revised 9/15/2014 2014-2015 principal handbook · 2016-03-22 · miguel solis district 8 term...

School Leadership

Revised 9/15/2014

Update

2014-2015 Principal

Handbook

This book is subject to change throughout the school year. Periodic updates will be provided to the appropriate sections as necessary.

D A L L A S I N D E P E N D E N T S C H O O L D I S T R I C T

Principal Handbook

School Leadership 408 N. Haskell

Dallas, TX 75246 Phone 972.925.4600 • Fax 972.925.4661


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Table of Contents

Section 1: District Information and Organization………………………… 1

Division Organization Charts…………………………….. 4

Dallas ISD Organizational Charts………………………. 7

Section 2: District 2014 – 2015 School Year Calendars ……...……… 9

Section 3: Welcoming Environment …………....................................... 11

Section 4: The Principal Job.................................................................. 13

Procedural Expectation................................................. 14

Leadership Development Strategic Plan....................... 16

Instructional Planning and Leadership........................... 17

Section 5: The Principals’ Evaluation System........................................ 20

Section 6: Professional Associations..................................................... 25

Section 7: Monthly Tasks...................................................................... 26

Section 8: TEI Evaluation Calendar....................................................... 36

Section 9: Checklist Prior to the First Day of School............................. 37

Section 10: Required Campus Committees............................................ 40

Section 11: Student Enrollment............................................................... 41

Section 12: Prekindergarten Enrollment.................................................. 48

Section 13: Bilingual/ ESL Program Enrollment...................................... 52

Section 14: Special Education................................................................. 56

Section 15: Gifted and Talented.............................................................. 58

Section 16: Magnet Program Information................................................ 60

Section 17: State Health Requirements.................................................. 63

Section 18: Withdrawal and Leaver Coding............................................... 65

Section 19: Transportation...................................................................... 70

Section 20: School Attendance and Enforcement................................... 71

Section 21: Student Discipline................................................................. 79

Section 22: Counseling Services............................................................. 81

Section 23: Teaching and Learning......................................................... 83

Section 24: Tutoring Guidelines for 2014-2015...................................... 91

Section 25: Field Trips............................................................................. 97

Section 26: Assessments........................................................................ 105

Section 27: Student Records................................................................... 109

Section 28: Records Management.......................................................... 113

Section 29: Human Capital Management................................................ 121

Section 30: Compliance........................................................................... 125


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District Information and Organization

Dallas Independent School District has developed and is implementing a District Improvement Plan, Destination 2020. A copy of the entire plan is available on the District web site. http://www.dallasisd.org/destination2020

Dallas ISD Core Beliefs

DISD Staff Core Beliefs

DISD Student Core Beliefs

Back to Table of Contents

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.

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.

SECTION

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.

http://www.dallasisd.org/destination2020


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Board of Trustees

President 1st Vice President 2nd Vice President Board Secretary

Miguel Solis District 8 Term Expires 2017

Love Field, Northwest Dallas, and Central Dallas

Lew Blackburn District 5 Term Expires 2016

Oak Lawn, West Dallas, Wilmer, Hutchins and portions of East Oak Cliff

Elizabeth Jones District 1 Term Expires 2015

Northwest Dallas, including North Dallas, Addison, parts of Carrollton and Farmers Branch

Dan Micciche District 3 Term Expires 2015

Northeast Dallas

Mike Morath District 2 Term Expires 2017

North and Near East Dallas

Nancy Bingham District 4 Term Expires 2016

Southeast Dallas, Seagoville, Balch Springs

Joyce Foreman District 6 Term Expires 2017

Southwest Dallas

Eric Cowan District 7 Term Expires 2016

North Central Oak Cliff and parts of West Dallas

Bernadette Nutall District 9 Term Expires 2015

South Dallas and parts of Downtown Dallas, Pleasant Grove, Deep Ellum, Uptown, and East Dallas

Schools by Trustee District


http://www.dallasisd.org/site/default.aspx?pageid=653


















http://www.dallasisd.org/Page/342











Superintendent of Schools Mike Miles 3700 Ross Avenue

Deputy Superintendent Dr. Ann Smisko 3700 Ross Avenue

Chief Financial Officer Dr. James Terry 3700 Ross Avenue

Chief of Human Capital Management

Chief of School Leadership Vacant 408 N. Haskell

Chief of Technology Gray Salada 3701 S. Lamar St. Chief of Transformation and Innovation Michael Koprowski 3700 Ross Avenue

Carmen Darville Chief of Operations Wanda Paul 3701 S. Lamar



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School Leadership

The School Leadership Department is structured by divisions, as follows:

Division 1


Dessynie EdwardsAssistant Superintendent

Cherie Washington Executive Director

David W. Carter HSFred Davis

W.H. Atwell MS/Law Academy

Selena Deboskie

Birdie Alexander ESRoshonda Clayton-Brown

Umphrey Lee ESValerie Kendrick

Ronald E. McNair ESAllena Anderson

T.G. Terry ESDeborah Traylor

Adelle Turner ESMichael Nickson

Mark Twain ES/Leadership Vanguard

Tricia Lancaster

Martin Weiss ESShundra Brown

Tim HiseExecutive Director

Thomas Jefferson HSSandi Massey

Edward H. Cary MSShelly Vaughan

Francisco Medrano MSTheresa Sigurdson

David G. Burnet ESSonia Loskot

Leonides Cigarroa ESQuinton Courts

Tom W. Field ESJonica Crowder-Lockwood

Stephen C. Foster ESZachary Hall

Obadiah Knight ESEnrique Escobedo

K.B. Polk TAGMisty Rothermund

Julian T. Saldivar ESChaundra Macklin

Walnut Hill ESTammie Brooks

Sudie Williams ESLorena Hernandez

Henry Longfellow AcademyCheryl Breedlove-Wright

A. Tracie BrownExecutive Director

Justin F. Kimball HSEarl Jones

T.W. Browne MSJonathon Smith

Zan Holmes MSBarbara Moham

J.T. Brashear ESJacquelyn Burden

John W. Carpenter ESCharmain Curtis

L.O. Donald ESSuzanne Hernandez

Lenore Kirk Hall ESAdrianna Gonzalez

M.B. Henderson ESIda Escobedo

Maria Moreno ESSocorro Gonzalez

Leslie Stemmons ESArnoldo Zuniga

Thomas Tolbert ESLaKeisha Smith

Daniel Webster ESClement Alexander

Suzanne VillalpandoExecutive Director

Sunset HSLuz Martinez

W.E. Greiner MSRay Winkler

Lida Hooe ESMarisa Saenz

Anson Jones ESAlberto Herrera

Louise Wolff Kahn ESMonica Marquez

George Peabody ESDee Anne Egan

Rosemont Primary & ESAnna Brining

Winnetka ESLourdes Garduno

Administrative Assistants (3)

Berenice Barron

Jessica Castro

Vacant

Coordinators (3)

Veronica Martinez-Cantu

Some McCowan

Yvonne Rojas

J. Leslie Patton

Academic Center

Leslie Swann

Barbara Manns MS

LeTrice Portley

Magnet Schools

Special Programs/ Alternative Schools


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Division 2


Stephanie ElizaldeAssistant Superintendent

Cheryl HumphreyExecutive Director

Emmett J. Conrad HSDavid Hamilton

Multiple Careers HSLynn Smith

Maya Angelou HSLynn Smith

Sam Tasby MSAnthony Mays

Highland Meadows ESAudrey De La Cruz

L.L. Hotchkiss ESCecelia Criner

Jack Lowe, Sr. ESYesenia Cardoza

Lee McShan, Jr. ESDayanna Carson

Jill Stone ESRosalinda Pratt

Jennifer SpanExecutive Director

Roosevelt HSBrian DeVeaux

Oliver Wendell Holmes MS/AcademyBenita Ashford

John Neely Bryan ESTonya Anderson

Harrell Budd ESIsrael Rivera

Albert S. Johnston ESMichele R. Martin

William B. Miller ESSheila Aldredge

Roger Q. Mills ESCandee Martinez

J.P. Starks ES/Math, Science, Technology Vanguard

Evelyn Howard

Menay HarrisExecutive Director

W.W. Samuell HSJuan Vega

Fred F. Florence MSDawn Walker

John B. Hood MSLatonya Lockhart

John Quincy Adams ESNancy Bernardino

Annie Webb Blanton ESKermange Johnson

Nathaniel Hawthorne ESJames Wallace

John Ireland ESSharron Jackson

Pleasant Grove ESTremayna Thomas

John W. Runyon ESSherry Williams

San Jacinto ESHugo Avila

Edward Titche ESRhonda M. Pickens

Anita Hardwick Executive Director

W.T. White HSMichelle Thompson

Thomas C. Marsh MSNicole Niewinski

E.D. Walker MSRichard Heffernan

Nathan Adams ESDora Renaud

George H.W. Bush ESShavannia Dash

William L. Cabell ESJo Anne Hughes

F.P. Caillet ESBeverly Lusk

E.L. DeGolyer ESTara Mays

Tom C. Gooch ESMartha Bujanda

Jerry Junkins ESRobbie Wilson

Herbert Marcus ES Manuel Ontiveros

Harry C. Withers ESConnie Wallace

George B. Dealey International Academy

Ena Meyers


Yami Alfaro-Leyja

Vacant

Vacant

Coordinators (3)

Michael Dang

Janeen Pantoja

Vacant

Elizabeth Page Richardson ES

Courtney Thomas

Magnet Schools



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Division 3


Desiree Marks-Arias, Ph.DAssistant Superintendent

Nora BerryExecutive Director

Hillcrest HSRonald Jones

Benjamin Franklin MSJonathan Parker

Anne Frank ESJonnice Legum-Berns

Arthur Kramer ESKatie Wanserski

John J. Pershing ESMargarita Hernandez

Preston Hollow ESTom Brandt

Dan D. Rogers ESLisa Lovato

Raul PenaExecutive Director

Moises E. Molina HSMark Ramirez

L.V. Stockard MSWilliam Arevalo

Mary McLeod Bethune ESTeresa Hernandez

Nancy J. CochranDemarcus Goree

Leila P. Cowart ESRebeca Henriquez

Arturo Salazar ESNicole Bigxby

Celestino M. Soto, Jr. ESAngel McKoy

Trinidad Garza Early College HS

Dr. Janice Lombardi

Liliana Valadez, Ed. DExecutive Director

North Dallas HSDinnah Escanilla

Thomas J. Rusk MSJames Roe

Alex W. Spence MS/TAG Academy

Deardra Hayes-Whigham

Cesar Chavez ESJose Munoz

Onesimo Hernandez ESTorey Willis

Sam Houston ESOscar Nandayapa

John F. Kennedy ESCarmela Levy-David

Maple Lawn ESAdela Cox

Esperanza Medrano ESLinda Espericueta

Ben Milam ESAnna Gamez

J.W. Ray ESOnjaleke Brown

Ignacio Zaragoza ESCarlotta Thomas

Booker T. Washington HSPVAScott Rudes

Pamela Lear Executive Director

Pinkston HSDwain Simmons

Thomas A. Edison MSDerrick Spurlock

Gabe P. Allen ESConstance Hovseth

Arcadia Park ESDiana Vega

C.F. Carr ESChristian Ruiz

George W. Carver ESValerie Sheppard

Lorenzo DeZavalaLisa Miramontes

Amelia Earhart ESAndrea Nelson

Sidney Lanier ES/Expressive Arts VanguardAlyssa Peraza

Eladio R. Martinez ESRosa Pena

Stevens Park ESSusan Walker

Dallas Environmental Science Academy MS

Angela West

Raul Quintanilla MS

Luis Valdez


Mercedes Ramirez

Roxanna Cazarez

Margie Guzman

Coordinator

Isaac Gonzalez

Julie James

Vacant

SCGC/LACEY/Elementary DAEP at Village Fair

Gail Dupree

William B. Travis Vanguard/Academy

Mari B. Smith

Magnet Schools



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Division 4


Karon Cofield, Ph.D.Interim Assistant Superintendent

Elizabeth CasasExecutive Director

Skyline HSHarold Wright

Harold W. Lang MSJohnna Weaver

Ann Richards MSFrancine Taylor

Adelfa Botello Callejo Sandra Fernandez

S.S. Conner ESKiashan King-Corbett

Frank Guzick ESKimberly Robinson

Edna Rowe ESCynthia McFarland

C.A. Tatum ESJuan Pecina

George W. Truett ESTerre Evans

Urban Park ESAngie M’Lis Torres

Evening AcademyRandall Farmer

Isaac CarrierExecutive Director

Irma Lerma Rangel YWLS Vivian Taylor

Judge Barefoot Sanders Law MagnetVacant

School of Business & Management Magnet

Michelle Broughton

School of Health ProfessionsJoel Aguilar Villanueva

School of Science & Engineering Magnet

Tiffany Huitt

School for the Talented & Gifted Magnet

Ben Mackey

Sorrells Education & Social Services Magnet

Shelia Brown

Barack Obama MLANakia Douglas

Harry Stone Montessori AcademyLisa Curry

James Madison HS

Gayle Smith

Usamah RodgersExecutive Director

South Oak Cliff HSShon Joseph

Boude Storey MSJoAnn Jackson

Sarah Zumwalt MSDinah Marks

W.W. Bushman ESYolanda Knight

H.I. Holland at Lisbon Julie Singleton

Barbara Jordan ESLucy Hopkins

Clara Oliver ESCheryl Freeman

Elisha M. Pease ESKarisha Hearns

Thomas L. Marsalis ESKimberly Richardson

Clinton P. Russell ESJosefina Martinez

Robert L. Thornton ESClara Daniels

Whitney M. Young ESTroy Tyson

Tracie FraleyExecutive Director

Woodrow Wilson HSRussell K. Richardson

J.L. Long MSDanielle Petters

Stonewall Jackson ESMichelle Hill

Lakewood ESToni Goodman

Robert E. Lee ESBridget Ransom

William Lipscomb ESRoxanne Rodriguez

Eduardo Mata ESClaudia Vega

Mount Auburn ESMaria Luz Martinez


Carol Fowler

Christine Delgado

Josie Cortez

Coordinators (4)

Erlene Williams

Dustin Woods

Sheri Garrett

Tara Lane

O.M. Roberts ES

Eneida Padro

Billy Earl Dade MS

Michael Jones

Paul Dunbar ES

Dionel Waters

Martin Luther King, Jr.

Maria Freeman

Ascher Silberstein ES

Laura Garza


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Division 5

Dallas ISD Organizational Charts


Israel Cordero

Assistant Superintendent

Elena HillExecutive Director

Adamson HSJanie Ortega

Hector Garcia MSGary Auld

Felix Botello ESReyna Sotelo

James Bowie ESCarolina N. Wilson

James Hogg ESMargarita Garcia

John F. Peeler ESSofia Villarreal

John H. Reagan ESRuby Garza-Ramirez

Gilliam Collegiate Academy Early College HS

Tamara Francis

Dr. Wright L. Lassister Jr. Early College HS at El Centrol College

“Lassister Early College”Micael St. Ama

Stephanie Taylor Executive Director

Seagoville HSShanna Jones

Seagoville MSTracie Washington

Central ESJerre Moore

Ebby Halliday ESRamon Delgado

Kleberg ESMarsha Burkley

Seagoville ESMichael Jones

Seagoville North ESLinda Trujillo

Wendy HawthorneExecutive Director

Lincoln HSChanel Howard-Veazy

Joseph J. Rhoads ESVacant

Charles Rice ESAlpher Garrett-Jones

Wilmer Hutchins HSMarlon Brooks

Kennedy-Curry MSDennis Taylor

J.N. Ervin ESTamika Barnett

Wilmer Hutchins ESJoy R. Morris

A. Maceo Smith New Tech HS

Lisa DeVeaux

Jolee HealeyExecutive Director

Bryan Adams HSRichard Kastl

W.H. Gaston MSSharon Stauss

Robert T. Hill MSCandice Ruiz

Bayles ESNikia Smith

Casa View ESOscar Aponte

Charles A. Gill ESDamien Stovall

Victor H. Hexter ESLaTonya Clark

Edwin J. Kiest ESYazmin Cruz

Martha Turner Reilly ESMarion Jackson

Reinhardt ESPhoebe Montgomery

Alex Sanger ESHector Martinez

Larry Smith ESLora Morris

Brian LuskExecutive Director

Spruce HSIrene Aguilar

Balch Springs MSClarita Rivera

E.B. Comstock MSWillie Johnson

W.M. Anderson ESSilvia Garcia

W.A. Blair ESNicholas Johnson

R.C. Burleson ESMarco Barker

Gilbert Cuellar, Jr. ESSheryl Wilson

Julius Dorsey ESAntonio Verduzco

Frederick Douglass ESMarquetta Masters

Henry B. Gonzalez ESJuan Cordoba

Richard Lagow ESTanya Shelton

B.H. Macon ESGerald Bennett

Nancy Moseley ESRocio Bernal


Anita Bivins

Caroline Hawkins

Vacant

Coordinators (3)

Cheryl Nevels

Kellye Kirkpatrick

Vacant

Magnet Schools



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School Year Calendar 2014-2015


SECTION


10



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Welcoming Environment

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.


SECTION


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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.



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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.

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.

Complies with budgeting and purchasing guidelines and demonstrates responsible fiscal control over the school budget and activity funds.

SECTION


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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 school-wide 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).



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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 email 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.



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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.

Emails and Weekly Memoranda

Check email daily and maintain adequate mailbox space to allow for daily delivery.

Review Weekly Administrative Information Packet (WAIP) every Friday for information, actions

and timelines.

Read Weekly Bulletin from the ED.

Remind staff that emails 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.



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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.

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.



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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.



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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.



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Principals’ Evaluation System

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21


22


23


24


25

Professional Associations

Professional associations are important for educators to stay up-to-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 1943. 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.


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26

Monthly Tasks

Recurring Monthly Duties

The Same Page

The Same Page is sent to all district employees via e-mail 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.


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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

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 signage- meets expectations. See the Establish Welcoming Environment standards.



29

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.

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.


30

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.



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October

Evaluator and teacher agree on SLO and Professional Development Plan by Oct. 1, 2014.

All 1st Semester Field Trips or Fund Raiser Proposals are Due by October 17, 2014.

Start TEI extended observations with conferences.

Implement R & I based on 1st 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 implementation of IAPs.


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 implementation of IAPs.

Principal Attestations are due to HCM.


December



Monitor RM, Parent Portal, and attendance.


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End 1st Semester spot observation ACPs

End of overage 1st semester/celebrations identify potential overage students for 2nd 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.


Monitor RM, Parent Portal, attendance and Campus Action Plan.

Begin 2nd 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 2nd semester master schedule.

Submit non-renewal documentation to HCM.

Monitor 2014-2015 budget and start planning 2015-2016 budget.

February

All 2nd Semester Field Trips or Fund Raiser Proposals are due by February 27, 2015.

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

Ensure all details and coordination of state testing has been completed and the campus is well prepared to administer state assessments.



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.


Benefit Coordinator mandatory training.

ES Master Schedules.


Action planning.

TELPAS Ratings.

8th 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

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.


Plan to complete 3R summative conferences.

Benefit Coordinator holds annual enrollment meetings on campuses.


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.


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.


MSTAR Universal Screener grade 5 & 8.

Systems Review I & II.

EOY Reading Inventories.

Transition meetings: 5th and 8th 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

MLEP-LPAC name team/LPAC training.

Needs Assessments due.

June

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.

July 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

TEI Evaluation Calendar

TEI Main Page: www.dallasisd.org/tei

TEI Contact: [email protected]

TEI Staff Resources: http://www.dallasisd.org/Page/28269

TEI Main inet Page: http://inet.dallasisd.org/tei/


SECTION

http://www.dallasisd.org/tei

mailto:[email protected]


http://inet.dallasisd.org/tei/


37

Checklist Prior to First Day

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


SECTION


38

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 1st 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

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

Required Campus Committees

Committees

Site-based Decision Making Committee

Attendance Committee

Placement Review Committee

Campus Emergency Team

Grade Placement Committee (5th & 8th Grade)

Admission, Review, Dismissal Committee (ARD)

Language Performance Assessment Committee (LPAC)

Gifted and Talented Selection Committee


SECTION


http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.25.htm#25.092






41

Student Enrollment

Registration

The district will determine standardized enrollment dates for all Dallas ISD schools. For the 2014-2015 school year, the dates are as follows:

Monday, August 18th: 12:30 - 4:30 p.m.

Tuesday, August 19th: 8:00 a.m. - 12:00 p.m.

Wednesday, August 20th: 2:00 - 7:00 p.m.

Thursday, August 20th: 8:00 a.m. - 12:00 p.m.

It is expected that each campus will staff accordingly, so that broad based communication for NEW student enrollment is consistent. 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 Forms Returning Student Enrollment Forms

Registration Form (Spanish) Registration Form (Spanish)

FERPA Form (Spanish) FERPA Form (Spanish)

Student Residency Questionnaire (Spanish) Student Residency Questionnaire (Spanish)

Media Release Form (Spanish)

Media Release Form (Spanish)

Ethnicity and Race Data Questionnaire (Spanish)

Home Language Survey


SECTION

http://pol.tasb.org/Policy/Download/361?filename=FL(LOCAL).pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/A%20Student%20Enrollment%20Registration%20Form%20English.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/A%20Student%20Enrollment%20Registration%20Form%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/A%20Student%20Enrollment%20Registration%20Form%20English.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/A%20Student%20Enrollment%20Registration%20Form%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/H%20FERPA%20English.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/H%20FERPA%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/H%20FERPA%20English.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/H%20FERPA%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/f1%20admissions/C%20Student%20Residency%20Questionnaire.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/C%20Student%20Residency%20Questionnaire%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/f1%20admissions/C%20Student%20Residency%20Questionnaire.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/C%20Student%20Residency%20Questionnaire%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/f1%20admissions/I%20Photography%20and%20Video%20Release%20Form%20English.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/I%20Photography%20and%20Video%20Release%20Form%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/f1%20admissions/I%20Photography%20and%20Video%20Release%20Form%20English.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/I%20Photography%20and%20Video%20Release%20Form%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/G%20TEA%20Ethnicity%20and%20Race%20Questionarrie.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/G%20TEA%20Ethnicity%20and%20Race%20Questionarrie.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/G%20TEA%20Ethnicity%20and%20Race%20Questionarrie%20Spanish.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F1%20Admissions/F%20Home%20Language%20Survey.pdf


42

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 30th 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 sand 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.


http://pol.tasb.org/Policy/Download/361?filename=FD(LOCAL).pdf


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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. To enroll under this circumstance, the parent and grandparent must:

F-1 Visa

Under federal law, a nonimmigrant person may not be granted an F-1 visa in order to pursue a public elementary or publicly funded adult education program. Federal law permits a nonimmigrant F-1 immigration status for public secondary school if the aggregate period of the student at the school will not exceed twelve months and the student reimburses the secondary school for the full unsubsidized per capita cost of the student’s education. Texas law does not authorize a school district to charge student tuition under these circumstances. This conflict between the federal law and Texas law prevents a student from being able to meet the second condition for the issuance of an F-1 visa.

The federal reimbursement DOES NOT apply to foreign exchange students who hold J-1 visas. It applies only to nonimmigrant students who seek F-1 student status by obtaining an I-20 certificate of eligibility from a local education agency. The ineligibility for an F-1 visa does not affect the entitlement to admission of a student actually residing in the district. Under the United States Supreme Court decision in Plyelr v Doe, 102 S. Ct. 2382 (1982), a student’s immigration status is not a permissible basis for denying admission to a public school.


http://caselaw.lp.findlaw.com/cgi-bin/getcase.pl?court=us&vol=457&invol=202


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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 §25.001. However, §25.001(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 §25.0001 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.


http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.25.htm




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The definition is 42 U.S. C. §11302 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 2002. 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. §11302, when determining if a student is eligible for enrollment under § 25.001(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. §11302(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;


http://www.gpo.gov/fdsys/pkg/USCODE-2010-title42/pdf/USCODE-2010-title42-chap119-subchapI-sec11302.pdf





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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. §11434(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. §11434(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.

The student is a foreign exchange student paced with a host family that resides in Dallas ISD by a nationally recognized foreign exchange program.

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


http://www.law.cornell.edu/uscode/text/42/11434a

http://www.law.cornell.edu/uscode/text/42/11434a


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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.



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Student Enrollment Prekindergarten

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. §11302 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


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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 Documentation

Language Home Language Survey

Qualifying Score on an approved Oral Language Proficiency Test

Educationally

Disadvantaged

Document of student is eligible to participate in the National Free or Reduced-Price Lunch Program

Military- Active,

Injured or Killed

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


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from a 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).



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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.



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Student Enrollment Bilingual/ESL Programs

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 40th 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.


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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.


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



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Exiting Procedures

The LPAC classifies the LEP student as English proficient when the student attains the required exit criteria as stated in 19 TAC §89.1225(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 §89.1240(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.


7 4,5, or 6 Passing Passing





12 4,5, or 6 Passing

(TAKS ELA)


http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html




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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.



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Special Education Program

The Dallas ISD Special Education Operating Guidelines manual has been updated and is available at http://inet.dallasisd.org/depts/specialed/index.html. 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: http://framework.esc18.net/

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 Program Objectives

School Health and Related Services (SHARS)

Reimburses Dallas ISD for claims submitted on services provided for special education students.

Medicaid Administrative Claiming (MAC)

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.

Medicaid Outreach Initiative 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.


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http://inet.dallasisd.org/depts/specialed/index.html


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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) 581-4793.



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Gifted and Talented

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 (88th percentile each) o State assessments (88th percentile) o SAGES-2 (K-3 and 4-8) (score of 115) o Torrance Test of Creative Thinking (second opportunity screening) (88th 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.


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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.



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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.

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 step-sister, 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


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http://pol.tasb.org/Policy/Download/361?filename=EGA(LOCAL).pdf


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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.


http://pol.tasb.org/Policy/Download/361?filename=EGA(REGULATION).pdf


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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.



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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 clinic or licensed medical provider prior to enrollment.

Students coming from another Texas school 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 completing the online training through Region 10 and 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)


SECTION

http://pol.tasb.org/Policy/Download/361?filename=FFAB(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FL(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFA(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFA(LOCAL).pdf



http://pol.tasb.org/Policy/Download/361?filename=DBB(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAC(REGULATION).pdf

http://pol.tasb.org/Policy/Download/361?filename=EHBC(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FB(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FND(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FNE(LEGAL).pdf


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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)

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) 925-3386

Leigh Pelletier, RN, Division 1 Nursing Supervisor (214) 893-0373

Debra Bourgeois, RN, Division 2 Nursing Supervisor (214) 893-0844

Jennifer Finley, RN, Division 3 Nursing Supervisor (214) 207-8473,

Cheryl Helms RN, Division 4 Nursing Supervisor (214) 207-6350

Julie Kendrick, RN, Division 5 Nursing Supervisor (214) 732-7441


http://pol.tasb.org/Policy/Download/361?filename=FFAF(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAC(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAF(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAF(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FD(LEGAL).pdf


http://pol.tasb.org/Policy/Download/361?filename=FFAD(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAD(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAD(REGULATION).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFAD(XHIBIT).pdf

http://pol.tasb.org/Policy/Download/361?filename=FLA(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFA(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFA(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FFA(REGULATION).pdf

http://pol.tasb.org/Policy/Download/361?filename=CKD(LEGAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=CO(LOCAL).pdf


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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. When a student is consistently absent from school, every effort possible should be made to locate the student and his/her parents/legal guardians. After ten (10) consecutive school days, if the school is unable to locate said student, and this effort is verified in writing by the principal or assistant principal, the student may then be withdrawn. The withdrawal date should be the day following the student’s last day of attendance. However, documentation by memo of the student’s absences and the school’s effort to locate said student should be placed in the cumulative record. Absences caused by homelessness should not be counted against the student. 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 Students coded with this Leaver-Reason-Code are not included in the calculation of the dropout rate used for accountability purposes. The above codes may only be assigned once appropriate documentation is obtained. Control of leavers spans for two prior school years. Previous year leavers are those who left during the 2011-2012 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 or administration support.


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http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/principal%20handbook/Leaver%20Codes.docx

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/principal%20handbook/Leaver%20Codes.docx


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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 documentation checklist.

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.).

The 10-Day Rule

The withdrawal date for a student who never officially withdrew from school, but whose whereabouts can no longer be determined may be withdrawn after ten (10) consecutive school days, if the school is unable to locate said student, and this effort is verified in writing by the principal or assistant principal, the student may then be withdrawn. The withdrawal date should be the day following the student’s last day of attendance. However, documentation by memo of the student’s absences and the school’s effort to locate said student should be placed in the cumulative record. Absences caused by homelessness should not be counted against the student.

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; DISD 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.



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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.



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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. Data Controller (Elementary School) 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.



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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.



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Transportation

The Dallas ISD Transportation Services Department is responsible for managing the student transportation services that are provided to our District by school bus, contracted van service, and alternative transportation methods for over 42,500 students daily. Bus Routes for eligible students for the upcoming 2013-14 school year will be searchable on the Dallas ISD website by the second week of August. An interactive website will be made available where parents of eligible student riders can enter their address and locate their assigned bus stop. Campuses will have more in-depth website access to view all bus routes which service your school as well as a comprehensive eligible student listing.

In preparation for the upcoming school year, Dallas County Schools’ school buses will be performing practice runs on August 21st and 22nd for both morning and afternoon routed times. We encourage you to review the route arrival times and observe the bus traffic at your location. Please alert us to 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 - (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 directly for any concern, immediate service concerns such as late buses, student discipline and issues related to the day to day operation of school to home transportation, the appropriate Dallas County Schools’ service center dispatch should be contacted. A link to the listings of your service center assigned by school can also be found on the Dallas ISD Transportation Services’ Department website. For repeat or elevated concerns or issues with your transportation service that may not have been adequately addressed by your assigned service center, or for any further assistance, please contact our main office line at (972) 925-4953 and we will be happy to help. J P Burd, Director of Transportation Services [email protected] (972) 925-4916 Teresa DeLeon, Admin Asst [email protected] (972) 925-4922



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School Attendance and Enforcement

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 must be 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 three days of receipt FEA (LOCAL). A campus system shall be developed and maintained of 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 system shall require all logs to be processed in the student records system daily. Logs 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. In the case of school reporting error, a correction form signed by the faculty member or administrator 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 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 an absence can be excused and the campus receives the excuse note within the three days, 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.


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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 days of travel to or from a site where the student will observe holy days.

D. Attending a required court appearance, including travel for that purpose.

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 29.402.

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.

Notice of State Compulsory Attendance Law-Warning Notice

When a student accumulates three (3) unexcused absences within a four-week period and upon approval of notices in SAMS from the designated administrator, the district shall notify parents/guardians with a State Compulsory Attendance Law warning notice. The district prints and mails all notices on behalf of each campus.

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 maintain a copy of the dated and signed truancy warning notice.



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Attendance Committee Principals shall identify a designated administrator and a campus attendance liaison responsible for compulsory school attendance and enforcement. 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 (SAMS). Designees shall complete the mandatory annual 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 District Attorney’s office. Each campus with two or more administrators shall have two administrators trained in compulsory school attendance and enforcement. 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. The attendance committee shall have regularly scheduled meetings (secondary schools a minimum of bi-weekly meetings and all elementary and magnet middle schools a minimum of one scheduled meeting each grading period). All members shall be trained in district and campus attendance policies and truancy enforcement procedures. The attendance committee shall maintain agendas, sign-in sheets, and record the outcome of all attendance and hearing actions and appeals. Intervention (if applicable) The principal or designee shall print Truancy Intervention Program notices daily utilizing SAMS. Each campus shall provide the student with their intervention notice, a copy of their attendance report and an explanation of the consequences for their potential truancy. The Attendance Improvement and Truancy Reduction (AITR) will automatically generate, print and mail similar information to the parent/guardian. The principal or designee shall maintain a filing system for Truancy Intervention Program notices printed and provided to the student. The program listed in the notice is a ‘default’ program. Each campus should utilize tutoring or another program to best serve the student’s needs. Campus designees reassigning a student and/or parent assigned Truancy Intervention Programs shall document the alternate program information into SAMS, obtain parent/student signatures as appropriate and submit alternate intervention program forms to AITR.



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Compulsory Attendance-Enforcement

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 order to ensure school related elements are completed, i.e., 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 campus truancy liaison or 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 request for truancy cases set for pre-trial or trial. 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.

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.



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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. The master schedule should batch at better than 93%. 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.



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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.

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.


http://pol.tasb.org/Policy/Download/361?filename=EIA(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=EIA(LEGAL).pdf


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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 Computer Resources Department shall print report cards and related products for secondary schools after teachers have entered course grades. The secondary schools pick-up materials at a designated location in the School Administration Building.

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.


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.



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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).




http://pol.tasb.org/Policy/Download/361?filename=FL(REGULATION).pdf


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Student Discipline

Student Discipline/Student Code of Conduct

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 an administrator.

Remember only school administrators have the authority to suspend a student.

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 principal 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 21of the Student Code of Conduct.

Level Ill (Mandatory)-TEA Chapter 37.006 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 23 of the Student Code of Conduct.

Level IV (Expellable) - TEA chapter 37.007 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 25 of the Student Code of Conduct.

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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 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}.

When a student is removed from class, for a violation of the Student Code of Conduct that could result in a removal to the DAEP or JJAEP, the appropriate administrator should schedule a conference within three school days, with student’s parent/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/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 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) 925-5540

[email protected]



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Counseling Services

Director: Director Sylvia Lopez Phone (972) 925 – 3505 Fax (972) 925 – 3507 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,

Teaches classroom guidance lessons to students.

Counsels with students individually and in groups.

Assists students in crisis prevention.

Helps to identify individual student needs.

Refers students and parents to services and agencies outside the school.

Conducts conferences with parents.

Links students with school and community resources through the campus Student Support

Team, Psychological and Social Services, Youth and Family Centers, Communities-in-

Schools, and other services.

Analyzes test results to provide information about aptitude, achievement, interests, and

needs.

Coordinates school-to-career programs with colleges and universities 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


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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 (6th-12th)

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

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

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 Counseling

Districtwide College Fair, Dallas ISD Goes to College, and Las Llaves

Career Interest Inventories, Career Fairs, and Magnet School Programs

Bobby Bragan Scholarships, Duke TIP Scholars, and Dual Credit/ AP Courses/ IB Program

College Application Process, Financial Aid Application, and College Entrance Exam



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Teaching and Learning

Vicente Reyes, Assistant Superintendent, [email protected] (972) 925-8882

Danielle Hernandez, Manager, [email protected] (972) 925 - 6765

Guadalupe Hernandez, Administrative Assistant, [email protected] (972) 925-8882

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: https://sites.google.com/a/dallasisd.org/teaching-and-learning/

Special Education

Angela Pittman, Executive Director, [email protected], (972) 925-8089

Dela Waldie, Administrative Assistant, [email protected], (972) 925-8080

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 108-

446] (IDEA). The district is currently providing services to approximately 11,800 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 1,009 special education teachers, 670

teacher assistants, and 315 therapists and assessment staff to provide special education services

on district campuses, in homes, in hospitals, and in residential care facilities.

High school feeder and division teams provide assistance and support for implementation of

the special education program on regular district campuses and in alternative education

placements.

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).


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https://sites.google.com/a/dallasisd.org/teaching-and-learning/

https://sites.google.com/a/dallasisd.org/teaching-and-learning/



http://www.copyright.gov/legislation/pl108-446.pdf

http://www.copyright.gov/legislation/pl108-446.pdf


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Other program staff provide content 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 provides 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 research-

based 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.

Dyslexia and Section 504 program itinerant staff work on district campuses to conduct student

assessments, provide instruction, monitor student progress, and recommend dismissal from

services when exit criteria are met. They train teachers, administrators, and parents on a

number of items including relevant laws that govern services, characteristics of the dyslexia

disorder, classroom accommodations for students, and instructional techniques.

Administrative oversight for two major reimbursement programs--School Health and Related

Services (SHARS) and Medicaid Administrative Claim (MAC)--that provide for Medicaid

reimbursement to the district for certain medical and health-related outreach services and

case management activities is provided by department staff who train and work with campus

staff to implement the program.

College and Career Readiness

Linda Johnson, Executive Director, [email protected] (972) 925-8885

Nancy Williams, Administrative Assistant, [email protected] (972) 925-8816

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 School

Design 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.





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Advanced Academic Services Department

Director: Mitchell Morken, [email protected] (972) 925-8825



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

curriculum, 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.

Career Education and Workforce Partnerships Department

Director: Richard Grimsley [email protected] (972) 925-6789



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.

School Design Department



The School Design 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.











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Student Enrichment Department

Danna Rothlisberger, Executive Director, [email protected] 214-932-5069

Elaine Thomas, Director-Elementary Music and Art, [email protected] 214-932-5085

Rob Myers, Director-Instrumental Music, [email protected] 214-932-5092

Mackie Spradley, Coordinator-Secondary Choral and General Music Studies,

[email protected] 214-932-5027

Diana (Liz) Gallegos, Coordinator-Theatre and Dance, [email protected] 214-932-5062

Michelle Gloria, Administrative Assistant - [email protected] 214-932-5082

Marylin Miller, Administrative Assistant - [email protected] 214-932-5090

The Student Enrichment 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.

The Student Enrichment 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.

Health and Physical Education Department

Main Line: 972-925-6790 Fax Line: 972-794-3534

Barbara Johnson, Director, [email protected] , 972-925-6719

Rhonda Rutherford-Odom, Specialist, [email protected] , 972-925-6771

Chris Nichols, Specialist, [email protected] , 972-925-6791

Sylvia Jaquez, Administrative Assistant, [email protected] , 972-925-6715

This department 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.














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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 4-12. 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.

Science, Technology, Engineering, and Mathematics (STEM) Department

Diana Lozano, Director, [email protected] (972) 925 - 8811

Oswaldo Alvarenga, Director, [email protected]

Laura Hyatt, Manager, [email protected] (972) 925 - 8087

Araceli Salinas, Administrative Assistant, [email protected] (972) 925 - 8811

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,

inquiry-based learning activities, such as learning about the engineering design process, working

directly with STEM professionals through internships, and participating in field experiences and

STEM-related 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.

Language and Literacy

Dora Torres-Morón, Executive Director Language and Literacy, [email protected]

Sylvia Martinez, Administrative Assistant, (972) 925-6783, [email protected]

The Language and Literacy Department includes the following: The Multi-Language Enrichment

Program (Bilingual/ESL), Reading and Language Arts, Social Studies, K-2 Curriculum and

Instruction, World Languages, and Library Media Services. The purpose of this department will be

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.









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Multi-Language Enrichment Program (M-LEP)

Cloris Rangel, Director Dual Language, (972) 925-8886, [email protected]

Elda Rojas, Director ESL, (972) 925-6490, [email protected]

Michelle Brown, Professional Development Supervisor, (972) 502-4195, [email protected]

The Multi-Language Enrichment 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 Multi-Language

Enrichment Program is dedicated to providing opportunities and assistance to empower students

with the language and skills necessary for academic and social success.

Reading and Language Arts Department

Seema Tejura, Director, [email protected]

Eric Walker, Secondary Supervisor, [email protected]

Kerry Meade, Secondary Supervisor, [email protected]

Michele Nichols, Elementary Instructional Specialist, [email protected]

The Reading Language Arts Department believes that a balanced approach to literacy

development is essential to build the foundational blocks of knowledge, which will foster the

development of strategic readers and writers and analytical thinkers. We believe that purposeful

integration of reading and writing, which includes media literacy, in all disciplines will cultivate

lifelong learners. The RLA department provides rigorous curriculum and assessments which align

to the standards and research-based instructional support.

Social Studies

Barbara Thomas, Director, [email protected], 972-925-8004

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.











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K-2 Curriculum and Instruction

Juany Valdespino-Gaytan, Director, [email protected], 972-925-6778

Alan Cohen, Director, [email protected]

Vicki Gonzalez, Administrative Assistant, [email protected], 972-925-6770

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 PreK-2nd grade have

access to thematic 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.

Library Media Services

Gay D. Patrick, Director, [email protected], 972-925-2160

Library Media Services has the responsibility to see that programs are offered in the library in

support of reading and reading motivation, 21st 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.

Educational Technology (Ed-Tech)

Vacant, Director, 972-925-8072

Jackie Williams, Administrative Assistant, [email protected], 972-925-8073

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.








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Early Childhood and Community Partnerships

Monica Ramirez, ECE Collaborative Manager, [email protected], 972-925-6784 Adriana Trevino, HIPPY Supervisor, [email protected], 972-925-6786 Dora Juarez, HIPPY Administrative Assistant, [email protected], 972-925-6792

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.

Instructional Support Services

Keitha Shelby, Director, [email protected] (972) 925-6787

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.







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Tutoring Guidelines for 2014-2015

Rationale for Tutoring in the Dallas Independent School District

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 3-10. 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


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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 3-10. 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.


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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.


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Sample Tutoring Permission Slip

September 9, 2014

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 16, 2014 Ending: Week of May 26, 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 _______________________________________


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Emergency Contact’s Phone Number ______________________________

SAMPLE TUTORING SESSION LOG

Tutor Name: _____________________ Grade/Subject: ____________________________

School: __________________________ Date/Time: _______________________________

Objective

Demonstration of Learning

Resources / Activities

Student’s Name Student Signature


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SAMPLE TUTORING SIX-WEEKS REPORT

Tutor Name: _____________________ Grade/Subject: ____________________________

School: __________________________ Month: ___________________________________

Objectives covered during the

six-weeks

Work Covered

Results

Signature of Tutor: _______________________________ Date: __________________


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FIELD TRIPS AND OUT-OF-SCHOOL ACTIVITIES

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 school-affiliated 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.


SECTION

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-A%20Field%20Trip%20Checklist%20090113.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-C%20Grants%20Management%20Field%20Trip%20Form%20090113.pdf



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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.




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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: ALL 2014-2015 Field Trip or Fund Raiser Proposals DUE BY: 1st Semester Oct. 17, 2014

2nd Semester Feb. 27, 2015

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.


http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-B%20Field%20Trip%20Proposal.pdf






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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.


http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/Exhibit%20F4-A%20Pre-Approved%20List%20101713.pdf



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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 [email protected] 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].



http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-F%20Parent%20Provided%20Transportation%20090113.pdf


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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 out-of-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.



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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.



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Attachments: 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]

Events

EXHIBIT F4-A: Pre-Approved Field Trip/Out-of School

Instructional Activity Listing

EXHIBIT F4-B: Approval Flow Chart

References: Board Policy EFD (LOCAL); FMG (LOCAL); FMG (REGULATION); FMG (EXHIBIT); FP (LEGAL)


See these INDEX references for related procedures: chaperones for school activities; activity funds on campus; acceptance of donations


http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-B%20Field%20Trip%20Proposal.pdf


http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-D%20Field%20Trip%20Permission.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-D%20SP%20FieldTrip%20Permission%20.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-E%20Staff%20Provided%20Transportation%20090113.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-F%20Parent%20Provided%20Transportation%20090113.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/SP%20Parent-Provided%20Transportation%20Form.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/F4-G%20Chaprone%20Acknowledgement%20090113.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/SP%20Chaperone%20Acknowledgement.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/Exhibit%20F4-A%20Pre-Approved%20List%20101713.pdf

http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/administrative%20procedures/Exhibit%20F4-B%20FTP%20Process%20Map%209%2012%2013%20.pdf

http://pol.tasb.org/Policy/Download/361?filename=EFD(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FMG(LOCAL).pdf

http://pol.tasb.org/Policy/Download/361?filename=FMG(REGULATION).pdf

http://pol.tasb.org/Policy/Download/361?filename=FMG(XHIBIT).pdf

http://pol.tasb.org/Policy/Download/361?filename=FP(LEGAL).pdf


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Assessments

ACPs Assessment Of Course Performance (ACP) test are locally developed, standardized tests that are 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. Additional information regarding the focus and schedule of these exams for the 2013-14 school year is shown below.

Planned ACPs—Elementary Mid-Year and End-Year testing

◦ K-2 Reading and Math

◦ 3-5 Reading, Language Arts, Math, Science and Social Studies

◦ K-5 Written Compositions

◦ K, 3 PE

◦ 1, 4 Art,

◦ 2, 5 Music Planned ACPs—Middle School Mid-Year and End-Year testing

◦ Math, Reading, Language Arts, Science, Social Studies, World Languages, Technology, Health, ESL

◦ 6-8 Written Compositions

◦ MS Art, Band and PE Planned ACPs—High School Mid-Year and End-Year testing

◦ Math, English, Science, Social Studies, World Languages, Technology, Health, ESL

◦ 9-12 Written Compositions

◦ HS Band For Second Semester - Only Algebra I, Algebra I Pre-AP, Biology and Biology Pre-AP will not be made. US History will be available for Non-EOC students.


SECTION


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Non - Traditional Subjects

Written Composition in Fall and Spring

◦ Teacher will be trained and tested on scoring these exams on-line.

◦ Teachers will score other teachers’ students exams on-line.

o Elementary Art, Music, PE

o MS Art, Band, PE

o HS Band

Performance components will be a part of each test.

Non-traditional scoring will be used for parts or all of these tests.

ACP Testing Schedules

Preliminary testing schedule:

◦ Written Composition January 12-14, 2015

◦ Fall ACP (K-5) December 10-19, 2014

◦ Fall ACP (6-12) December 15-19, 2014

◦ Spring ACP (K-5) May 19-29, 2015

◦ Spring ACP (6-11) June 1-4, 2015

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 TAKS, STAAR, STAAR Spanish, STAAR L, STAAR M, and STAAR Alt.,

STARR End-of-Course (EOC), Texas English Language Proficiency Assessment System

(TELPAS), ITBS/ Logramos, WMLS-R and Stanford 10. In addition, SNA 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.

The principal’s role in implementing State and National Assessments would be to appoint a capable test coordinator and be aware of the testing calendar. Also, principals should have no access to testing materials and no participation in the actual testing process. They have no key role in test administration though they are ultimately responsible for all testing activities that take place on the campus.



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Additional information regarding the focus and schedule of these exams for the 2013-14 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

Mandatory Tests:

STAAR, EOC, ITBS, Logramos, & TELPAS

New Multi- dimensional test for Grade K

o Still under consideration

o Missing literacy component

o Will use ISIP if literacy component is missing

Changes: HB5

EOCs required for graduation (5) Algebra 1, Biology, English I, English II & U.S. History

English I &II Reading and Writing components will be combined

Testing window reduced to 1-week

Test Security Training Test Coordinators STAAR, EOC, ITBS/Logramos & TELPAS Testing procedures Roles Test Monitors: Observe for testing irregularities Test Coordinators Coordinate all campus testing activities Test Administrators Cannot test their own students Principals No Access to test materials No participation in the Testing process Responsible for all activities



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Credit by Exam for Acceleration

Grade Level Overview K: ITBS Grades 1-12: Texas Tech University Must be enrolled Grades 1-12 Reading, Math, Science, & Social Studies Must pass all subjects Test coordinators have forms Communicate with counselors

Elementary School Acceleration Grades 1-5 Reading, Math, Science, & Social Studies Must pass all 4 subjects

Middle School

Acceleration & Course Credit Reading, Math, Science, & Social Studies Must pass all subjects

High School Course Credit By subject 1st & or 2nd Semester(s) Grades 9-12

CBE/ACP ACP developed by Local Assessment Grades 9-12 with prior instruction Home study or non-accredited schools

Magnet School Testing

Admission Criteria STAAR/EOC Grade 3-11 Stanford 10 Saturday Testing Grades 1-11 Offered to students without STAAR/EOC results

ITBS Grades 3-6



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Student Records

Custodian of Records The principal is the custodian of all records for currently enrolled students at the assigned school. 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


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http://www.dallasisd.org/cms/lib/TX01001475/Centricity/domain/148/principal%20handbook/TREX%20Example%201.docx


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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 §25.002). 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.




http://ritter.tea.state.tx.us/rules/tac/chapter129/ch129a.html



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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 23rd 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 5, 2014, the principal shall ensure that Cumulative Records for incoming 5th, 6th, and 9th 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 paper-based 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.



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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.



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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.


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Eligibility

Each DISD department or school is eligible to store records in the district Records Center. The material to be stored must be classified as a record or a historical document. Materials and supplies are not eligible for storage. Key Process Requirements 1. Each principal must appoint a person to serve as a records liaison for their assigned school. 2. Records must be packed in an approved records storage box. Boxes previously used to store

materials or supplies are not permitted. 3. The records must be organized, packed, and labeled according to established Districtwide Records

Management procedures. 4. Unusual size documents that do not lend themselves to be boxed will be stored in an appropriate

manner as determined by Districtwide Records. 5. An approved “Records Storage Transmittal” must be submitted to store records in the district’s

Records Center. Records Storage Procedures

1. Order Boxes- Effective September 1, 2006, all records stored in the District’s Records Center must be packed in the Dallas ISD records storage box. To order Dallas ISD records storage boxes fax the box order form to Districtwide Records Management at 972-925-7841 or 972-9525-7850. The form is located at the Districtwide Records Management Department intranet website: http://mydallasisd.org/depts/recordsmanagement/docs/RecordStorageBoxOrderForm.pdf

2. Pack Records- Pack only one record series for one year in each box. Records of the same records series, covering the same period may be added to the box during the year. a. Keep the records in order when removing them from file cabinets. b. If filed in numerical order, place lowest number to the front of each box. c. If filed in alphabetical order, begin with “A” in the first box. d. All records must be put in order BEFORE packing boxes. e. Place legal and letter size records upright in the box, as they would normally be arranged in a file

drawer. Leave at least two inches of space in the box. f. Place letter size records in the box facing the front, toward the label. g. Place legal size records in the box lengthwise (across the 15” side), facing the left-hand side of

the box if viewed from the front end. The bottom the page should be toward the box label. h. Storing binders and ledgers I records boxes is not recommended. However, if necessary, stack

binders and ledgers on their sides or backs facing the lid of the box. Do not stack above the hand holes.

i. Plastic folders, handing files, and/or other filing supplies should be removed prior to storage. 3. Label Boxes

a. Use only a black or blue marker to print the required information in the legend of the records storage boxes.

b. Complete each field of the label as follows: BOX IDENTIFICATION NUMBER- Place the Box ID in the upper left hand corner of the box just above the “ITEM NUMBER”. The Box ID number is a ten digit number consisting of three parts, as described below.


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i. Org Number- organization or location code assigned to your campus or department. ii. Current Year- the calendar year (January-December) year the records were transferred to

the records center (not when the records were created). iii. Box Number- Consecutively assigned number (001-999) to each box. Numbers are NOT to

be skipped or duplicated during the calendar year. Example: The first box of records transferred during the calendar year 2013 (January through December) by Bryan Adams High School, would be assigned a BOX ID: 001-2013-001. For the second box transferred in the same calendar year, the BOX ID would be: 001-2013-002. Each successive box of records transferred by Bryan Adams for the calendar year, January 2013-December 2013, should be numbered “001-2013-003”, “001-2013-004” etc. Important: The “Box Number” for the first box of records transferred each calendar should start over at “001” and continue with consecutive numbers as in the previous year. Example: The Box ID for 2014 would be recorded as: “001-2014-001”, “001-2014-002”, “001-2014-003”, and “001-2014-004”. c. RECORD SERIES NO. - The “ITEM NUMBER” is the same information the “Records Series

Number” in the Dallas ISD Records Control Schedule. Write the records series number corresponding to your records. Example: The Record Series Number for Daily Registers of Pupil Attendance is “3275-02-2”.

d. DESCRIPTION OR NAME OF LOCAL RECORD- The “Records Series Title” found in the Records Control Schedule or description commonly used in departments or schools to identify the record. A good description should sufficiently identify the contents of the box without opening it.

Example: Good Descriptions: Daily Registers of Pupil Attendance Pink Sheets Correspondence Administrative Files

e. DEPT./SCHOOL- Name of department or school f. RANGE- Additional information to describe the contents of the box in more detail. A range may be

alphabetical, numerical, date, or some other uniquely identifying description. This field is recommended, but may not appropriate for some records. It may be left blank if it does not apply.

Example:

Alphabetically Numerical Date Other

A-K 1782-2912 Oct.-Dec. 1st-3rd six weeks

L-Z 1st-4th 2/07-2/08 1st period- 6th period

Ack-Zun 2/1/08-4/30/08

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g. START DATE- The starting date/year of the fiscal or school year covered by the records. You may put the beginning year of the fiscal or school year in this field.

Example: 2008 (beginning of the fiscal/school year 2008-2009)

September 2010 (beginning of the school year)

July 2010 (beginning of the fiscal year)

h. END DATE-The ending date/year of the fiscal or school year covered by the records. You may put only the ending year of the fiscal or school year.

Example: 2009 (end of fiscal or school year 2008-2009)

August 2011 (end of 2010-2011 school year)

July 2011 (end of fiscal year)

i. PACKING DATE- Date the box was packed with records.

j. DESTROY DATE- Year to dispose of these records. Refer to the records control schedule. Calculate based on the date of the records and the requirements according to the control schedule or governing authority such as state or federal regulations. The retention period should be the greater of these governing authorities. Leave blank if uncertain of the destruction date.

4. Complete the Records Storage Transmittal

To store records at the District Records Center, prepare and submit a “Records Storage Transmittal”. The form must be typed or neatly printed in accordance with the guidelines described below.

Information on the Records Storage Transmittal must match the information on the corresponding box of records being transferred to the Records Center. However, a more detailed description of the record may be used on the records transmittal than what is on the box. Complete the fields on the

“Record Storage Transmittal” as follows:

Org Number- Code assigned to campus or department.

Current Year- Calendar year of the year records were transferred.

Record Box Number- Consecutively numbers assigned to each box.

Record Series/Item Number- “Item Number” is the same as the “Records Series Number” in the

DISD Records Control Schedule.

Records Series Title or Description- Records Series Title is found in the control schedule.



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Start Range-The beginning of additional information to describe the contents of the box in more detail. Range may be alpha, numerical, date, or other unique identifying description. Field is not required if not appropriate.

End Range- The end of additional information to describe box contents. Recommended but may not be applicable. Range may be alpha, numerical, date, etc.

Start Date- The starting date/year of the fiscal or school year covered by the records.

End Date-The ending date/year of the fiscal or school year covered by the records.

Row- This field is for Records Center use only.

Shelf Loc. – This field is for Records Center use only.

Departmental Information-Complete the school or departmental information at the bottom of the transmittal as appropriate.

5. Approve Transmittal

The principal or department head must sign the transmittal to authorize transfers to the Record Center. Fax transmittal to Records Center at 972-925-7841 or 972-925-7850.

6. Move Records to Central Pick Up Location

Records within the various offices in the organization must be moved to one location on the ground floor prior to the arrival of Record Center staff.

7. Sign Paperwork Authorizing Record Transfer

Records Liaison signs Records Center’s pick up form to document transfer of records.

8. File Records Storage Transmittal

Each department or school is required to keep documentation of all records transferred to and from the Records Center. Copies of records transfer forms and other documents as required by Records Management will be sufficient to comply with this requirement. Use “Record Storage Transmittal” when requesting records from the Record Center.

Records Retrieval

All records created or received by a school shall remain the property of the Dallas Independent School District. Districtwide Records Management maintains physical custody of records stored at the Records Center. The principal of the origination school remains the legal custodian of all its school’s records stored at the Records Center and determines access requirements for those records. The Records Center should be notified if there is special or limited accessibility to a given records series. Notification should be written and from the principal or school attorney.



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To retrieve records from the Records Center, authorized school or other district personnel must complete a “Records Request Form”. The form may be obtained from the Districtwide Records Management intranet website. Provide the box identification (Box ID0 number of the requested records to the Record Center. No records or information from the Records Center will be given to another department, school or person, who is not an employee of the district without prior authorization. Prior approval of the school owning the records must be submitted in writing to the Districtwide Records Management.

Records Destruction

The Districtwide Records Management Department has the responsibility to destroy all official records of the district. Principals are NOT authorized to destroy official district records. Records that are eligible for destruction are to be transferred to the Records Center, following established procedures for final disposition.

When records have met their retention, the Districtwide Records Department will prepare the “Authority for Records Disposal” form. A copy of the form will be sent to the principal with a cover letter informing them of the date of destruction. A time period will be specified for the principal to approve the record destruction or notify Districtwide Records Management if the record should not be destroyed. If the records are not approved for destruction the principal should declare the reason for the destruction hold within the same time period. In the absence of a legal hold the records will be destroyed in accordance with established policies and procedures.

Documents that are NOT official records, but contain personal identifiable information may be shredded at the campus. Large volumes of non-record material in this category can be picked up by Districtwide Records to be shredded. Under no circumstances should official records and documents containing personal identifiable information be placed into trash and recycle containers without being shredded.

Shredding Services Guidelines and Procedures

The Districtwide Records Management Department provides shredding services to campuses and departments to assist in properly disposing of non-record documents. Non-record documents include blank forms and convenience copies of records that contain personally identifiable information. These documents must be disposed of in such a manner to make them unreadable. These guidelines and procedures are established to ensure official district records are not inappropriately destroyed and to facilitate the proper disposal of personally identifiable information in compliance with law and policy.

Eligibility

Each Dallas ISD department or school is eligible to use the Districtwide Records Management shredding services. Small quantities of non-records should be shredded onsite by the campus or department. Large quantities may use the shredding services.

Process Requirements

Do not use the shredding services process to destroy official district records. Official records that are eligible to be immediately destroyed are to be transferred to Dallas ISD Records Center in accordance with the normal records storage procedures, regardless of age. Do not mix official records with non-records documents and materials.



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Box Requirements

Unless approved by the Districtwide Records Management Department, non-record items shipped to the Dallas ISD Records Center for shredding will not be accepted in Dallas ISD records storage boxes. Boxes must not be substantially larger than the Dallas ISD record storage box. Boxes previously used to store materials or supplies (such as copy paper boxes) or records boxes without the Dallas ISD logo are permitted. All boxes must have lids.

Step-by-Step Procedures

1. Ensure documents to be shredded are NOT official records.

2. Official records must be destroyed using the records storage process regardless of their age.

3. Pack non-record documents in containers that are no larger than normal copier paper boxes.

4. Label boxes- Print with a large marker, “Non-Records-Shred” on the sides of each box containing the material to be shredded.

5. Use only black or blue markers.

6. Complete the “Shredding Services Request Form”

a. Date- Enter the date you requested shredding services.

b. Org Number- Enter organization code assigned to your campus or department.

c. Department or School Name- enter name.

d. Person Making Request- Enter name of person requesting services.

e. Phone Number- enter the campus or organization phone number of the person requesting the services.

f. Type of Documents to be Shredded- Give a general description.

g. Pick-up Location- Indicate the room or specific location, which must be on the first floor of the facility.

h. Number of Boxes- Indicate the number of boxes being picked up.

i. Contact Person- Signature of the person delivering documents to Records Center driver on the date of pick up.

7. Email or Fax Shredding Request to Records Center

a. Fax Number: 972-925-7841 or 972-925-9850

b. Email: [email protected]

8. Move Documents to a Central Pickup Location

Shred boxes in the organization should be moved to one location on the ground floor prior to the Record Center’s arrival.

9. Sign Paperwork

Person requesting the shredding services signs the driver’s copy of the previously submitted “Shredding Services Request Form”.

Make a copy of the signed shredding services request with driver’s signature and file (optional).

Records Management Officer

The Director of the Districtwide Records Management Department serves as the Records Management Officer for the district. The Records Management Officer shall:

Administer the District’s records management program and provide assistance to the records custodians in order to reduce costs and improve record-keeping efficiency.




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Disseminate to the Board and records custodians information concerning state laws, administrative rules, and government policies relating to the District’s records.

In cooperation with the records custodians, establish and develop policies and procedures to ensure that the handling of records is carried out with due regard for the duties and responsibilities of records custodians that may be imposed by law and the confidentiality of information in records to which access is restricted by law.

Principal The principal, by state law, ordinance, and administrative policy is in charge of an office that creates and receives local government records, is the records custodian for their campus. The campus principal shall:

Cooperate with the Records Management Officer in carrying out the policies and procedures established in the Dallas ISD for the efficient and economical management of records.

Adequately document the transaction of school district business and the services, programs, and duties for which the principal and their assigned staff are responsible.

Maintain the records in their care and carry out the preservation, capturing, destruction, or other disposition of the records in accordance with the district’s records management program.

Appoint a member of the staff to serve as Records Liaison for the school to ensure continued compliance with District record keeping policies and procedures. o Submit the name of the liaison to the Districtwide Records Management no later than the last

working day of September each year. Identify the following information regarding the liaison: Organization Number Department or School Name of Records Liaison Phone Number Email Address

Keep the Records Liaison informed of information and meetings relevant to the position. Records Liaison This person is a valuable source of records knowledge within each organization. They serve as a point of contact with the Records Management Department. The duties and responsibilities of the Records Liaison are:

Conduct an inventory of records located at the campus or department.

Create and maintain an updated file plan of school records.

Implement the district record management policies and procedures applicable to the school.

Serve as an internal records management resource, disseminating helpful program information within the school/organization as it is received.



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Human Capital Management

Human Capital Management is comprised of six departments: Alternative Certification, Benefits,

Compensation, Employee Relations, Special Systems and Talent. These departments work

together to serve the employees of the district. Recruitment, hiring, on-boarding for new

employees, appraisals, records management, and benefits needs are met by Human Capital

Management. Below is a brief description of each department within HCM and contact information.

ALTERNATIVE CERTIFICATION The Dallas ISD Alternative Certification Program is a state-approved, fully-accredited educator preparation program which provides training and supervision to interns requiring teacher certification. The program is a one-year program which can be extended a second or third year. The program is approved to offer over 20 certification areas but focuses on targeting critical shortage areas. Interns in this program must be assigned a mentor teacher by the principal and must be afforded the opportunity to observe their mentors four times per year; mentors are required to observe their mentees for four times per year. In order to achieve full certification, interns must meet all Texas Education Agency guidelines as well as program guidelines. Certification includes, but is not limited to, completion of the one year internship, supervision by an AC field supervisor, completion of a minimum of 300 training hours offered by the educator preparation program, completion of a minimum of 30 hours of field observations, successful completion of all state-required curriculum and successful completion of all online courses. CONTACT INFO Alternative Certification Office 972-925-6700 BENEFITS The Employee Benefits Services is responsible for ensuring that the district's benefits programs are cost-effective and competitive in order to recruit and retain highly qualified Employees. The Benefits team oversees the administration of the district's Health and Welfare benefit programs which includes the wellness program, medical, dental, vision, Life, AD&D, dependent life, flexible spending accounts, disability, cancer plan, personal recovery plus, hospital indemnity, personal legal plan and COBRA. This team is responsible for distributing information to employees, maintaining the web-based and telephone enrollment process, and providing state-of-the art customer service to all employees. The Leaves of Absence team oversees the employee leaves program, ensuring strict compliance with federal, state and local laws/policies. Additionally, the Leaves of Absence team facilitates the district’s Americans with Disabilities Advisory Committee. The Retirement team provides services to employees planning to retire from the district including retirement counseling and coordinates completion of forms related to an employee’s retirement.


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This team also administers the Tax Sheltered Annuity Program and coordinates the disability claims process provided under the Teacher's Retirement System and death claims for employees and their dependents. The Employee Benefits Department administers the benefits programs in accordance with federal, state and local regulations. The department provides personalized customer service to employees by responding to employee’s inquiries, provides face-to-face consultation and communicates benefits to new hire employees’ through orientation. CONTACT INFO | [email protected] CAMPUS BASED TALENT The Campus-Based Talent Department of Human Capital Management consists of Elementary, Middle, and High School teams. These teams are responsible for the hiring of all campus positions except campus administration, custodial staff, and cafeteria staff. Each team consists of a Talent Leader, Talent Partners and Staffing Specialists. The Talent Leader provides leadership to the staff within each level and is the primary contact for Executive Directors of feeder patterns. The Talent Partner is the direct link between the principal and HCM for any HCM related questions, issues, etc. The Staffing Specialist is the contact person for all new hires. CONTACT INFO: High School Larena Flemmings, Talent Leader, [email protected] See list of Staffing Coordinator and Staffing Specialist http://www.dallasisd.org/Page/13925 Middle School Tony Munoz, Talent Leader, [email protected] See list of Staffing Coordinator and Staffing Specialist http://www.dallasisd.org/Page/13925 Elementary School Michele Andreason, Talent Leader, [email protected] See list of Staffing Coordinator and Staffing Specialist http://www.dallasisd.org/Page/13925

CENTRAL STAFF Central Staff has over 100 departments with around 2,000 employees. We also process Principal’s and Assistant Principal’s for the district. CONTACT INFO: Betty Kosters, Talent Leader, [email protected] See list of Staffing Coordinator and Staffing Specialist http://www.dallasisd.org/Page/17601












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COMPENSATION The role of the Compensation Department is to direct the strategic planning, design; implementation, administration, and communication of all District Compensation Programs, ensuring the Programs are aligned with the District’s strategy and organizational culture. Dallas ISD seeks to provide compensation that is competitive within the parameters of the Board of Trustees-approved annual budget. Goals of the Dallas ISD compensation plans include:

Program designs that support having the RIGHT person in the RIGHT job at the RIGHT time

Alignment with the organization’s strategy, mission, and culture

Promoting an atmosphere that attracts, engages, and retains high performing employees that

will provide excellent support to Dallas ISD’s mission to educate all students for success

Providing an effective pay structure for all employees

Supporting fiscal responsibility and stewardship of public funds

Compliance with all state and federal laws and regulations governing compensation practice

The District publishes a Compensation Resource Book, which consists of, but, is not limited to, the Compensation Guidelines, Salary Handbook and Supplemental Earnings Handbook. These documents may be accessed through the District’s Web site: http://www.dallasisd.org/Page/2151. CONTACT INFO: [email protected] DESIGN The Design team works to design new selection models and other special projects for Human Capital Management. They research ongoing best practices and conduct interviews to create a teacher selection model that is predictive of teacher effectiveness. Working in conjunction with School Leadership, they also helped design and implement a new principal selection model that includes a performance-based assessment center. Both the teacher and principal selection models are competency-based, grounded in bodies of research and best practices. In addition, the Design team works closely with District Management Council (DMC) to help oversee the Teacher Evaluation System Task Force. CONTACT INFO: Vacant





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EMPLOYEE RELATIONS

Employee Relations collaborates with supervisors in maintaining employer-employee relationships which contribute to productivity and positive morale that impacts student achievement. Employee Relations provides counseling to supervisors to improve management and supervisory skills that will enhance employee performance. Additionally, Employee Relations provides the following services:

Appraisal Management

Records Management

Rewards and Recognition

Legal Review

D-Policy Review

Grievance Process

Administrative Leaves

ADA Advisory Committee CONTACT INFO | Main 972-925-4026 Diedrae Bell-Hunter, Director 972-925-4003 [email protected] Patrice James, High Schools 972-925-4017 [email protected] Kimberly Kelly, Middle Schools 972-925-4022 [email protected] Lora Averhart, Elementary Schools 972-925-4020 [email protected] Nechelle Sterrantino, Elementary Schools 972-925-4040 [email protected] Andrea Hilburn, Appraisal Management 972-925-4015 [email protected] Megan Yagelski, Rewards & Recognition 972-925-4008 [email protected] William Lister, Records Management 972-9254362 [email protected] SPECIAL SYSTEMS The HCM Special Systems Department is comprised of the following offices: the Background Office, the Certification Office, Substitute Office and Onboarding. In addition, Special Systems is responsible for AppliTrack application system, AESOP absence management system, New Employee Orientation, New Teacher Academy, the distribution of badges for district employees, and Biometric clock set up for new hires. As of November 2012, Special Systems was made the point of contact for the district’s Employee Handbook and the dissemination of employment contracts. CONTACT INFO | Background Office [email protected] Certification Office [email protected] Substitute Office [email protected] Exiting/Processing (Onboarding) [email protected]







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COMPLIANCE DIVISION

The Compliance Division is made up of four departments – Child Abuse and Domestic Violence Prevention Office, E-Rate, Office of Professional Responsibility, and UIL/Extracurricular Activities. CHILD ABUSE/DOMESTIC VIOLENCE PREVENTION OFFICE

The Child Abuse/Domestic Violence Office exists to increase awareness and to facilitate reporting

of suspected child abuse. Services offered include:

Hotline provides consultation regarding suspected child abuse and referral to appropriate

authorities.

Coordination of reports of alleged child abuse by employees.

Mandatory staff training on child abuse/domestic violence.

Presentations to parents and students on child abuse and teen dating violence prevention.

Tracking of all reports of suspected child abuse.

REMINDER: ALL ALLEGATIONS OF ABUSE OR NEGLECT MADE AGAINST A DISTRICT

EMPLOYEE MUST BE REPORTED TO THE CHILD ABUSE/DOMESTIC VIOLENCE OFFICE.

REPORTING FORM ON WEBSITE.

CONTACT:

Child Abuse Office Hotline: Email: [email protected]

(972) 502-4180 FAX: (972) 794-3568

Carol S. Duncan, LCSW, Manager

Phone: (972) 502-4182 Email: [email protected]

E-RATE DEPARTMENT

The Schools and Libraries Program, commonly known as E-Rate, provides discounts to eligible schools and libraries on their telecommunications, Internet access, and related services. Dallas ISD applies for discounts on these services every year. There are many restrictions and guidelines that need to be followed, but campus leaders need to be aware of several issues that directly impact the E-Rate Program. Three of these issues are: Conflict of Interest (possible relationships with Vendors), Gifting (E-Rate Eligible Employees are restricted to a “no gift” policy) and Donations (reporting donations PRIOR to acceptance). “Donations” tend to be the most common concern for campuses. The policy for donations: The E-Rate Compliance Officer must approve ALL donations, PRIOR to acceptance, from E-Rate Vendors (a list of E-Rate Vendors can be found at http://www.dallasisd.org/Page/12339 or donations of technology greater than $5,000. Additional Information, as well as contact information, can be found at: http://www.dallasisd.org/Page/1129


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http://www.dallasisd.org/cms/lib/TX01001475/Centricity/Domain/3547/Suspected%20child_abuse_reporting%20form.doc






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OFFICE OF PROFESSIONAL RESPONSIBILITY

The Office of Professional Responsibility (OPR) was created and staffed in June 2007 to restore public confidence by increasing the accountability of District employees through the detection and prevention of fraud, waste and abuse. To accomplish its mission, OPR conducts internal investigations of employee misconduct, and raises awareness of District policies. In August 2011, OPR became a department within the Dallas ISD Compliance Division. OPR’s staff placement as a direct report to the Superintendent of Schools through the Chief Compliance Officer maintained general independence from other District management and promoted objectivity in the investigative process.

OPR is charged with investigating fraud, waste, and abuse by employees, unethical behavior

by employees, coordinating with Dallas ISD Legal Services on Equal Employment Opportunity

(EEO) investigations and making appropriate administrative referrals to District administrators

concerning incidents not necessitating investigation by OPR. Criminal referrals are made to all

levels of law enforcement, as appropriate, when such criminal activity is identified by OPR.

OPR also coordinates all investigative activities relative to employee Criminal Records Checks

(CRC), “self-reports” to the Superintendent of Schools, and the non-criminal policy violations of

child abuse investigations involving employees’ conduct with students. District management

adjudicates employee disciplinary action based upon evidence contained within OPR’s

Reports of Investigation (ROI). OPR does not recommend what personnel actions, if any,

should be taken, leaving such determinations for the Human Capital Management and

Legal Services Departments.

District employees and the public have various avenues for reporting allegations of fraud, waste, abuse and misconduct. All allegations received are reviewed and either investigated, referred to other divisions within the District for action, or closed without action when no investigation or further action is warranted. Written reports of information or allegations can be made by any stakeholder by mailing the information to OPR’s U. S. Post Office Box, or directly to the District’s hotline vendor, The Network, Inc. Oral reports can be made by visiting the office in person or calling the 800 530-1608 hotline number, which is staffed by an intake person 24-hours a day, seven days a week. Reports of information concerning employee fraud, waste, abuse and misconduct can be made in either English or Spanish to either the intake person or written to the hotline. In addition, two OPR staff members are bilingual

CONTACTS:

Norman R. Epstein – Director [email protected]

Rex Stewart – Lead Inspector (972) 925-3316

Dwain Pridemore - Computer Forensic Investigator (972) 925-3317

Vickie Blair – Inspector (972) 925-3318

Gil Chiquito – Inspector (Bilingual) (972) 925-3406

Kent Henderson – Inspector (972) 925-3307

Chris Lyle – Inspector (972) 925-3303

Linda Primera – Investigator (Bilingual) (972) 925-8852




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UIL/EXTRACURRICULAR ACTIVITIES

The Director of UIL Compliance monitors implementation of rules and regulations pertaining to student eligibility and participation based on state and local guidelines and expectations. The general eligibility requirements, academics, residency and admissions, must be met prior to participation. The Director certifies students for eligibility prior to a competition or contest and serves as a rules-education trainer and resource to all campuses. The purpose of the UIL Compliance Department is to ensure all eligibility rules and regulations for participation are absolute and communicated consistently to campus and district staff and implemented effectively by coaches and program sponsors.

Anita Connally

Director of Compliance UIL/Extracurricular Activities [email protected] 972-925-8868 Fax 972-794-3568

