Secondary ONLY: Designated administrative and/or support staff will implement follow up activities as necessary to confirm leaver entry into another education setting. The TEA PID Enrollment Tracking System (PET) must be searched at least weekly. Results of follow-up activities are noted for future reference (e.g. documentation is created to indicate receipt of request for student records from the receiving location; Dallas ISD Leaver Tracking Form is completed). PET printouts are not acceptable for audit; a copy of the official enrollment document or transcript request from the other educational setting is needed. 67

71 If a leaver code for a student causes the student to be designated as a dropout, the designated administrative and/or support staff will conduct periodic follow up activities throughout the remainder of the school year as necessary to determine in the student status has changed. If a change is documented, the student s leaver code is changed. Campus staff should contact Attendance Improvement and Truancy Reduction for all suspected or confirmed dropouts. A student who is at least 18 years old and is voluntarily enrolled in school may be withdrawn when he/she accumulates more than five unexcused absences in a semester. A student who is removed from a school under these circumstances shall be considered a dropout for accountability purposes. A student who is temporarily absent (e.g. illness, suspension, on vacation with family) may not be withdrawn. If a student completes the withdrawal process before official attendance is taken, the student s withdrawal date is the day the withdrawal process is completed. If a student completes the withdrawal process after official attendance is taken, the withdrawal date is the school day following the day on which the withdrawal process is completed. Roles and Responsibilities for Withdraws and Leavers Parent/Guardian (or eligible student) Appear in person at the school office where the student is currently registered. State the reason the student is being withdrawn. Provide additional documentation to the Registrar as required and within the dates specified. Advise Registrar of any changes to the student s withdrawal status. Attest by signature and date on withdrawal documents. Register the student in the next educational institution within time required by law. Principal The principal is responsible for developing and managing the leaver (withdrawal) process in his/her school and providing daily direction as needed to teachers, the Registrar or Data Controller, and the program manager. Additionally, he/she is responsible for reviewing school leaver information reported in PEIMS Submission 1 and affirming its accuracy. Secondary Campus Principals: Ensure Registrar has completed training provided by Campus and Administrative Support. Establish a weekly meeting with Registrar to review leaver documentation checklists and supporting documents. Ensure Registrar corrects discrepancies. Designate in writing a professional staff member to act on your behalf for leaver documentation. Review Leaver Documentation Checklist when all supporting documentation is secured. 68

72 Registrar Identify leaver code applicable for withdraw reason. Enter the code and date into the Student System and print withdrawal documents. Review Leaver Code Documentation requirements with parent/guardian. Obtain parent/guardian signature and date on the withdrawal form signature sheet. Sign and date withdrawal form. Provide unofficial copy of form to the parent. Officially withdraw student from Student System. Notify all teachers of record for grades, etc. Follow up on any additional documentation as shown on the Leaver Documentation Checklist. Resolve any coding exceptions. Review completed documentation with Principal at least once per week. File and maintain documentation. Assist in any follow-up done to locate no-shows and dropouts. Data Controller (Secondary School) Assist as necessary in entering the leaver information into the student database. Responsible for ensuring proper completion of the Student Withdrawal Form by the parent/guardian, recording an appropriate leaver (withdrawal) code for use in describing the student s reason for leaving, assembling and maintaining the required documentation for the selected code, and entering the leaver information into the student database. Teacher The teacher is responsible for notifying the Registrar or Elementary Data Controller (EDC) when a student fails to show up for five consecutive days. Once notified of a student withdrawal, providing grades to date. Program Manager The program manager, in this case, is the school administrator in a secondary school who is identified by the principal as the manager of the follow-up process to locate no-shows and dropouts. The program manager is responsible for managing the leaver follow-up process to ensure a coordinated effort to contact leavers, document the follow-up attempt(s), retain follow-up documentation, and ensure reporting of correct school leaver data in PEIMS. Campus and Administrative Support Coordinator Assist campuses with documenting leavers and movers. Conduct document reviews to ensure data quality. Assist Registrars and Principals with the processes. Review monitoring reports and schedule assistance visits as needed. Conduct leaver document validation. Report findings to Principals and School Leadership. 69

73 District PEIMS Coordinator Assist campuses with documenting leavers and movers. Provide review instructional and rosters prior to Fall submissions. Advice School Leadership on trends and process changes. Coordinate changes with Campus and Administrative Support. Performance Based Monitoring (Data-Integrity- Leavers) Individual student leaver data for students in grades 7-12 is reported annually to the Texas Education Agency in PEIMS Submission 1 (Fall Snapshot). The intent of the audit is to verify that paper-based and/or electronic records exist to support the leaver information reported in PEIMS. An unacceptable data integrity finding by the Performance Based Monitoring auditors can adversely impact campus ratings. The audit includes a review of district and campus procedures, documentation, staff responsibilities, computer-based applications, electronic and paper-based records, storage procedures, and the security of electronic and paper-based record. 70

74 Transportation Services SECTION The Dallas ISD Transportation Services Department is responsible for managing the student transportation services to students grades K-12. Services to our District is provided by Dallas County Schools on both a traditional yellow school bus and blue MPV s (Multiple Passenger Vehicles), for over 35,000 students daily. Bus Routes for eligible students for the upcoming school year will be searchable on the Dallas ISD website by August 10th. An interactive website will be made available where parents of eligible students are able to select the school attending, enter their address and locate their assigned bus stop and pick up time. In preparation for the upcoming school year, Dallas County Schools school buses will be performing practice runs on August 17 th and 18 th, for both morning and afternoon as scheduled to on the first day of school. We encourage you to review the route arrival times and observe the bus traffic at your location. Please alert us on any bus traffic concerns immediately! For bus information, questions or concerns during the first week of school, an information hotline will be set up to help parents and staff at (972) 925-KIDS (5437). Our main transportation offices will be relocated during the first week of school for call center operations and a message directing callers to the hotline number will be left on our greeting. Please contact our Transportation Services office for any concerns, late buses, student discipline and other issues related to the day to day transportation to and from school. The appropriate Dallas County Schools service center will be contacted. A link to the listings of your perspective service center is found on the Dallas ISD Transportation Services Department website. For repeat or elevated concerns or issues that may not have been adequately addressed, by your assigned service center, or further assistance, please contact our main office immediately. We will be happy to assist! Kathi Hayward, Executive Director Maria Morgan, Specialist (972) (972) KHAYWARD@dallasisd.org mariamorgan@dallasisd.org Transportation Services (972)

75 School Attendance and Enforcement SECTION General Procedures In elementary grades, official attendance must be determined by the absences recorded in the second hour of instruction, normally at 10AM. In middle and high schools, attendance must be determined by the absences recorded in the second hour of instruction of the day or its equivalent, normally the second period of the day. There is no rule that x number of tardies equals an absence. Excuse Notes The principal or designee shall ensure that all timely submitted written excuse notes or medical notes are processed within the current student records system within one day of receipt. A campus shall maintain student sign-in logs for the clinic, counselor s office, principal s office, Youth Action, etc. The log shall include student name, ID number, faculty approval of the absence from class, sign-in and out times, and reason for the class absence. The campus shall require all logs to be processed in the student records system daily. The campus shall maintain attendance for credit, ISS attendance and Truancy Prevention Measure logs and documentation. Logs and other attendance related documentation shall be stored for review by the district attendance liaison or use at trial, if needed. The parent/guardian of an absent student shall be required to submit within three (3) days of the student s return to school a written excuse or documentation from a health care professional. An excuse note from the parent/guardian in the primary language of the home shall be accepted. The note must include the student s name, ID number, dates of absence, reasons for the absence, and a parent/guardian signature. In the case of school reporting error, a correction form signed by the faculty member and following all district guidelines in requesting the change shall be stored as part of the student s record and held in the attendance office with all excuse notes for review by the attendance committee and/or the district attendance liaison as needed. Notes are retained on file in the attendance office for one (1) year following the end of the school year. Subsequently, they are stored according to attendance records in Records Storage the following year, see Records Management. The principal or designee shall develop a system to receive notes daily from teachers, parents, and/or students. Any campus that receives notes via a drop box shall ensure that a note sign-in log is used in conjunction with the drop box requiring students to log each note submitted. If requested and to document the submittal of an excuse note, campus staff shall date and sign a duplicate note if one is provided by the parent or student. If an absence can be excused and the campus receives the excuse note within the three days of the student s return to school, the absence shall be excused for the purposes of truancy enforcement even if the campus has additional requirements such as parent contact or admit cards requiring teacher signatures. 72

76 Excused absences: The following extenuating circumstances for excused absences from school include but are not limited to: A. Participating in a Board-approved activity under the direction of a member of the District s professional staff, or adjunct staff member who has a bachelor s degree and is eligible for participation in TRS. B. Participating in a mentorship approved by District personnel to serve as one or more of the advanced measures needed to complete the Advanced/Distinguished Achievement Program outlines in 19 Administrative Code Chapter 74. C. The student is observing religious holy days, including one day of travel to and one day from a site where the student will observe holy days. D. Attending a required court appearance, including one day of travel to and one day from the court s location. E. Appearing at a governmental office to complete paperwork required in connection with the student s application for United States citizenship. F. Student is taking part in a United States naturalization oath ceremony. G. Student is serving as an election clerk. H. Temporarily absent as a result of a documented appointment with a health-care professional during regular school hours, if that student commences classes or returns to school on the same day of the appointment. I. Visiting an accredited institution of higher education during the student s junior and senior years of high school. No more than two days during their junior year and two day s during their senior year are excused. Campus has a procedure in place to verify the student s visit. J. Student is in attendance at a dropout recovery education program, including a program operated by a public junior college under Education Code K. Student is sounding Taps at a military honors funeral held in this state for a deceased veteran, provided that the student is enrolled in grade 6 or higher. L. Permitted for other conditions related to off-campus instruction described in the Student Attendance Accounting Handbook and as outlined in FEA (LEGAL). Attendance Committee The principal shall establish an attendance committee with a majority of its members being teachers including a campus employee assigned as chairperson. The attendance committee shall review the records of all students whose attendance drops below 90 percent of the days the class is offered whether or not a petition is filed. Students who have lost credit because of excessive absences may regain credit by fulfilling the requirements established by the principal s plan or the attendance committee. The attendance committee shall develop a plan to ensure early identification and recommendations for students with potential credit loss due to excessive absences. 73

77 If the student has established a questionable pattern of absences, the attendance committee may also require a physician s or clinic s statement of illness after a single day s absence as a condition of classifying the absence as one for which there are extenuating circumstances. The attendance committee shall have regularly scheduled meetings as defined in the Attendance for Credit handouts. All members shall be trained in district and campus attendance policies, Truancy Prevention Measures and truancy conduct referrals. The attendance committee shall maintain agendas, sign-in sheets, and record the outcome of all attendance and hearing actions and appeals. Notice of Non Attendance-Warning Notice The principal shall ensure distribution of the mandated Required Notice Attendance/Absences handout that notifies the parent/guardian consequences of non-attendance in writing. The district shall notify parents/guardians when a student accumulates three (3) unexcused absences within a four-week period. The Attendance Improvement and Truancy Reduction (AITR) program ensures the generation, printing and mailing all notices on behalf of each campus. Principals shall request a conference with the parent to discuss the absences, a copy of their attendance report and an explanation of the consequences for their potential truancy including that the student is now subject to Truancy Prevention Measures. Principals shall ensure a student address verification process and subsequent update in the current student records system. This verification process shall take place at the beginning of both semesters and throughout the year as new address information is received. For students enrolling after the third day of school, each campus shall complete the student/parent information on the State Compulsory Attendance Law warning notice and obtain the parent guardian signature at the time of enrollment. The campus shall use SAMS to record the action and maintain a copy of the dated and signed truancy warning notice. Truancy Prevention Measures Principals shall identify a designated administrator and campus staff responsible for compulsory school attendance, Truancy Prevention Measures and legal intervention. The designees shall work with the campus attendance committee and district attendance liaison. The designated administrator(s) acts as the primary approver for all potential truancy actions utilizing the Student Attendance Monitoring System, ensures certification of attendance, and compliance with Truancy Prevention Measures (TPM). Designees shall complete the mandatory Attendance Improvement and Truancy Reduction training and may be required to testify at the time of a truancy trial as requested by the district attendance liaison and/or the truant conduct prosecutor. Each campus with two or more administrators shall have two administrators trained in compulsory school attendance and enforcement. The AITR program ensures the generation, printing and mailing of Truancy Prevention Measures (TPM) notices at all levels to the parent/guardian. The principal or designee shall print TPM Level 3 and 4 notices daily utilizing SAMS and implement an appropriate Truancy Reduction Plan or ensure participation in the assigned prevention default program. Each secondary campus shall provide the student with their TPM notice, a copy of their attendance report and an explanation of the consequences for their potential truancy. Each elementary campus shall conference with the parent to develop an Individual Truancy Reduction Plan. All TPM actions shall be recorded in SAMS. 74

78 The principal or designee shall maintain a filing system for Attendance Improvement Contracts and Truancy Reduction Plans provided to the parent and/or student. An Individualized Truancy Reduction Plan (I-TRP) may be developed at any TPM Level to best meet the needs of the student in addressing their truant conduct. The program listed in the Level 3 secondary notice is an age appropriate default program. Each campus may utilize tutoring, counseling, or another program to best serve the student s needs. Campus designees reassigning a student and/or parent to another program shall document the alternate program information into SAMS, obtain parent/student signatures, and file the I-TRP for review by the district attendance liaison or truant conduct prosecutor. Compulsory Attendance-Legal Intervention The principal or designee shall develop and maintain a system to document parent actions that may be contributing to the student s non-attendance including parent contact, home visits, and parental refusal to participate in recommended interventions. Parent Contributing to Non-Attendance truancy cases are automatically filed for elementary cases and can be requested for secondary students in lieu of a student Failure to Attend School truancy case in SAMS. In some situations, a case may be filed on both the student and parent. The principal or designee shall develop a system utilizing reports in SAMS to be knowledgeable of the elements of the truant s court remedial order to ensure school related elements are completed, e.g., tutoring, sign-in sheets, etc. Each campus shall establish a procedure to provide students with SAMS court notice reminders. Each secondary campus shall establish a system where a student can sign-up to meet with the designated administrator to resolve attendance discrepancies/issues, as needed. The principal or designee shall provide copies of attendance documentation, excuse notes, teacher/faculty correction forms and additional material within 48 hours of an AITR request. The principal shall ensure a campus representative attends the truancy trial court proceedings if contacted by AITR. Master Schedule Development and Maintenance The goal of the master schedule development is to ensure all students begin day one of school with an accurate and appropriate schedule. Please note that while the components of the master scheduling process are similar in both elementary and secondary schools, the steps required for each level will usually not occur in the same order. The principal shall annually appoint a designee for the campus master schedule process. Campus and Administrative Support in conjunction with School Leadership will provide a timeline to campuses in regards to master schedule development. Each master schedule will be approved by the Division Executive Director. The principal shall ensure that each person responsible for the master schedule development is informed of his/her responsibilities and attends appropriate training sessions provided. 75

79 The principal and his/her designee shall determine the next year courses that will be available to the students based on information provided by the Teaching and Learning division as well as approval of the appropriate Executive Director. All components of the master schedule that require prior approval must be secured by the campus from the appropriate department. The principal and/or his/her designee shall develop and maintain a handwritten master schedule that defines the period-by-period assignment for each teacher (Note: The handwritten master schedule may be maintained electronically, e.g. in an Excel or a Word file). An updated copy of the master schedule shall be provided to the Data Controller and counselors involved in the schedule develop process as changes are made and/or as otherwise deemed appropriate by the principal or his/her designee. The Data Controller shall enter and verify teacher schedule information into the student information management system based on the handwritten master schedule prepared by the principal or his/her designee. Data controllers and counselors involved in the master schedule development shall assist in verifying that the computer-based teacher schedule matches the handwritten teacher schedule. Counselors in secondary schools and administrators/designees in elementary schools shall work with students in determining and documenting course choices for individual students. The principal and/or his/her designee will adjust the school s next year master schedule as necessary while completing the batch scheduling process to ensure that (1) the teacher schedule and student choices align in a way that provides the best possible fit between teacher resources and student instructional needs and fit the given district parameters; (2) the student choices are appropriately accommodated by the teacher schedule; and (3) the master schedule accurately reflects teacher responsibilities. The principal shall ensure that the next year batch scheduling process is completed prior to the end of June. All students should be fully scheduled. No changes to the master schedule shall be made prior to or following the summer break. If there are changes to the master schedule, the Executive Director must give approval. The principal shall ensure that the master schedule is finalized by the end of June to ensure allowance of time for production and distribution of student schedules and related products needed for the first day of school. The principal and/or his/her designee will adjust the school s next year master schedule as necessary while completing the batch scheduling process to ensure that (1) the teacher schedule and student choices align in a way that provides the best possible fit between teacher resources and student instructional needs and fit the given district parameters; (2) the student choices are appropriately accommodated by the teacher schedule; and (3) the master schedule accurately reflects teacher responsibilities. The principal shall ensure that the next year batch scheduling process is completed prior to the end of June. The master schedule should batch at better than 93%. 76

80 No changes to the master schedule shall be made prior to or following the summer break. If there are changes to the master schedule, the Executive Director must give approval. The principal shall ensure that the master schedule is finalized by the end of June to ensure allowance of time for production and distribution of student schedules and related products needed for the first day of school. Roles and Responsibilities Principal The principal is responsible for developing and/or implementing master scheduling and individual student scheduling procedures in a timely manner for his/her school that will ensure that (1) the best fit for student needs and teacher resources (2) the individual schedules are maintained on a daily basis in a way that will ensure accurate student schedule information for state reporting and compliance purposes. No schedule changes should occur 10 days after the semester begins. In elementary schools, the principal is generally responsible for the development of the master schedule. Assistant Principal In secondary schools, the assistant principal is responsible for developing and maintaining the master schedule during the scheduling time frame and throughout the year. The assistant principal should ensure that all district parameters and requirements are attended to during the development of the master schedule. Communicating master schedule changes to the Data Controller and counselors is critical. No schedule changes should occur 10 days after the semester begins. Counselors During the next year scheduling process, counselors are responsible for working with students to identify next year course choices. Additionally, they are responsible for assisting in the verification of the accuracy and completeness of choices after they have been entered into the database. During the school year, as new students enroll and current students request changes, counselors are responsible for completing the computer-based tasked required to initiate the new student schedule or change a previously entered schedule. Ten days after the semester begins, prior approval must be given by the campus principal to change a student schedule. Data Controller (Elementary) Responsible for entering and verifying information provided by the principal or his/her professional support staff designee(s) for student courses and the master schedule. The data controller is responsible for entering and verifying individual student schedule information following the student s completion of the school enrollment process. Data Controller (Secondary) Responsible for entering and verifying information provided by the principal and or his/her designee for the next year student choices and the next year master schedule. As changes occur during the next year scheduling process and throughout the school year, the data controller/registrar is responsible for receiving and entering changes to the master schedule. The data controller works collaboratively with the counselor and assistant principal in the master schedule process. 77

81 Grade Entry and Verification Procedures General Information The information that follows relates only to the procedures for entering and verifying course grades for use in local and state reporting. The assignment of each course grade by the teacher prior to entry shall be done in accordance with Board Policy EIA (LOCAL) Academic Achievement: Grading/Progress Reports to Parents and EIA (LEGAL) Academic Achievement: Grading/Progress Reports to Parents. Grade Entry and Verification Procedures The principal shall annually develop written documentation of his/her school s grade entry and verification procedures. The grade reporting procedures document shall include the activity date, the activity description, the title of the person responsible for the activity and the name of the person responsible for the grade. The District s grade change form shall be used as documentation and placed on file for the reference during the school year. The principal shall ensure that each person responsible for a grade entry and/or verification procedure is informed of his/her responsibilities and attends appropriate training sessions. The principal or his/her professional level designee shall review grade reporting procedures with all school staff involved in the process prior to the end of the first grade reporting cycle. Teachers use GradeSpeed to enter all student grades and those grade automatically move for grade reporting periods. Each campus should have two or three professional level staff trained as GradeSpeed campus administrators to train and support teachers. All teachers must log into the system prior to the first student day. Each new assistant principal/gradespeed campus administrator in a secondary school and each new teacher technologist/gradespeed campus administrator in an elementary shall attend a train-the-trainer session to receive instructions about training and supporting teacher grade entry on his/her campus. The campus GradeSpeed administrator will identify computers that will be used by teachers for grade entry and tests the computers for the requisite access to the grade entry application.. Each teacher shall enter and verify his/her students course grades during the time that the grade reporting application is available at each grading cycle. The data controller in an elementary school shall print report cards and related products after all teacher have entered course grades for a specified cycle. The Graphics Department shall print report cards and related products for secondary schools after teachers have entered course grades. Secondary schools shall not print report cards at their school without prior approval from Campus and Administrative Support and their Executive Director. The secondary schools pick-up materials at a designated location in the School Administration Building. 78

82 The teacher shall complete, sign and date the appropriate district form to document a grade correction after report cards have been issued. The principal shall sign the form to indicate administrative approval of a grade change. The grade change forms are approved for the appropriate Executive Director. The data controller shall enter and verify the approved grade correction. The grade correction form is filed in the student s file. Roles and Responsibilities Principal The principal is responsible for providing daily direction as need to the assistant principal, teachers, GradeSpeed campus administrator and data controller to ensure accurate and timely maintenance of student course grade information. The principal is responsible for documenting the grade entry and verification procedures for his/her campus, communicating with staff members regarding their respective roles and responsibilities, providing logins and passwords to teachers, and ensuring that staff members attend appropriate training. Assistant Principal or GradeSpeed Campus Administrator (Secondary) The assistant principal is responsible for identifying computers for teacher grade entry, making training arrangements for teachers, providing support during grade entry and verification and ensuring that each teacher enters and verifies course grades in a timely manner at the end of the grading cycle. Teacher Technologist/Other Professional/GradeSpeed Campus Administrator (Elementary) The teacher technologist or person designated as the GradeSpeed Campus Administrator is responsible for identifying computers utilized for teacher grade entry, provide training for teachers, and supporting teachers in the grade entry process. Teachers Teachers are responsible for entering student course grades in a timely manner and verifying that the entered graded are accurate, as per policy. Data Controller/Registrar (Secondary) The data controller/registrar is responsible for assisting the assistant principal in his/her teacher training session(s), providing support to teacher who need guidance in entering and verifying grades, picking up printed report cards and related products, distributing products to school staff, and entering approved grade corrections with signatures and filing form. Data Controller (Elementary) The data controller is responsible for assisting the GradeSpeed administrator in his/her teacher training and support, printing report cards and related products, distributing products to school staff, entering approved grade corrections and filing correction forms in student folder. 79

83 Cumulative Records and AAR Management Procedures and General Procedures Information about the school level management of a student s Cumulative Record and Academic Achievement Record (AAR) is provided below. The information is based on Board policy and is intended to guide principals in referencing policy and making appropriate records management decisions based on the policy (See Student Records FL (LEGAL), FL (LOCAL), and FL (REGULATION). Assistant Principal or GradeSpeed Campus Administrator (Secondary) The assistant principal is responsible for identifying computers for teacher grade entry, making training arrangements for teachers, providing support during grade entry and verification and ensuring that each teacher enters and verifies course grades in a timely manner at the end of the grading cycle. Teacher Technologist/Other Professional/GradeSpeed Campus Administrator (Elementary) The teacher technologist or person designated as the GradeSpeed Campus Administrator is responsible for identifying computers utilized for teacher grade entry, provide training for teachers, and supporting teachers in the grade entry process. Teachers Teachers are responsible for entering student course grades in a timely manner and verifying that the entered graded are accurate, as per policy. Data Controller/Registrar (Secondary) The data controller/registrar is responsible for assisting the assistant principal in his/her teacher training session(s), providing support to teacher who need guidance in entering and verifying grades, picking up printed report cards and related products, distributing products to school staff, and entering approved grade corrections with signatures and filing form. Data Controller (Elementary) The data controller is responsible for assisting the GradeSpeed administrator in his/her teacher training and support, printing report cards and related products, distributing products to school staff, entering approved grade corrections and filing correction forms in student folder. Cumulative Records and AAR Management Procedures and General Procedures Information about the school level management of a student s Cumulative Record and Academic Achievement Record (AAR) is provided below. The information is based on Board policy and is intended to guide principals in referencing policy and making appropriate records management decisions based on the policy (See Student Records FL (LEGAL), FL (LOCAL), and FL (REGULATION). 80

84 Student Discipline SECTION The Student Code of Conduct is required by state law and is intended to promote a positive learning environment and safe schools. In general, disciplinary actions will be designed not only to correct misconduct, but to encourage and motivate students to become responsible citizens of the school and community. The law requires that the District defines and communicates to students and parents/guardians, student behavioral expectations and the various kinds of misconduct that may, or in some cases, must result in disciplinary consequences. The District s Student of Conduct categorizes these infractions as: Level I offenses Level II or Discretionary offenses Level III or Mandatory offenses Level IV or Expellable offenses Level I - These offenses are minor behavioral infractions that interrupt the educational process in the classroom environment and should be handled by the classroom teacher. The teacher may use techniques listed in the campus rules or select consequences that are provided in the Student Code of Conduct for Level I offenses. When the misconduct has escalated to the point where the teacher has utilized all consequences provided the student should be sent to the campus behavior coordinator or designee. Remember only the campus behavior coordinator or designee have the authority to suspend a student. See Page 21 of the Student Code of Conduct. Level II (Discretionary) - Every effort should be made to keep the student on campus. However, students may be assigned to the DAEP at the discretion of the campus behavior coordinator if students commit two of the same offenses more than one time and have initiated a behavior intervention plan to change the behavior. Students in 4th and 5th grade are assigned 10 days for the first offense and 15 days for any additional assignments. Students in grades 6-12th are assigned 15 days for the first offense and 20 days for any additional assignments. Students age 6-3rd grade are not eligible to be assigned to the DAEP for committing Level II offenses. These offenses range from simple assault to fighting. See page 22 of the Student Code of Conduct. Level Ill (Mandatory) - TEA Chapter mandates that students be removed from class and placed in a DAEP if they commit any offenses listed in the Code of Conduct as a Level Ill or mandatory removal. While the statues require the removal, it does not specify the length of the stay. Dallas lsd policy requires that a student age 6-5th grade serve a minimum of 15 days on the first offense and 20 days for each additional offense. Students in grades 6-12th are assigned 20 days for the first offense and 30 days for each additional offense. Some of these offenses are marijuana use or possession, public lewdness, and committing a felony on campus. See page 25 of the Student Code of Conduct. Level IV (Expellable) - TEA chapter mandates that students be removed from class and expelled if they commit any of offenses listed in the Code of Conduct as a Level IV (expellable) offenses. There are two classifications of expellable offenses; discretionary and mandatory expulsion. See page 27 of the Student Code of Conduct. Discretionary Expulsions - Even though TEA requires the school district to expel a student that commits a discretionary expulsion offense, they give the local district the authority to expel them to the DAEP or JJAEP. Dallas ISD has chosen to send all discretionary expulsions to the DAEP. Some examples of discretionary expulsions are assault with injury to personnel, terroristic threat and false fire alarm. The length of assignment for a discretionary expulsion for ages 6-9 is 20 days for the first offense and 30 days for each 81

85 additional offense to the DAEP. Students age 10-12th grade will be assigned to the DAEP for 30 days for the first offense and 40 days for each additional offense. Mandatory Expulsions - The Education Code stipulates that a student that commits a mandatory expellable offense shall be expelled to the Dallas County Juvenile Justice Alternative Education Program (JJAEP) for 90 days. Students under the age of 10 will not be expelled for committing Level IV Offenses, but they will be placed in the DAEP for 20 to 40 days. JJAEP is operated by Dallas County for all school districts in Dallas County. Students who bring a firearm to school will be expelled to the DAEP if under the age of 10 or JJAEP if they are age 10-12th grade, for one calendar year {Federal Firearm Regulation}. Notification Requirements: The campus behavior coordinator or designee shall promptly notify the parent or guardian if the student is placed into in-school or out-of-school suspension, placed in a disciplinary alternative education program, expelled or placed in a juvenile justice alternative education program or is taken into custody by a law enforcement officer. The campus behavior coordinator or designee shall promptly contact the parent or guardian by telephone or in person; and make good faith effort to provide written notice of the disciplinary action to the student, on the day the action is taken, for delivery to the student s parent or guardian. If a parent or guardian entitled to notice has not been reached by telephone or in person by 5 p.m. of the first business day after the day the disciplinary action is taken, a campus behavior coordinator shall mail written notice of the action to the parent or guardian at the parent s or guardian s last known address. The conference/hearing regarding placement to the DAEP or JJAEP should be scheduled within three school days, with student s parent or guardian. This conference will be held to discuss the offense and subsequent disciplinary action. Furthermore the notification by phone or written contact along with the administrative hearing process must be documented on the Student Discipline Communication Log. Once the conference/hearing has been completed make sure you have the parent or guardian sign the electronic referral form and the due process form. Place the communication log, signed due process form, electronic referral form, and the teacher referral in a folder. At the end of the school year, the disciplinary files should be placed in alphabetical order and sent to the District-wide Records Management Department where they will be accessible and maintained for 5 years. Contact Information Director: Dr. C. A. Williams Office number: (972) cynthiwilliams@dallasisd.org 82

86 Counseling Services SECTION Director: Director Sylvia Lopez, Ed.D Phone (972) Fax (972) Mission: To implement a systematic PK-12 data driven school counseling school program that will: Foster a safe and caring environment Empower students to graduate college and career ready Inspire students to ultimately become productive and responsible citizens What Does a School Counselor Do? Depending on the grade levels being served, a counselor: Develops and implements a comprehensive guidance plan based on campus needs using the four components (Guidance Curriculum, Responsive Services, Individual Student Planning, System Support) Presents classroom guidance lessons to all students Counsels with students individually and in small groups Assists students in crisis Helps to identify individual student needs Refers students and parents to services and agencies outside the school Conducts conferences with parents and staff Links students with school and community resources through the campus Student Support Team, Psychological and Social Services, Youth and Family Centers, and other outside referral services Analyzes and interprets test results to provide information about aptitude, achievement, interests, and needs Coordinates college and/or career fairs to provide information to students Adheres to strict ethical and legal standards in the performance of these duties How Can a Student Access a School Counselor? Student self-referral Teacher, administrator, or staff referral Parent referral Counselor observation Peer referral 83

87 Developmental Guidance and Counseling Program (Four Key Components) Guidance Curriculum School counselors teach all students basic life skills identified as essential for academic and personal success through classroom presentations: Orientation/Handbook Anti-victimization Anti-harassing/No Bullying Suicide Prevention Higher Education/Career Education Wellness Teen Dating Violence (6 th -12 th) Responsive Services School counselors assist students with immediate personal concerns, crises, or problems that may be challenges to academic success. Short-term Individual Counseling Small Group Counseling Academic Concerns School Related Concerns Referrals for Long-term Counseling Individual Student Planning School counselors help students transition, plan, and manage their educational and career plans. Academic Counseling Vanguard, Academy, and Magnet School Applications Talented and Gifted Programs Four-year Graduation Plans Course Selections Advanced Placement Postsecondary Planning Systems Support (Management) School counselors coordinate many programs designed to support students and families. Referrals to Student Support Team Parent Education Workshops Teacher/ Administrator Consultation Staff Development for Educators Staff Development for Educators Schoolwide Events College/ Career Events and Initiatives Districtwide College Fair, Scholars College Fair for the top 25% of the Junior class, Infinite Scholarship Program, FAFSA Saturdays, and other community events Career Interest Inventories, Career Fairs, and Magnet School Programs Bobby Bragan Scholarships, Duke TIP Scholars, and Dual Credit/ AP Courses/ IB Program, Endorsement Personal Graduation Plan (E-PGP) College Application Process, Scholarship Applications, Financial Aid Application (FAFSA), and College Entrance Exam 84

88 Teaching and Learning Vicente Reyes, Assistant Superintendent, (972) Danielle Hernandez, Director, (972) Guadalupe Hernandez, Administrative Assistant, (972) SECTION The Teaching and Learning (T&L) departments main purpose is to improve student academic achievement by strengthening and aligning curricular tools and resources to support the instruction of the Texas Essential Knowledge and Skills (TEKS), English Language Proficiency Standards (ELPS), College and Career Readiness Standards (CCRS), and 21st century skills, as well as new state graduation requirements. Additionally, the T&L department strives to create a system of support structure that is focused on assisting School Leadership, campus administrative staff, and teacher personnel. For further information, please click on the Principal's Corner icon on the front page of Curriculum Central or visit the website at: Special Education Executive Director, (972) Administrative Assistant, (972) The Special Education Department provides the required administrative structure for delivery of services to students eligible under the Individuals with Disabilities Education Act [Public Law ] (IDEA). The district is currently providing services to approximately 12,614 students, from birth through age 21, both within the school district boundaries and regionally in the case of the Regional Day School Programs for the Deaf. There are 1,045 special education teachers, 757 teacher assistants, and 281 therapists and assessment staff to provide special education services on district campuses, in homes, in hospitals, and in residential care facilities. Special Education Compliance Teams provide support to each School Leadership Division (Divisions 1-5) regarding special education operations and compliance. Educational diagnosticians and licensed specialists in school psychology (LSSP) are assigned to campuses to conduct individual student evaluations and participate as a member of the Admission, Review, and Dismissal (ARD) committee in the development of students individualized education programs (IEPs). Other program staff provide content 85

89 specific services on the campuses for instruction (including adapted physical education), speech and language development, occupational therapy, physical therapy, behavioral needs, assistive technology, teacher mentoring, and social work services. The department s Child Find system is an integral component of the district s comprehensive program to locate, identify, and evaluate any child within the district s geographical boundary suspected of having a disability. Department staff provide administrative oversight for program compliance that coordinate, maintain, and report student and district data related to the comprehensive set of laws that govern special education. Curriculum development and instructional support personnel identify and develop researchbased instructional tools and interventions that support comprehensive and inclusive services for students with disabilities. In addition to providing a continuum of curricula, they provide training on instructional products and instructional support for program implementation at approved non-public schools, residential facilities, and in hospitals as well as on district campuses and in individual student homes for homebound instruction. College and Career Readiness Linda Johnson, Executive Director, LindJohnson@dallasisd.org (972) The College and Career Readiness Departments provide support for district programs and initiatives to support student success in postsecondary education and the workforce, and include the Advanced Academic Services, Career Education and Workforce Partnerships, and Post-Secondary Success departments. College and Career Readiness programs include: higher education and workforce partnerships; Advancement Via Individual Determination (AVID); college and career access/success programs and activities; data sharing agreements with higher education, Texas workforce, military, and other graduate pathways; and Cradle to Career initiatives. Advanced Academic Services Department Director: Mitchell Morken, mmorken@dallasisd.org (972) Linda Johnson, Executive Director, LindJohnson@dallasisd.org (972) The Advanced Academic Services Department provides opportunities for students to learn and achieve in college-level and aligned (K-12) coursework, including Gifted and Talented (GT), Advanced Placement (AP) and International Baccalaureate (IB). The department provides instructional support, professional development, and technical assistance. The key objectives of the department are to increase the number of students enrolled and succeeding in advanced and college-level coursework; ensure highly-effective AAS teachers are hired, supported, and retained; and ensure compliance with AAS local, state, and national standards. 86

90 Career Education and Workforce Partnerships Department Director: Richard Grimsley (972) Linda Johnson, Executive Director, (972) The Career Education and Workforce Partnerships Department provides curriculum, professional development, and technical assistance in support of district programs and initiatives to support student success in postsecondary education and the workforce. New high school endorsements (HB 5) are aligned with CEWP career pathway programs in STEM, Business and Industry, Public Services, Arts and Humanities, and Multidisciplinary. Department programs include: workforce partnerships, including job shadowing, internships, apprenticeships, and practicums; CTE Dual Credit and articulated credit; Career and Technical Education; industry-recognized certification and credential programs; and National Academy Foundation programs. Postsecondary Success Department Director: Keisha Crowder-Davis (972) Linda Johnson, Executive Director, (972) The Postsecondary Success Department provides oversight of the district s Early College programs, Core Dual Credit programs, College Access Program, college and career readiness programs, and the district s school design process. Visual and Performing Arts Department Danna Rothlisberger, Executive Director, drothlisberger@dallasisd.org Elaine Thomas, Director-Elementary Music and Art, elthomas@dallasisd.org Tim Linley, Director-Band and Orchestra, tilinley@dallasisd.org Mackie Spradley, Coordinator-Choral and General Music Studies, maspradley@dallasisd.org Diana (Liz) Gallegos, Coordinator-Theatre and Dance, dgallego@dallasisd.org, Vickie Hester, Professional Development, vhester@dallasisd.org, Michelle Gloria, Administrative Assistant - mgloria@dallasisd.org, Marylin Miller, Administrative Assistant - marymiller@dallasisd.org, Marisa Sanchez, Administrative Assistant marissanchez@dallasisd.org, The Visual and Performing Arts Department believes that a fit and healthy student, along with a solid education in the arts is integral to our society and is a part of the development of each human being. The arts cannot be learned through occasional or random exposure any more than math or science. Education and engagement in the visual and performing arts and in active Health/ PE classes are an essential part of the school curriculum and should be considered an important component in the educational program of every student in the Dallas ISD. 87

91 The Visual and Performing Arts Department oversees music (elementary music, band, choir, and orchestra); visual art (elementary and secondary) dance and theatre (elementary and secondary), and Health/PE. The department has developed goals, expectations and requirements for each area of a student s enrichment experience in Dallas ISD. The department works with teachers to ensure a quality educational experience for all students enrolled in our classes. The department provides the equipment necessary to help meet these goals and expectations. Science, Technology, Engineering, and Mathematics (STEM) Department Oswaldo Alvarenga, Executive Director, oalvarengo@dallasisd.org, Stej Sanchez, Mathematics Director, stsanchez@dallasisd.org, Jenny Christian, Science Director, jechristian@dallasisd.org, Roland Antoine, Education Technology Director, roantoine@dallasisd.org, Barbara Johnson, Health/Physical Education Director, barbarajohnson@dallasisd.org, The STEM department supports the STEM Education Coalition s Statement of Core Policy Principles 201 in providing our students with strong STEM skills which are a central element of a well-rounded education and essential to effective citizenship ; STEM-focused projects, programs, and curricula in education programs that support classroom teaching and learning and out-of-school experiences such as afterschool, co-curricular, and summer programs ; and hands-on, inquirybased learning activities, such as learning about the engineering design process, working directly with STEM professionals through internships, and participating in field experiences and STEMrelated competitions. To this end, the STEM Department provides rigorous curriculum and assessment products with opportunities for teacher involvement; opportunities for teacher growth through professional development; and actively seeks opportunities for students and teachers to engage in STEM-related activities and programs both in and out of school. The Educational Technology Department has three areas of focus: To expand the use of technology to teach the standards, to expand student access to technology resources, and to provide support for a cohesive integrated learning management system - IMS (Curriculum Central, Virtual Professional Development, and Virtual Professional Learning Communities). We also support the use of Blended Learning which is defined as the use of online content / online instruction, and creation of authentic student content available anywhere, anytime, and on any device. The Health and Physical Education Department monitors compliance and coordinates campus support for the implementation of the state approved CSH program - CATCH which all schools grades K-8 are required to implement, the required annual fitness assessment (FITNESSGRAM) for grades 3-12, and the Human Growth, Development and Sexuality program in grades In addition, the department facilitates the district s Off Campus PE Program, and various community partnerships such as the Dallas Mayor s Race, World Fit, Marathon Kids and Hershey s Track and Field. 88

92 This department also provides support for K-12 health education and physical education, as well as the implementation of the required Coordinated School Health (CSH) initiative. Curriculum tools, assessments, instructional materials and equipment, and content specific professional development are provided to support compliance and implementation of these programs in all Dallas ISD schools. Language and Literacy Susan Walker, Executive Director, Sylvia Martinez, Administrative Assistant, (972) Michelle Brown, Manager, (972) The Language and Literacy Department includes the following: The Bilingual/ESL Department, Reading Language Arts, Social Studies, World Languages, and Library Media Services Departments. The purpose of these departments are to ensure that every student is prepared for the literacy demands of college and/or career by high school graduation in one or more languages. Each of these departments will provide direct support to campuses through curriculum tools, resources, structures, timelines and professional development for teachers and administrators to address the literacy needs of all students. Bilingual/ESL Department Susan Walker, Executive Director, Cloris Rangel, Director of Bilingual Language Programs, (972) , Elda Rojas, Director of ESL Programs, (972) , Amanda Clymer, Director of ELL Compliance/Student Intake, (972) , The Bilingual/ESL Program provides support and guidance for children starting school with a language other than English. We provide a full opportunity for students to participate in a Bilingual or English as a Second Language educational program by assessing, identifying, and recommending program resources that best fits their educational needs. Through collaboration with parents, district personnel and community stakeholders, the Bilingual/ESL Department is dedicated to providing opportunities and assistance to empower students with the language and skills necessary for academic and social success. Reading Language Arts Department Susan Walker, Executive Director, swalker@dallasisd.org, Seema Tejura, Director, stejura@dallasisd.org, Arlena Gaynor, Manager, agaynor@dallasisd.org, Laura Jenkins, Coordinator, lajenkins@dallasisd.org, Sherry Pryor, Administrative Assistant, shfinn@dallasisd.org,

93 The Department of Reading Language Arts provides campuses with instructional support, including the development of curricular resources, assessments, and professional development that are aligned to the English Language Arts and Reading TEKS and the district s reading and writing plan. The Department believes in a balanced approach to literacy instruction that includes reading, writing, speaking, and listening, with a focus on text-dependent reading, writing, and discussion. Social Studies Susan Walker, Executive Director, swalker@dallasisd.org, Barbara Thomas, Director, bathomas@dallasisd.org, Ameenah Sabour, Administrative Assistant, asabour@dallasisd.org, The Mission of the Social Studies Department is to promote quality social studies instruction in all social studies classrooms by developing a knowledge-rich, grade-by-grade core curriculum and providing staff development that emphasizes rigorous instruction and assessments. The Social Studies Department provides co-curricular activities (Celebrate Freedom Week, National History Day, Mock Trial and Model United Nations) for students to apprentice themselves as social scientist. Students will graduate with the skills necessary to lead in the 21st Century, which include problem solving, critical and creative thinking, decision making, flexibility and adaptability, and the ability to work collaboratively. World Languages Susan Walker, Executive Director, swalker@dallasisd.org, Amy Anderton, Director, aanderton@dallasisd.org, Barbara Wright, Administrative Assistant, bwright@dallasisd.org, The mission of the World Languages Department is to provide instructional support to all World Language teachers through coaching, professional development, and the design of curriculum and assessments. Library Media Services Susan Walker, Executive Director, swalker@dallasisd.org, Gay D. Patrick, Director, gapatrick@dallasisd.org, Belinda Jacks, Library Services Coordinator, bjacks@dallasisd.org, Sylvia Pilkington, Administrative Assistant, spilking@dallasisd.org, Lucy Salazar, Administrative Assistant, lsalazar@dallasisd.org,

94 Library Media Services has the responsibility to see that programs are offered in the library in support of reading and reading motivation, 21 st century research skills, student digital skills, and support of the curriculum in the classroom. Library Media Services opens new school libraries, closes libraries, processes and electronically supports the Library System and helps revitalize libraries within the district. The Director also works with administrators to select viable librarians and supports those administrators through data and information concerning the programs. Library Media Services establishes guidelines and standards for the district libraries in program development. Early Childhood & Community Partnerships (Birth Grade 2) Alan Cohen, Assistant Superintendent, Monica Ramirez, Early Childhood Director, Leslie Haas, K-2 Curriculum & Instruction Director, Adriana Trevino, Parent Programs Director, Maria Somers, Administrative Assistant, The Early Childhood and Community Partnerships Department focuses on ensuring that students begin their academic careers in Dallas ISD kinder ready. In an effort to help accomplish this mission, the Department has implemented Parent Education programs such as AVANCE and Parent Coaches for parents of 0-2 year old children and HIPPY, Home Instruction for Parents of Pre-school Youngsters, for parents of 3-5 year old children. PreK services have increased by adding additional PreK classes on campuses district-wide and by expanding collaborative partnerships with daycares that surround our campuses. The K-2 Curriculum and Instruction Department has the responsibility to see that children from kindergarten through second grade receive a solid educational foundation that will prepare them to read on grade level by the end of second grade. Classroom teachers in K-2 grade have access to curriculum planning documents, guidelines and standards divided by semester and six weeks periods, as well as professional development opportunities around balanced literacy to ensure that all students are reading on grade level by the end of second grade. Instructional Support Services Keitha Shelby, Director, kshaw@dallasisd.org (972) The goal of Instructional Support Services is to provide supplemental, aligned, focused, relevant, and timely professional learning opportunities for teachers and related instructional staff so that the quality of instruction improves and student achievement increases. Services include providing districtwide professional development on the Response to Intervention Process and providing logistical support for the district initiatives to expand teacher professional development. 91

95 Tutoring Guidelines for Rationale for Tutoring in the Dallas Independent School District SECTION The Dallas Independent School District wants to make sure that all students in grades 3-10 who need extra support in reading or math are able to get access to high quality tutoring in order to help them succeed. Therefore, the district will pay for every school to have up to two hours a week of before-school or after-school tutoring in reading or math next year out of the general operating budget. Therefore, a school could offer one hour of reading tutoring and one hour of math tutoring to make a total of two hours of tutoring per week. District funds will be used specifically for tutoring in grades If a school wants to offer additional hours of tutoring or offer tutoring in additional grades or subject areas, they may do so. However, they will need to pay for those additional hours using the local campus budget. When will the tutoring be offered? Tutoring will begin during the week of. It will take place two days per week before or after school, depending on the locally developed tutoring schedule. No tutoring will take place during the week before or after winter break, during STAAR testing weeks, or during the last week of school. Who will tutor students before or after-school next year? Teachers are not required to stay before or after school to tutor, but they may sign up to tutor if they are interested. Teachers who are interested should complete an application and submit it to the principal for consideration. If a teacher who does not currently teach in grades 3-10 would like to be a tutor, they may be considered and should fill out an application specifying the grade and subject they would like to tutor. How will tutors be selected? After teachers have submitted an application for tutoring, the principal will use the following criteria for making decisions about who will be offered the tutoring positions: Student achievement scores in the subject area (if available) Classroom observation data in the subject area Teacher expertise or experience in that grade level or subject area Teacher availability 92

96 What if we don t have enough teachers who want to be tutors? If a school does not have enough interested teachers to fill the tutoring positions, volunteers outside tutors may be used to provide additional support. Volunteers and outside tutors will need to fill out an application and pass a background check before they will be permitted to work with students. How many tutors can a school hire? There will be a minimum of two tutors per grade level (one reading and one math) for grades Each tutor can provide two hours of tutoring per week funded by the district. Depending on the size of the school and the number of students in each grade, a school may be able to hire additional tutors with district funding. Schools will be given a budget for tutoring and should use that dollar amount given to identify the exact number of tutors that can be hired at each grade level at a rate of $20/hour. During tutoring, the student-teacher ratio should ideally not exceed 15:1. The budget department will provide schools with their tutoring allotment prior to the first day of school. How should students be identified for tutoring? Schools should use student achievement data to identify students in need of additional tutoring for reading or math. Data may include, but is not limited to: Progress report or report card grades Prior year s standardized test scores (ITBS, STAAR, Woodcock-Munoz, etc.) ACP data Other classroom or school-based assessments Will this be different at Imagine 2020 schools? In Imagine 2020 schools, teachers will work with their principals to identify whether they will work an extra hour before school or after school. It is expected that some teachers will provide before-school tutoring and others will provide after-school tutoring each day so that families have a variety of options for allowing their children to get extra support. Teachers of non-core subjects in Imagine 2020 schools will provide enrichment classes or homework/computer lab support during their extended hour. All teachers at Imagine 2020 schools will receive a stipend for their extra work. They will not receive additional pay on top of the stipend for tutoring. 93

97 Expectations for Tutors at Dallas ISD Schools Be on time or early for all tutoring sessions. Be dependable and reliable with few missed tutoring sessions. Be willing to learn and adaptable to change. Be respectful of other staff members, administrators, and students. Inappropriate tone or demeanor towards students or other staff members is not acceptable and may be grounds for removal from the tutoring program. Be pleasant and businesslike. Remember, our students are depending on us. Be at school for every scheduled tutoring session. You will be excused for extenuating circumstances, but please let the administrators know as soon as possible if you are not going to be able to be present for a tutoring session. Be thorough and accurate and follow procedures. Leave all school campus areas neat and orderly. You may not have your personal computer out while working with students. You are expected to be ethical, honest and open-minded. Refrain from conducting personal business on the job. Tutoring Procedures Maintain a tutoring session log for each tutoring period provided. Create and establish learning objectives and demonstrations of learning for tutoring sessions. They should be recorded on the tutoring session log. Have students sign in for each tutoring session. Assess student progress on tutored objectives. Turn in a monthly progress report. 94

98 September 7, 2015 Sample Tutoring Permission Slip Dear parents and guardians, We have identified your student as a child in need extra assistance in reading or math and we feel your child will benefit from attending our tutoring sessions. The tutoring program will provide additional intensive instruction in a small group setting. We are recommending that your child attend tutoring for: Reading Math Tutoring times: Tuesday/Thursday 7:00-8:00 a.m. Monday/Wednesday 3:30-4:30 p.m. Starting: Week of September 14, 2015 Ending: Week of May 27, 2015 I give permission for my child to attend tutoring. My child would like to attend: Before-school tutoring on Tuesday/Thursday from 7:00-8:00 a.m.: After-school tutoring on Monday/Wednesday from 3:30-4:30 p.m.: I do not give permission for my child to attend tutoring. I understand that my child needs additional assistance and without it, he/she may not pass tests or his/her current grade. Student Name Grade Parent Signature Phone number Emergency Contact Name Emergency Contact s Phone Number 95

99 SAMPLE TUTORING SESSION LOG Tutor Name: Grade/Subject: School: Date/Time: Objective Demonstration of Learning Resources / Activities Student s Name Student Signature 96

100 SAMPLE TUTORING SIX-WEEKS REPORT Tutor Name: School: Grade/Subject: Month: Objectives covered during the six-weeks Work Covered Results Signature of Tutor: Date: 97

101 FIELD TRIPS AND OUT-OF-SCHOOL ACTIVITIES SECTION School Leadership has conducted an internal training on the policies and regulations associated with student activities in order to have a complete and comprehensive understanding of the District guidelines. As such, School Leadership personnel have provided assistance, guidance, and advice to campus personnel on student activity requests and the rational for the trips with the loss of instructional time. In addition, we have assisted with the facilitation of contract issues through the legal department and other associated departments dependent on the funding source utilized and which at times, has resulted in the field trip not being approved based upon the funding constraints or the contract. In cases where the school or parents have conducted fundraising, the trip has been announced, arrangements made, and/or contracts signed, the student activities have been processed and approved, with additional guidance and information given to the campus administrator about the policies and/or regulations which would prohibit or modify the activity, but the student activity was not canceled by School Leadership. We will continue to provide guidance and advice to campuses as well as train all administrators on the policies and regulations associated with student activities in order to ensure students have educational experience to enhance their instruction and provide opportunities for other types of engagements within compliance of the policies and regulations. Field trips and out-of-school activities that are instructional in nature as well as those trips that are activities of school clubs and organizations (e.g., Student Council, special interest clubs) and schoolaffiliated organizations, whether or not they occur during the instructional day, are addressed in this procedure. However, those trips or out-of-school activities that are UIL-related (e.g., athletics, one act play, etc.) are not addressed in this procedure; UIL guidelines as established within the District shall be followed. CATEGORIES OF TRIPS AND ACTIVITIES All field trips and out-of-school activities must submit the appropriate, complete and correct forms for approval. Field Trip Checklist [FORM F4-A] is a cover page for the field trip and out-of-school activities packet that is to be submitted for all field trips and out-of-school activities. The completed packet for approval should be submitted to the appropriate personnel for approval within the time frame designated in the procedure. 1. Instructional trips/activities related to the class curriculum: a. Classroom trips organized by teachers to enhance instruction. If grant funds are utilized for the class field trip, then the teacher/grade level/department must complete the Grants Management Field Trip Approval Form [FORM F4-C] and submit this form with the Field Trip Checklist [FORM F4-A]. b. Academic competitions (not UIL), such as Latin competitions, social studies competitions, science fairs, and vocational competitions. 98

102 2. Other field trips/ out-of-school activities: a. Club and organization trips/activities, include those for Student Council and other extracurricular clubs and organizations, whether the trip/activity is for the purpose of providing service or a social activity for the members. b. School-affiliated organization trips/activities include those for students who are involved with community or collaborative groups. Since these are District students and they are involved with a school-sanctioned group, approval for the trip/activity must follow this procedure. GENERAL GUIDELINES AND PURPOSE INSTRUCTIONAL TRIPS/ACTIVITIES 1. All instructional field trips and other out-of-school activities must be relevant to learning and related to current content/units of study or for the purpose of course-related competition or performance. 2. For instructional field trips utilizing grant funds, a Grants Management Field Trip Approval Form [FORM F4-C] must be completed. 3. All trips shall be curricular related, not rewards for select groups during the school day. 4. Vertical planning at the campus level shall occur to enhance a student s exposure to diverse experiences over the course of time. 5. In the event, any student(s) participating will require a medical procedure while on the field trip; the teacher sponsor should know what to do in the event of an accident or illness while on a trip. The teacher sponsor should: a. Be aware of any student on prescribed medication and keep and monitor the administration of the prescribed medication while on the trip. The sponsor must have a signed copy of the student s Physician/Parent Request for Administration of Medicine or Special Procedures by School Personnel, a copy of which may be obtained from the school nurse. b. Plan, with the school nurse, what to do in case of an accident or illness prior to leaving on the trip. c. Render first aid for minor injuries, such as minor scrapes and cuts. d. Call the local police department/emergency medical service for more serious injuries. If the emergency medical service transports the student to the hospital, the sponsor or his/her adult designee must accompany the student and remain with the student until the parent/guardian arrives. e. Notify the parent/guardian. f. Not assume hospital costs. This is the responsibility of the parent/guardian. g. Upon return, make a report of the accident to the principal, who will provide a coy to the school nurse and the School Leadership Executive Director. 6. In no case shall field trips result in more than 10 days absence from any course or class for any given student. 99

103 7. Field trips within 3 (three) school days of state exams must be approved (does not apply to out-of- District scheduled competitions) for those grade levels scheduled for the specific exam by the appropriate Executive Director and Division Assistant Superintendent. 8. All field trips authorized by the District shall be under the auspices of a school staff person. The District does not sanction any field trip or activity conducted by a school employee who is acting as an individual. GENERAL GUIDELINES AND PURPOSE OTHER TRIPS/ACTIVITIES 1. In most cases, trips/activities that are not instructional in nature shall be scheduled for times or days outside the instructional day. 2. In no case shall trips result in an absence from any course or class for any given student. TIMELINES In order for the field trip approval process to work timely and consistently ONLY completed packets are to be submitted within the following timeframes: Field Trip Location Completed Packet Submission Within Dallas County 2 weeks prior to the trip Outside of Dallas County but in Texas 2 weeks prior to the trip Outside of Texas, but within the contiguous United States 4 weeks prior to the trip Outside the continental United States 6 weeks prior to the trip Only COMPLETED packets are to be submitted. Incomplete packets will be returned to the campus initiating APPROVAL The teacher/sponsor shall plan any field trip or other out-of-school activity in accordance with District and campus procedures. The teacher/sponsor shall submit a completed Field Trip Proposal [either FORM F4-B or F4-C, as appropriate] to the principal for initial approval and subsequent scheduling on the school calendar. Once initial schedule approval has been received, the additional documentation and Field Trip Checklist [FORM F4-A] information will be gathered and submitted for approval. If the field trip/out-of-school activity utilizes grant funds, then the Grants Management Field Trip Approval Form [FORM F4-C] must be submitted with the Field Trip Checklist [FORM F4-A] packet. 1. Instructional trips/activities: a. Pre-approved instructional trips or other trips/activities within Dallas County without an overnight stay are listed below. Following principal approval, these destinations do not need approval by the appropriate Executive Director. However, prior to approval and scheduling, the principal shall ensure that the requested trip meets all of the guidelines noted at the beginning of this procedure and that the Executive Director is notified of the approval. 100

104 b. A Pre-Approved Field Trips/Out-of-School Instructional Activity Listing [EXHIBIT F4-A] is provided to identify sites that only require principal approval and Executive Director notification prior to the date. A campus may submit recommendations for sites to be added to the pre-approved list to their respective Executive Director and Division Assistant Superintendent. c. Trips not listed as pre-approved: The principal shall submit a copy of the Field Trip Checklist [FORM F4-A] and attached packet of information for approval to the appropriate Executive Director for field trips within Dallas County not on the pre-approved list two weeks prior to the date of the trip or activity. The Executive Director shall return the form to the principal with an indication of approval or disapproval. Other field trips/out-of-school activities a. Principal and Executive Director approval is required for those trips/activities that take place after school or on the weekend within Dallas County that do not entail an overnight stay. d. Principal, appropriate Executive Director, Division Assistant Superintendent and Chief of School Leadership approval is required for any trip/activity that includes an overnight stay or any that takes place outside of Dallas County and within Texas. e. The principal, respective Executive Director, Division Assistant Superintendent and Chief of School Leadership approval is required on any trip/activity that takes place outside of Texas but within the contiguous United States. All such requests should be submitted at least four weeks in advance of the field trip/activity. f. Any trip or activity that takes place outside of the continental United States will require the approval of the Chief of School Leadership and Superintendent of Schools. All requests should be submitted at least six weeks in advance of the field trip/activity. PLANNING AND ORGANIZATION 1. Transportation- Schools shall comply with District procedures regarding the mode of transportation. a. Buses: Requests for District buses shall be made according to DISD Transportation Department procedures. For Dallas County buses, see below: Trips must be entered into Powerfleet no later than 14 days before the trip date. Trips must be approved no later than 7 days prior to the trip date. Make a note of service center contact information and trip number in case you have questions on the trip date. Contact the service location listed on the trip for any trip changes and make sure you receive a response. Trip charges begin when drivers clock in at the service center until they return. Bus rates are the same for in-county and out-of-county travel. Dallas County Schools cannot travel outside the State of Texas. Customer must pay driver s food and lodging on overnight trips. No Drop/Return trips unless the travel time conflicts with route times. 101

105 No Drop/Return trips on weekends, with the exception of Track and Field and Wrestling, 3 hour minimum. Customer should always sign the trip sheet at the end of the trip. Add driver notes with details that will assist the driver during the trip. Watch Powerfleet Dashboard for notices and updates. Check Powerfleet daily for notifications. Return time is when the bus should return to the origin, NOT when the bus will leave the destination. Food and drink may NOT be consumed on the bus. All stops must be pre-authorized. If the students are not loaded in time for bus to return to school by the return time, the drive may need to leaver for their after-school route and return to pick them p after 4:30 P.M. Vanguard/Academy/Magnet trips are entered by DCS. Submit the approved DIST Field Trip Approval Form to trips@dcschools.com for entry. All after-school program transportation will be added to a route unless your campus has grant or title funds to pay for the transportation for that particular after-school program. b. Private car: When a private car is used, the car shall be under the general supervision of a member of the school staff. The owner shall provide proof of personal liability insurance and the driver shall provide proof of a valid driver's license completing the Personal Transportation paperwork [FORM F4]. In the case, where each parent/guardian is providing transportation for their child, the Parent-Provided Transportation [FORM F4-F] is required. c. Passenger vans: May be used when transporting small numbers of students if they meet the requirements of the Transportation Code. 2. Parent Permission - Teacher/sponsors shall obtain written permission from the parents/guardians of each student participating in the activity prior to the departure from the campus. a. The teacher/sponsors shall use the Field Trip Permission [FORM E2-E] for parent authorization. The form addresses the mode of transportation, the itinerary of the scheduled activities of the trip, and provides parental authorization to administer necessary medical treatment. A separate form must be obtained showing parent permission for each trip/activity. b. The teacher/sponsors shall take copies of the signed forms on the trip for the purpose of securing medical treatment and contact information if necessary. Supervision - The principal is responsible for ensuring that adequate and proper supervision is provided during any field trip or out-of-school activity. The following guidelines are minimal and may be enhanced if the principal or teacher/sponsor deems the activity warrants additional adult supervision. Chaperones must meet District requirements as noted in the administrative procedure Chaperones for School Activities and each chaperone must complete the Chaperone Statement Acknowledging Responsibilities and Duties [FORM E2-H]. 102

106 c. Every school shall provide at least one adult chaperone on each bus used for transportation. d. Schools shall provide at least one adult chaperone for every ten (10) students, and an additional adult for every fraction thereof. 3. Student Participation- In some circumstances, the principal/designee may prohibit a student from participating in a field trip or other out-of-school activity. a. Instructional trips/activities: The principal/designee may prohibit a student from participating in field trips when the student is assigned to in-school suspension or is suspended from school at the time of the field trip. Student participation in instructional field trips shall not be denied for any other purpose. b. Other field trips/ out-of-school activities: The teacher/sponsor may prohibit a student from participating in trips/activities when the student has violated the rules of the club or organization that have been disseminated to each student. In particular, such rules may require the student's participation in activities or practice that serve as preliminary to the trip or out-of-school activity. The teacher/sponsor may consult with the principal regarding these disciplinary actions. PAYMENT 1. Instructional trips/activities: A student shall not be charged any fee for any field trip/activity which is related to the instructional program or curriculum [Board policy FP (LEGAL)]. a. Funds for fees may be provided through the student activity funds or the school budget. b. The principal must approve the acceptance of donations and make sure that monetary donations are accepted in accordance with Acceptance of Donations. If donations are accepted, all students must be allowed to participate in the field trip/activity, and the principal shall ensure that all donations received shall be equitably distributed. 2. Other field trips/ out-of-school activities: A student may be charged a fee for a field trip/activity. Teachers/sponsors shall inform the principal of fees required and shall gain approval from the principal prior to requesting fee payment from students. 3. The sponsor of the field trip/activity shall provide a description of the funds to be used for payment of the trip/activity. The description should include any and all fundraising activities. 4. The trip sponsor will provide funding information on the Field Trip Proposal [FORM E2-C] or the Field Trip Proposal for Non-Athletic UIL Events [FORM E2-B] form as appropriate. STUDENT PERFORMANCE PARTICIPATION AND INVITATION REQUESTS There are times when students in DISD are asked to participate or are invited to participate in outof-school activities that pertain to community functions. School organizations may be used in public programs or performances outside their own building only when authorized by the appropriate executive director. Weekend performance for other than school purposes will be permitted only under exceptional circumstances upon approval of the appropriate executive director. 103

107 School organizations may be used in public programs or performances at luncheon clubs or in other schools, school organizations will confine their performances to non-school hours. School organizations will be limited to no more than three out-of-town performances per year that involve overnight lodging, exclusive of UIL competition at the state level. No organization may miss more than one school day per year for out-of-town performances. The campus principal will check systematically to determine and eliminate excessive absences resulting from such performances and ensure that no student is penalized in any way or excluded from any activity of the organization due to failure to perform on Sunday or other holy day for religious or any other good reason. Non-UIL activities which are contests and/or competitive activities that are sponsored by outside organizations shall not be recommended to students unless the activities supplement and do not interfere with the regular school program. The following guidelines shall assist in determining school participation. 1. Advanced Notification: Notification of a request for participation or invitation for participation must be received four weeks prior to the event. 2. Function Purpose: The purpose of the function or event must be clearly defined and stated. 3. Safety Issues: When events involve active student participation; the sponsoring organization shall notify the school contact person of specific safety precautions such as first aid stations, police security, etc. 4. Transportation Issues: When involved in an out-of-school activity by request or invitation, the requesting organization must provide information to the school about the transportation issues (who is responsible for transportation, cost, etc.). 5. Sponsor Form: The student organization or club sponsor shall complete the Student Participation and Invitation for Outside Events [FORM E2-I] and submit the form to the campus administrator or designee for approval. 6. Approval: All functions or events in which DISD students participate must be approved by the campus administrator or designee and the appropriate Executive Director. 7. Participation in outside events such as parades or performances shall follow the UIL guidelines and rules, even if the event is not a UIL event. 104

108 Attachments: Events FORM F4-A: Field Trip Checklist FORM F4-B: Field Trip Proposal FORM F4-C: Grants Management Field Trip Approval Form FORM F4-D: Field Trip Permission [Spanish] FORM F4-E: Staff Provided Transportation FORM F4-F: Parent-Provided Transportation [Spanish] FORM F4-G: Chaperone Statement Acknowledgement [Spanish] EXHIBIT F4-A: Pre-Approved Field Trip/Out-of School Instructional Activity Listing EXHIBIT F4-B: Approval Flow Chart See these INDEX references for related procedures: chaperones for school activities; activity funds on campus; acceptance of donations References: Board Policy EFD (LOCAL); FMG (LOCAL); FMG (REGULATION); FMG (EXHIBIT); FP (LEGAL) 105

109 ASSESSMENTS SECTION Local Assessment The Local Assessment Office coordinates the test administration, distribution, scanning and reporting of the ACPs. They also manage additional web-based tools available at Local Assessment is responsible for training the campus test coordinators on appropriate administration of the ACPs. Local Assessment also handles ACP test irregularity concerns. Minor test irregularities are resolved internally at the campus. Major violations or ones that involve adult misbehavior, are reported to Local Assessment, who will then forward on concerns as appropriate to Internal Audit and Human Capital Management. ACPs Assessments Of Course Performance (ACP) are secure tests that are district-mandated. They are locally developed and used as semester course final examinations. The principal s role in implementing ACPs would be to appoint a capable test coordinator and be aware of the ACP test administration schedule. Also, principals should have no access to secure testing materials. Their role is to oversee the test coordinator and remain informed on testing planning and participate in issue resolution in cases of test irregularities. Additional information regarding the focus and schedule of these exams for the school year is shown below. Planned ACPs Elementary Mid-Year and End-Year testing o K-2 Reading and Math o 3-5 Reading, Language Arts, Math, Science and Social Studies o K-5 Written Compositions o 3 Music 4 PE 5 Art No Semester 2: Grade 3 Math, Reading Grade 4 Math, Reading Grade 5 Science 106

110 Planned ACPs Middle School Mid-Year and End-Year testing o Math, Reading/Language Arts, Science, Social Studies, World Languages, Technology, Health, ESL o 6-8 Written Compositions o MS Art, Band and PE o No Semester 2: o Grade 6 Math, RLA, ESL; Grade 6 Pre-AP Math, RLA o Grade 7 Math, RLA, ESL; Grade 7 Pre-AP RLA, Science o Grade 8 Science, Social Studies; Grade 8 Pre-AP Social Studies Planned ACPs High School Mid-Year and End-Year testing o Math, English, Science, Social Studies, World Languages, Technology, Health, ESL o 9-12 Written Compositions o Art I and HS Band o No Semester 2: Algebra I, Algebra I Pre-AP, Biology, Biology Pre-AP, US History Non-Traditional Subjects o Written Composition in Fall o Elementary Art, Music, PE o MS Art, Band, PE o HS Art, Band Performance components will be administered once per course for Art, Band, Music, PE with non-traditional scoring. Teachers will be trained and tested on scoring these exams on-line. Teachers will score other teachers students exams on-line. ACP Testing Schedules Preliminary testing schedule: o Written Composition November 2015-February 2016 o Fall ACP (K-5) December 10-18, 2015 o Fall ACP (6-12) December 15-18, 2015 o Spring ACP (K-5) May 18-26, 2016 o Spring ACP (6-11) May 27 - June 2,

111 State and National Assessments State and National Assessments (SNA) group coordinates the administration, distribution and processing of all state-, national- and district-mandated criterion- and norm-referenced tests. These tests include: Texas Assessment of Knowledge and Skills (TAKS) State of Texas Assessments of Academic Readiness (STAAR) STAAR Spanish STAAR L STAAR A STAAR Alternate 2 STARR End-of-Course (EOC) Texas English Language Proficiency Assessment System (TELPAS) ITBS/ Logramos, WMLS-R Stanford 10 SNA also supports Magnet School Testing, NAEP/TUDA, and acquisition of Credit by Exam {(CBE), & (CBE with ACP)} and Credit by Examination for Acceleration (CEFA). In addition, SNA is responsible for Test Security. In this capacity, the office of SNA trains test coordinators, and test monitors. When found, testing irregularities are reported to the Texas Education Agency, Office of Professional Responsibility and the Department of Human Capital Management. Additional information regarding the focus and schedule of these exams for the school year is shown below. A link to the testing calendar is posted on the district s website and also can be launched from the Evaluation and Assessment department s website. Testing Calendar Published/distributed to all campuses and outlines all test dates State Mandatory Tests: STAAR, EOC, ITBS, Logramos, & TELPAS Assessment Requirements for Graduation EOCs required for graduation (5) Algebra 1, Biology, English I, English II & U.S. History (Senate Bill 149 provides additional information regarding meeting these requirements.) 108

112 Principal and Campus Test Coordinators Information Principal Responsibilities: Excerpts to be emphasized from the DISD EK Regulation: Testing ( Not have access to the secure storage area where testing materials are stored. Not handle secure test materials or interfere with the duties and responsibilities of the campus test coordinator. Report test security, and confidentiality violations, and testing irregularities to the Executive Director, the Office of Test Security, and the Department of Evaluation and Assessment. Appoint a campus test coordinator who is a certified teacher and is not responsible for teaching subjects to be tested with state or local assessments. Ensure that the use of rewards for test performance does not lead to publication of students test results or cause the loss of confidentiality of students test results. Ensure that only trained test administrators and test coordinators are present in testing rooms or around students who are testing. Those excluded from testing rooms include family members and volunteers. Not act as a test administrator. Ensure appropriate testing conditions: Elementary teachers are prohibited from administering tests to students in their own grade levels. The following exceptions will apply: Special Education teachers, if only one Bilingual Education teacher, Performance Tests, Specials teachers may administer core content tests. High school and middle school teachers are prohibited from administering tests in the content area they teach (e.g., an English/language arts teacher does not test reading, writing, English I, or English II). The following exceptions will apply: Special Education teachers, if only one Bilingual Education teacher, Performance Tests, Specials teachers may administer core content tests. 109

113 Basic Function and Selection Criteria of Campus Test Coordinators Bachelor s degree with 2-5 years experience as a Campus Test Coordinator, Principal, Assistant Principal or an Assistant Campus Test Coordinator with 5 or more years of experience. Must have basic computer skills and experience working with Pearson online testing, Texas Assessment Management Systems (TAMS), MyData Portal, and Chancery. Knowledge of assessment and State and district guidelines (policy) necessary to ensure proper implementation of the State and District s testing programs. Demonstrated leadership, planning, organizational, prioritization, communication, and interpersonal skills required to meet State and local District mandated testing timelines. Train teachers/test administrators on test administration procedures and test security. Maintain the security and integrity of all secure test materials. Account for, and quality control, all secure test materials received and shipped from the school. Ensure all testing areas are properly setup according to established guidelines. Setup online test sessions for STAAR Alt. 2, STAAR A, STAAR L, TELPAS and Exit TAKS Retest. Verify online training for campus test administrators. Develop student rosters for special testing conditions (Special Education, 504, ELLs, and retesters). The Principal Testing Checklist is shown below to assist principals in determining what tasks need to be accomplished before, during and after testing. 110

114 Before Testing Familiarize yourself with the District and Campus Coordinator Manuals and TEA Active Monitoring Module. Attend Campus Training and sign Principal Oath. Secure two-way radios for testing hallway monitors. In cooperation with Campus Testing Coordinator, designate test administrators. In cooperation with Campus Testing Coordinator, designate testing rooms. Approve campus testing schedule developed by Campus Testing Coordinator. Coordinate with Campus Testing Coordinator to establish proper testing environments. Ensure that no instructional material is posted in or around designated testing rooms. In cooperation with Campus Testing Coordinator, ensure that students with accommodations have been properly documented. In cooperation with Campus Testing Coordinator, ensure that a campus electronic policy has been established for staff members and students. Ensure that test security is maintained at all times and ALL abide by the Campus Testing Security Plan. During Testing Develop a procedure to monitor attendance. Maintain visible presence on campus by monitoring all hallways and common areas. Support Campus Testing Coordinator to ensure that Test Administrators adhere to testing guidelines by enforcing and documenting all concerns. Ensure that test security is maintained at all times. Designate campus personnel to monitor lunch and assist as needed in hallways and common areas. Support Campus Testing Coordinator with monitoring electronic usage of staff members and students. After Testing In cooperation with Campus Testing Coordinator, in a timely fashion, report all violations and irregularities to the proper department. Ensure that the Campus Testing Coordinator returns scorables by the designated due date. Ensure that the Campus Testing Coordinator returns nonscorables by the designated due date. Verify that testing records are filed and maintained on campus for five years. 111

115 Credit by Examination for Acceleration (CEFA), Grades Prek-12 without Prior Instruction, What is credit by examination? Credit by Examination for Acceleration (CEFA) is a means by which high achieving elementary students may advance one grade level and high-achieving middle and high school students may be awarded course credit(s) for a particular course(s) by taking and passing required test. World language examinations are available for any secondary student who is a native speaker in a foreign language, has traveled or studied in a foreign country, or is currently enrolled in a prerequisite foreign language course. Who may apply? Students in Grades PreK-12 may apply for examinations with counselor, principal, and parent approval. Students must apply through the school counselor. Applications must be submitted to State and National Assessments. Applications should be scanned and ed to StateAssessments@dallasisd.org by specified deadlines. School counselors should also order test(s) by going to: Which test are administered and what is the cost? Examinations for acceleration, developed through Texas Tech University, are used to assess mastery of the essential elements or students in Grades 1-5, and course credit at Grades Pre-Kindergarten students may be accelerated to Grade 1 or a mixed kindergarten/first grade mixed age classroom by a campus committee comprised of the principal, counselor, and classroom teacher(s). There is no cost to District students when testing within the testing designated testing windows. A $45 fee must be paid by the parent/student if the student opts to test outside the posted testing windows. What Percent Mastery Must Students Attain to Receive Credit? To receive course credit, middle school students and high school students must receive 80% mastery. Elementary school students who want acceleration must attain 80% mastery or higher in language arts, mathematics, science, and social studies. Pre-Kindergarten students must show mastery of the Pre-Kindergarten material by scoring at or above the 70 th percentile on an appropriate kindergarten norm-reference test. All result(s) will be sent to students home school within 4-5 weeks Application Deadlines September 25, 2015 (Grades K-12) January 29, 2016 (Grades K-12) May 6, 2016 (Grades K-12) May 27, 2016 (Grades K-12) Test Dates October 26 December 5, 2015 (Grade K-12) March 1 March 25, 2016 (Grades K-12) June 13 June 25, 2016 (Grades K-12) July 18 July 30, 2016 (Grade K-12) 112

116 For information on CEFA testing content or review materials, visit Magnet School Testing How is testing conducted? The Test Center will provide norm-referenced reading and mathematics testing with the ITBS, Stanford 10 or Logramos for students currently in grades K-10 who apply for admission to the Dallas ISD Magnet Program who do not have norm- or criterion-referenced test scores from the previous school year. Specifically, the services are provided to students who are applying for admission to academy (elementary), vanguard (middle), and magnet high schools who meet the following criteria: Students currently enrolled in private, parochial, or other schools, and Students currently enrolled in Dallas ISD. How do students apply for testing? Parents of non-dallas ISD enrolled students in grades K-10 and Dallas ISD-enrolled students in grades K-2, and 7-10 must apply for testing through the magnet, vanguard, or academy to which they are applying. All applicants must provide the following information: name, ID number, current grade level, date of birth, current school, parent/guardian phone number, and preferred test date. A list of all applicants (with required information) must be submitted by the vanguards, academies or magnets to the Test Center, Box 150 or faxed to (972) by the registration deadline(s). What is the cost? Assessment cost for students who live outside Dallas ISD boundaries is $ Payment must be made on the date of testing with a money order or cashier s check made payable to Dallas Independent School District. Students must provide valid identification and proof of residency (i.e., electricity bill, utility bill, or telephone bill) prior to testing. Where are the designated testing sites? Testing for students in grades K-6 will be at Adelle Turner Elementary and for students in grades 7-10, testing will be at Atwell Middle School. Students should arrive no later than 8:30 a.m. Testing will begin at 9:00 a.m. and should be completed by 12 noon. Dallas ISD enrolled students in Grades 3-6 who are applying to the magnet program and do not have spring norm-referenced test scores (ITBS/Logramos) from the previous school year, will be assessed at their home school. Likewise, students applying to Travis, Polk, or Spence (80th percentile campuses) will also be tested at their home school. Parents must submit all applications at the students home schools. Visit for additional information regarding Magnets and Special Programs 113

117 Student Records Custodian of Records The principal is the custodian of all records for currently enrolled students at the assigned school. SECTION Creation and Daily Maintenance of Records The principal shall ensure that a Cumulative Record (grades EC-08) and/or AAR (grades 9-12) are created for each student from the time he/she enters into Dallas ISD until withdrawal or graduation from a Dallas ISD. The principal shall ensure that appropriate information is placed in or on the Cumulative Record. A copy of each of the following items must be placed in the record: birth certificate, Social Security Card (if provided) or documentation of State ID, copy of language survey form, standardized testing information, instructional program information as specified by the program management. Additionally, the Cumulative Record must have the following labels paced on it: counselor s label, grade level demographic label, and semester grade labels/withdrawn grade labels (grades PK-08). The principal may direct that other information be included in the cumulative record. It is very important to place the correct labels on the student s cumulative folder. The label is a history of the student s enrollment at DISD. Note: The student enrollment and withdrawal forms shall not be placed in the cumulative record. These forms shall be kept on file in the school for five years following the year of enrollment for reference during audits. Student disciplinary records and counseling records shall not be placed in a student s Cumulative Record or Academic Achievement Record. Storage and Retrieval of Records The principal shall ensure that each student s Cumulative Record and Academic Achievement Record in his/her custody are stored in a safe and secure manner in the school building. The daily storage and retrieval will be supervised by one principal designated member of the school staff (ex: Registrar) who shall maintain a detailed log of the distribution and return of each student record. This includes a record for each student that indicates all individuals, agencies, or organizations that have requested or obtained access to a student s education records. The record must include the name of the person or agency that made the request and the legitimate interest the person or agency had in the information. The record must be maintained as long as the District maintains the student s education record. The principal shall ensure that student Cumulative Records and Academic Achievement Records in his/her custody are files and stored in a documented, organized manner that makes each record easily retrievable for use by authorized school personnel and/or for audit purposes upon request. Access to Records The principal shall grant access to these records to the parent of the student who is a minor or the parent of a student who is dependent for tax purposes. Parent includes a natural parent, a guardian, or an individual acting as a parent in the absence of a parent or guardian. The principal shall presume that a parent has authority to inspect and review the student records unless he/she has been provided with evidence that there is a court order, state statute, or legally binding document that specifically revokes these rights. Click on link to see TREX Action Memo 114

118 When a student has attained 18 years of age or is attending an institution of post-secondary education, the rights accorded to and consent required of parents transfer from the parents to the student (FL (LEGAL). The principal may not release personally identifiable information in education records without the prior written consent of parents or students as indicated above. In a limited number of instances, however, other persons may be granted access. Others who may be provided access include: teachers who have legitimate educational interests, officials of another school in which the student seeks to enroll, and state auditors. For a complete list, see FL (LEGAL) ACCESS BY OTHER PERSON. Sending and Receiving Records The principal shall ensure that a response is promptly provided for each request for a student record from a receiving school. By law, a record must be transferred within 10 days of a request by a receiving school (19 TAC 129.1, TEC ). The District expectation is that each request from a receiving school shall be honored by the sending school within five days of receipt of the request. When a student graduates from a District high school, his or her Cumulative Record and transcript are maintained at the school for five years after the year in which the student graduated or withdrew. During that time, the school is responsible for distribution of copies of the cumulative Record and the transcript upon request by the student. End of Year Records Management The principal shall ensure that Cumulative Records of currently enrolled students moving from his/her school to another District school (e.g. fifth grade student moving to sixth grade in middle school) for the next school year are received by the next year location prior to the summer break. If the receiving school is within the sending school s feeder pattern, the sending school s principal or designee shall deliver the records along with a list of the records to the receiving school. A copy of the list shall be retained by the sending school as well as the receiving school. The receiving school principal shall provide a signed document to the sending school principal at the time of delivery to document receipt of the records. Both the sending and receiving principal shall retain a copy of the signed records receipt. End of Year Transfer of Inactive Records (Elementary School) The principal shall ensure that Cumulative Records of inactive students who have withdrawn during the school year to go to another district are sent to Student Record Services upon written request from the department at the end of the school year. The principal or his/her designee shall deliver the records to the Student Record Services Department along with a list of all cumulative records in excel template (c-60). The campus shall retain a copy of the list of inactive records delivered. 115

119 End of Year Transfer of Inactive Records (Secondary School) Cumulative Records for inactive students in grades 6 through 12 shall be maintained at the last District school in which the student was enrolled until the inactive student reaches age 23 as of the end of the academic year. These records are then forwarded upon written request to the Student Record Services. End of Year Management of Archival Records (Secondary School) Over-age Cumulative Records (records for student who have reached their 23 rd birthday) are archived at the end of each academic year by the Student Record Services Department. Upon written request, each campus principal or designee shall prepare records for archiving in accordance with directions provided and deliver the records to the Student Record Services Department in accordance with the specified timeline. Academic Achievement Records (AAR)- (High Schools) Academic Achievement Records that have remained in schools for five years following the graduation date/withdrawal date are archived annually by the Student Record Services Department. Upon written notice, each high school principal shall direct his/her staff to remove the specified AARs from the school s file and prepare the records for destruction in accordance with directions provided. The Student Record Services Department shall extract an electronic file and archive the AARs in accordance with current Board policy. Start of Year Records Management Schools should order two sets of report cards/transcripts, one should be given to the student or mailed to the student s home address and the other should be kept at the school in the event that a parent/guardian may request a copy. Immediately following the date on which no-shows for the school year are identified, Friday, September 4, 2015, the principal shall ensure that Cumulative Records for incoming 5 th, 6 th, and 9 th grade no-shows are returned to the last District school in which they were enrolled. Records must be returned to the last school attended by the end of the first six weeks. The principal shall ensure that the records are accompanied by a list of returned no-show records and retain a copy of the list at his/her school. Roles and Responsibilities Principal The principal is responsible for providing daily direction as needed to the Registrar or Data Controller, teachers, professional support staff, and program managers to ensure that Cumulative Records and AARs are maintained in a way that ensure compliance with state laws, local policy, and local procedures. The principal is responsible for identifying a secure, central storage location in his/her school for paperbased records (one secure place, do not place in closets, GYM, etc.), documenting the paper-based records management procedures for his/her school (e.g. what is the filing system, who files, who retrieves, recording of access, etc.), communication with staff members regarding their respective roles and responsibilities, and ensuring that staff members attend appropriate training sessions. The principal is responsible for ensuring that paper-based records for prior years may be promptly retrieved as needed for funding and accountability audits. 116

120 Program Managers Responsible for receiving information from the principal and from central office program management about paper-based documentation that must be placed in program participant files and ensuring that the documentation is provided to the Data Controller or Registrar for filing in a timely manner. Update enrollment forms, addresses and contact information yearly. Professional Support Staff Responsible for receiving information from the principal and from central office program management about documentation that must be placed in paper- based files and ensuring that the documentation is provided to the Data Controller or Registrar for filing in a timely manner. Teachers Responsible for receiving information from the principal about documentation that must be placed in paper-based files and ensuring that the documentation is provided to the Data Controller or Registrar for filing in a timely manner. Data Controller (Elementary School)/Registrar (Secondary School) Responsible for creating or securing a Cumulative Record for each student who enrolls in his/her school, promptly filing each record in the central storage location specified by the principal, retrieving records from storage upon request, logging the temporary distribution of records from the central storage location, and sending records promptly upon request to other schools and to the Student Record Services Department. Registrar (High School) Additionally responsible for maintaining the paper-based AAR files for current students, students who last attended his/her school but did not graduate, and students who graduated (maintained at the high school for five years after the graduation date). With regard to the AAR, the high school registrar is responsible for securing an AAR for each student who enrolls in his/her school, promptly filing the paper-based record in the central storage location, retrieving the paper-based record from storage upon request, logging the temporary distribution of the record from the location and sending records promptly upon request to other schools and to the Student Record Services Department. 117

121 Records Management The Districtwide Records Management Department is responsible for administering the Dallas ISD Records Management program in accordance with applicable Board policy, as well as Federal and State laws. To ensure compliance Districtwide Records Management has developed a comprehensive system of procedures for efficient, economical, and effective control over the creation, distribution, organization, maintenance, use, and disposition of Dallas ISD records in accordance with the requirements of the Texas Local Government Records Act. Active Records Principals are responsible for producing a complete and accurate listing of all records at the school. The inventory includes records identification by description, records series number, and location within the campus. Conducting a complete survey of all active and inactive records at a campus should be completed to identify the location of all records. All records should be inventoried, regardless of the media in which they are maintained. The major goals of the records inventory are as follows: 1. Identify all records by record series. 2. Determine the physical location of the records and their format. 3. Identify records that contain confidential information. 4. Identify the inclusive dates and quantity of each record series. File Plan A file plan should be made for each group of files actively used in the administrative and campus offices. The file plan should document all records and their respective locations. It should also include the filing and labeling methodology and the scheduled movement of the records from onsite storage to the Record Center. Inactive Records Official records are to be stored or transported only in official Dallas ISD records storage boxes. This requirement includes records transferred to the district s Records Center as well as those stored on campus. Records storage boxes may be ordered directly from the Districtwide Records Management Department. Onsite Storage- Inactive records may be stored in designated areas of the school for easy access. Do not store records in areas that place them I danger of damage or unauthorized access. Offsite Storage- Official records may not be stored at any other location than their assigned campuses, the Dallas ISD Records Center, and other approved district sites without the express permission of the district s Records Management Officer. 118 SECTION