School Leadership

Transcription

School Leadership

School Leadership
Revised 08/04/2016
Update
2016-2017
Principal
Handbook
This book is subject to change throughout the school year. Periodic updates will
be provided to the appropriate sections as necessary.
DALLAS INDEPENDENT S CHOOL DISTR ICT
Principal Handbook
School Leadership
408 N. Haskell
Dallas, TX 75246
Phone 972.925.4600 • Fax 972.925.4661
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
Table of Contents
Section 1: District Information and Organization Charts………….. ……
Section 2: District 2016 – 2017 School Year Calendars ……...………. .
Section 3: Welcoming Environment ………….........................................
Section 4: The Principal Job....................................................................
Section 5: The Principals’ Evaluation System.........................................
Section 6: Professional Associations......................................................
Section 7: Monthly Tasks........................................................................
Section 8: TEI Evaluation Calendar........................................................
Section 9: Checklist Prior to the First Day of School...............................
Section 10: Required Campus Committees..............................................
Section 11: Student Enrollment................................................................
Section 12: Prekindergarten Enrollment...................................................
Section 13: Bilingual/ ESL Program Enrollment........................................
Section 14: Gifted and Talented................................................................
Section 15: Magnet Program Information..................................................
Section 16: State Health Requirements....................................................
Section 17: Withdrawal and Leaver Coding...............................................
Section 18: Transportation.........................................................................
Section 19: School Attendance and Enforcement ………………………..
Section 20: Bell Schedules........................................................................
Section 21: Student Discipline...................................................................
Section 22: Counseling Services...............................................................
Section 23: Teaching and Learning...........................................................
Section 24: Field Trips...............................................................................
Section 25: Assessments...........................................................................
Section 26: Student Records......................................................................
Section 27: Records Management.............................................................
Section 28: Human Capital Management...................................................
Section 29: Compliance..............................................................................
Section 30: Incident Reporting....................................................................
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D A L L A S
S C H O O L
D I S T R I C T
District Information and Organization
SECTION
Charts
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
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Our main purpose is to improve student academic achievement.
Effective instruction makes the most difference in student academic performance.
There is no excuse for poor quality instruction.
With our help, at risk students will achieve at the same rate as non-at risk students.
Staff members must have a commitment to children and a commitment to the pursuit
of excellence.
DISD Student Achievement Goals
Goal 1 All students will exhibit satisfactory or above performance on state
assessments. Students below satisfactory performance will demonstrate more than one
year of academic growth.
Goal 2 Dallas ISD schools will be the primary choice for families in the district.
Goal 3 The achievement gap by race, ethnicity and socioeconomic status will be no
greater than 10 percentage points on all academic points on all academic measures.
Goal 4 Ninety-five percent of students will graduate. Ninety percent of graduates will
qualify for community college, college, military, or industry certification.
Goal 5 Ninety-five percent of students entering kindergarten will be school-ready
based on a multidimensional assessment.
Goal 6 All students will participate in at least one extracurricular or co-curricular
activity each year.
Back to Table of Contents
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D A L L A S
S C H O O L
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D I S T R I C T
Schools by Trustee District
D A L L A S
S C H O O L
D I S T R I C T
Superintendent
Cabinet- Level Leaders
Superintendent of Schools
Dr. Michael Hinojosa
3700 Ross Avenue
Chief of Operations
Scott Layne
3701 S. Lamar Street
Deputy Superintendent
Dr. Ivan Duran
3700 Ross Avenue
Chief of Technology
Bob Moore
3701 S. Lamar Street
Chief of Finance
Dr. James Terry
3700 Ross Avenue
Chief of Communications
Toni Cordova
3700 Ross Avenue
Chief of School Leadership
Stephanie S. Elizalde
408 North Haskell Avenue
Chief of Transformation and
Innovation
Michael Koprowski
3700 Ross Avenue
Chief of Human Capital Management
Karry Chapman
3807 Ross Ave
D A L L A S
S C H O O L
D I S T R I C T
School Leadership
The School Leadership Department is structured by feeder patterns as follows:
Israel Cordero, Deputy Chief of School Leadership
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D A L L A S
S C H O O L
D I S T R I C T
School Leadership
The School Leadership Department is structured by feeder patterns as follows:
Pamela Lear, Deputy Chief of School Leadership
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D A L L A S
S C H O O L
D I S T R I C T
School Leadership
The School Leadership Department is structured as the Intensive Support Network (ISN)
Leslie Willams, Assistant Superintendent of School Leadership
Dallas ISD Organizational Charts
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D A L L A S
S C H O O L
D I S T R I C T
School Year Calendars 2016-2017
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Staff Calendar
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D A L L A S
S C H O O L
Student Calendar
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D I S T R I C T
D A L L A S
S C H O O L
D I S T R I C T
Welcoming Environment
SECTION
When schools create a welcoming environment, schools become inviting
places where students want to learn, school employees want to work, and
every guest feels respected and valued. It’s important to create a welcoming
environment at each Dallas Independent School District campus. Establishing
a welcoming environment can be done in many ways but one natural spot to start is the entrance. This
is where the school day begins for students and this is the first place guests and staff will see. In addition
to the main office, the building throughout needs particular attention to making everyone feel welcomed.
Remember that creating a welcoming environment entails 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 place 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 the 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.
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D A L L A S
S C H O O L
D I S T R I C T
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.
 Visibly display student work 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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D A L L A S
S C H O O L
D I S T R I C T
The Principal Job
The principal serves as instructional leader of the school and leads school
staff, students and school communities in creating an environment that
supports an outstanding education for all students.
SECTION
Reporting Relationship
Report to Feeder Pattern 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.
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D A L L A S
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D I S T R I C T
Complies with budgeting and purchasing guidelines and demonstrates responsible fiscal control
over the school budget and activity funds.
Establish organizational structures and practices for all stakeholders that result in the effective
and efficient operation of the campus to promote student achievement.
Formulate action plans and modify programs and procedures to improve all campus efforts. Uses
organizational skills to resolve problems and make decisions necessary to improve the school’s
operating systems.
Design and participate in professional development to improve professional skill and knowledge
which is based on student achievement, campus, district and state needs.
Monitor classroom performance of all teachers on a regular basis and offering pathways and
professional development to improve student performance through improved teaching practices.
Design an open, clear, and effective communication for the school; ensure that teaching staff
communicate with 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 rationale 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 the 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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D A L L A S
S C H O O L
D I S T R I C T
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 the onset of the 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 Thursday 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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D I S T R I C T
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, purposeful
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.
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D I S T R I C T
Instructional Planning and Leadership
1. Quality teaching and learning in every classroom every day is your responsibility
 Focus on quality teaching and learning throughout the school year.
 Make rigor instruction in reading & writing a priority.
 Make collaborative planning a focus.
 Be purposefully redundant.
 Be clear about 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.
 The focus of Administrative Team meetings will include a collection of data for review, identify
areas that are not meeting goals, and develop a plan of action on how to meet the 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 the teacher.
 Identify and address attendance patterns for the 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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D I S T R I C T
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 the event.
8. Professional Learning
 Professional learning conference requires prior approval from ED.
 Submit conference requests 6 weeks in advance to ED.
 Complete the reflection sheet for conferences.
 Be prepared to present your learning to your colleagues during principal meetings.
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D I S T R I C T
Principals’ Evaluation System
Principal Excellence Initiative (PEI)
Evaluation Calendar
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D A L L A S
S C H O O L
D I S T R I C T
Evaluation Components
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D A L L A S
S C H O O L
PEI Performance Rubric
PEI Strategic Compensation
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D A L L A S
S C H O O L
D I S T R I C T
Professional Associations
SECTION
Professional associations are important for educators to stay upto-date on current educational topics and trends. Professional
organizations for school administrators include:
A.A.S.A.- American Association of School Administrators This professional organization was founded in
1865, for more than 13,000 educational leaders in the United States and throughout the world. AASA
members range from chief executive officers, superintendents and senior level school administrators to
cabinet members, professors and aspiring school system leaders. AASA members are the chief
education advocates for children. The members advance the goals of public education and champion
children’s causes in their districts and nationwide. They help shape policy, oversee its implementation
and represent school district to the public at large, as well as set the pace for academic achievement.
T.A.S.A.- Texas Association of School Administrators TASA serves as the professional association for
Texas’ top public school administrators. TASA provides the critical networking opportunities so important
to members, bridging the natural gaps caused by distance and diversity, and facilitating sharing and
collaboration. To support public schools TASA promotes legislative and policy advocacy efforts,
professional learning offerings, and targeted communications for support of superintendent and other
school leaders in all aspects, from the day-to-day operations of their districts to the more philosophical
work of transforming public education.
TCPEA - Texas Council of Professors of Educational Administration TCPEA is committed to creating
and maintaining a site that offers useful information and resources, as well as a place where TCPEA
members can collaborate and showcase their work. This is a partnership organization with the TASA.
A.S.C.D. – (formerly the Association for Supervision and Curriculum Development), it was founded in
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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D A L L A S
S C H O O L
Monthly Tasks
D I S T R I C T
SECTION
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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D A L L A S
S C H O O L
D I S T R I C T
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 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. Plans will 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.
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D I S T R I C T
Establish Format for Communicating with Staff
 Determine schedule of standard communication, as well as method (newsletter, bulletin, etc.)
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 the 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 a 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.
26
D A L L A S
S C H O O L
D I S T R I C T
Opening Week with Staff
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Conduct lockdown and fire drill orientation for all staff.
Ensure that the appearance of the building- including bulletin boards, cleanliness, and signagemeets expectations. See the Establish Welcoming Environment standards.
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 the capability to take attendance beginning on the 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 an 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:
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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
27
D A L L A S
S C H O O L
D I S T R I C T
August/September
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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.
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 a 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.
28
D A L L A S
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S C H O O L
D I S T R I C T
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.
October
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Evaluator and teacher agree on SLO and Professional Development Plan
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 a 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
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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.
29
D A L L A S
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S C H O O L
D I S T R I C T
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
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Monitor RM, Parent Portal, and attendance.
End 1st Semester spot observation ACPs
End of overage 1st semester/celebrations identify potential overage students for the 2nd semester.
Individualized summer programs.
Plan & communicate expectations for holiday parties.
Science Fair/Spelling Bee.
January
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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
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Prepare nomination letters for TOY-TAOY, Rotary.
Monitor RM, Parent Portal, attendance and Campus Action Plans.
30
D A L L A S
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S C H O O L
D I S T R I C T
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.
Ensure all details and coordination of state testing has been completed and the campus is well
prepared to administer state assessments.
March
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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.
31
D A L L A S
S C H O O L
D I S T R I C T
April
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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.
Emergency Drill Logs due.
Teacher transfer period.
PDAS due/TEI
Planning for SSI Implementation.
Planning for GPC.
Gifted & Talented Program compliance review checklist 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
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Provide all staff with the 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.
32
D A L L A S
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S C H O O L
D I S T R I C T
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 the 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.
MLEP-LPAC name team/LPAC training.
Needs Assessments due.
June
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July
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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 the principal end-of-the-year checklist to the appropriate Executive Director.
Review received data to make revisions to the campus action plan and professional development
plan for the following school year.
Correct any student data errors in the system.
Ensure that all students have schedules for the following school year and the master schedule is
completed accurately within the parameters established.
Ensure all disciplinary incidents have been entered into the system correctly.
Ensure all student data errors have been corrected before the data staff leaves.
Budget online.
Plan PD/Book study prep with principals and EDs.
Staff Handbook/Parent Handbook.
33
D A L L A S
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S C H O O L
School master calendar.
Plan transition camps.
Conduct a 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.
34
D I S T R I C T
D A L L A S
S C H O O L
D I S T R I C T
TEI Evaluation Calendar
SECTION
TEI Main Page: www.dallasisd.org/tei
TEI Staff Resources: http://www.dallasisd.org/Page/28269
2016 – 2017 TEI Teacher Guidebook: http://tei.dallasisd.org/home-2/resources/
35
D A L L A S
S C H O O L
D I S T R I C T
Campus-Based Performance
36
D A L L A S
S C H O O L
D I S T R I C T
Employee Groups Included in Each Appraisal Instrument
37
D A L L A S
S C H O O L
D I S T R I C T
Principal Checklist Prior to First Day
SECTION
Opening School Checklist
1. Preparing the Faculty
o Ensure all teacher requested repairs to rooms are completed.
o Ensure summer maintenance task are complete (paint, shampoo carpets, etc.)
o Have all excess furniture picked up
o Order new furniture/equipment as needed
o Order start-up cleaning/restrooms supplies
o Prepare general-area bulletin boards
o Clean and/ or replace entrance mats
o Replace/ Updated signage
o Offices/ portables/ classrooms
o Rules/Procedures/ Expectations
o Federal Requirements: Child Find/ Parent Involvement Policy
o Inspect metal detectors
o Service 2-way Radios
o Synchronize clocks
o Check flags; Classroom/Auditorium
2. Preparing the Grounds
o Spruce up flowers beds, gardens, etc.
o Check grounds/ blacktop equipment
o Check condition of outdoor flags
o Updated marquee
o Check grounds for hazards (uneven ground, ants, etc.)
3. Preparing for Parents and Community
o Meet with PTA President to set goals
o Meet with SBDM Chair to set goals
o Meet with Neighborhood Association
38
D A L L A S
S C H O O L
D I S T R I C T
4. Preparing for Processes and Procedures
o Update bus schedule
o Update Special Classes rotation schedule
o Update Lunch Schedule
o Assign duty posts
o Review attendance procedures
o Update substitutes procedures
o Review Crisis Plan
o Update 1 day procedures- assign duties
st
5. Preparing for Students
o Hold New Student Registration (date: Week of August 15 - 18)
o Schedule IPT 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
6. 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
D A L L A S
S C H O O L
D I S T R I C T
7. 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
o Submit names for various required/requested committees
8. Preparing for New Initiatives
o Outline District programs
o Outline Campus/Feeder Programs
o Purchase needed materials
40
D A L L A S
S C H O O L
D I S T R I C T
Required Campus Committees
SECTION
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
41
D A L L A S
S C H O O L
D I S T R I C T
Student Enrollment
SECTION
Registration
All campuses must be open from 8:00 a.m. to 4:00 p.m. beginning August 15th
and 17th. The extended hours will be from 8:00 a.m. to 7:00 p.m. on August 16th
and August 18th. Online enrollment is also available beginning August 2nd.
During this period, at least one staff member must be available at all times to collect required enrollment
documents from parents and secure a good contact number. Parents are to be contacted by phone if
additional information is needed during the scheduling process. Parents will then be contacted once the
schedule is ready for pick up. All returning students will receive registration packets on the first day of
school to update.
Student Records Management
The principal is the custodian of student records at his/her school. He/she is responsible for documenting,
directing, and providing oversight of student records management procedures that drive funding and
accountability for the school and the District. See FL (LOCAL)
There is a standardized set of enrollment forms for Dallas ISD campuses to utilize for student enrollment.
Basic Enrollment Packet - New Student Enrollment Packet (SPANISH)
New Student Enrollment Forms
Student Enrollment Fact Sheet (SPANISH)
Immunizations Requirements (SPANISH)
Student Enrollment/Registration Form (SPANISH)
Home Language Survey
TEA Student Ethnicity and Race Data Questionnaire (SPANISH)
FERPA (SPANISH)
Annual Student Health Information Form (SPANISH)
Photography and Video Release Form (SPANISH)
Military Connected/Foster Care Form (SPANISH)
Student Residency Questionnaire (SPANISH)
Socioeconomic Information Form (SPANISH)
Student/Parent Acknowledgment Receipt Form (SPANISH)
42
D A L L A S
S C H O O L
D I S T R I C T
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 another
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 an age for students
beyond first grade.
Residency Verification: The residency verification documentation may include, but is not limited to: a
utility bill, lease agreement, rent receipt. These are indicators that may expedite verifying residency, but
the absence of such indicators is not conclusive that the student is not a resident. Furthermore, that fact
that a student is living in a household or owned by someone outside the student’s immediate family may
be an indicator that the student is homeless and entitled to admission. The school staff is required to
request minimal proof of residency and staff may make reasonable inquiries to verify a student’s
residency eligibility.
Previous School Records: Dallas ISD shall request and receive records from the last school in which the
student was enrolled.
Immunization Records: Records must be requested that show that a student has the required
immunizations, proof that the student is not required to be immunized, or proof that the student is entitled
to provisional admission.
Note: A student shall not be denied enrollment or be removed solely because documentation for age,
residency, and/or previous school enrollment has not been provided.
Student Enrollment Eligibility
A student shall be enrolled as an eligible student if he/she meets the age and residency requirements
outlined below:
Age Requirements
A student who is at least five years old and less than twenty-one years old on or by September 1 of the
current school year is eligible to enroll in a public school district in which he/she or his/her parent(s),
guardian, or other person having lawful control under a court order reside in the District, provided the
student has not previously graduated from high school.
43
D A L L A S
S C H O O L
D I S T R I C T
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 another person having lawful control under an order of a court
resides in Dallas ISD.
If a student does not reside in the District, but the grandparent of the student resides in the District AND
provides substantial after-school care, the student may attend a DISD school, based on space
availability, tuition free. See Board Policy FD(LEGAL) and FD(EXHIBIT).
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D A L L A S
S C H O O L
D I S T R I C T
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 is 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 or an 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:
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removal to a disciplinary alternative education program (DAEP); or expulsion
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has engaged in delinquent conduct or conduct in need of supervisions and is on probation or
another conditional release for that conduct; or
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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 another 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.
45
D A L L A S
S C H O O L
D I S T R I C T
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
another 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”
means1. 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 whoa. 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 byi. 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;
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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 statutes whoa. 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. Includesa. Children and youth who are sharing the housing of other persons due to loss of housing,
economic hardship, or a similar reason; are living in motels, hotels, trailer parks, or camping
grounds due to the lack of alternative adequate accommodations; are living in emergency or
transitional shelters; are abandoned in hospitals; or are awaiting foster care placement.
b. Children and youths who have a primary nighttime residence that is a public or private place not
designed for or ordinarily used as a regular sleeping accommodation for human beings;
c. Children and youths who are living in cars, parks, public spaces, abandoned buildings,
substandard housing, bus or train stations, or similar settings; and
d. Migratory children who qualify as homeless for the purposes of this part because the children are
living in circumstances described above.
A foreign exchange student is entitled to admission if the student is placed with a host family that resides
in the school district by a nationally recognized foreign exchange program. The only exception is under
the terms of a waiver granted by the commissioner of education.
For a waiver to be granted, the admission of a foreign exchange student must create one of the three
possible conditions. It must:
1. Create a financial or staffing hardship for the district,
2. Diminish the district’s ability to provide high quality educational services for the district’s domestic
students, or
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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 database, and verifying
that computer-based enrollment information accurately reflects information on the Student
Enrollment/Registration Form and related documents.
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D I S T R I C T
Student Enrollment Prekindergarten
SECTION
Pre-Kindergarten Enrollment
This section addresses unique provisions for Prekindergarten. These
provisions must be applied in conjunction with the general rules regarding
enrollment procedures. If students are served by multiple programs, review
and apply the provisions of each applicable program.
Eligibility
Obtain proof that the student enrolling is three (only for off-site) or four years old as of September 1 of
the current school year. The student must also meet one of the criteria listed below:
1. The student is unable to speak and comprehend the English language, as determined by:
a. Administering the home language survey (if the language other than English is indicated on any
portion of the survey, then the student must be tested for English proficiency); and
b. Testing students using oral instruments from the list of state approved tests for the assessment
of limited English proficient students.
2. The family income, according to appropriate regulatory guidelines is at or below subsistence level;
that is, the student must be eligible for the National Free or Reduced Price Lunch Program.
Verification of household income must be completed prior to enrollment of the student.
3. Appropriate prekindergarten staff and the student services staff (under Psychological and Social
Services/Homeless Education Program) determines eligibility for students who are homeless,
regardless of the residence of the child, of either parent or stepparents of the child, or the child’s
guardian or other person having lawful control of the child. For purpose of this section, the term
“homeless” includes 42 U.S. C. §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.
7. Beginning with the 2016-2017 school year, Dallas ISD is piloting a tuition based pre-kindergarten
program at identified campuses.
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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
Qualifying Score on an approved Oral Language Proficiency Test
Educationally
Disadvantaged
Military- Active,
Injured or Killed
Document of student is eligible to participate in the National Free or ReducedPrice Lunch Program
Department of Defense photo identification for children
“Statement of Service” for active members or mobilized Reservists or members
of the Texas National Guard, for Texas National Guard official letter from a
commander (Lt. Col. Or Commander level) confirming active/mobilized status
may be accepted.
A 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.
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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
SECTION
Eligibility
Upon initial enrollment into Dallas ISD, a home language survey is completed
by all parents during the enrollment process. The Home Language Surveys are administered annually
to students new to the district for whom a survey has never been completed (in Texas) or when a copy
of the survey cannot be located. If a language other than English is indicated on the survey, the student
is assessed for English proficiency with the IDEA Language Proficiency Test (IPT).
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.
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.
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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 enters 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
PK-5
6
Most Current Year
State Assessment
Reading English
Most Current Year
State Assessment
Writing English
TELPAS
Writing
Not eligible for program exit.
4,5, or 6
Passing
AH
ESL Program
Grade Level
English
WMLS-R
PK-5
Spanish
WMLS-R
Stanford
10
Most Current Year
State Assessment
Reading English
Most Current
Year State
Assessment
Writing English
TELPAS
Writing
Not eligible for program exit.
6
4,5, or 6
Passing
AH
7
4,5, or 6
Passing
8
4,5, or 6
Passing
9
4,5, or 6
Passing
Passing
10
4,5, or 6
Passing
Passing
11
4,5, or 6
Passing
Passing
12
4,5, or 6
Passing
Passing
AH
(TAKS ELA)
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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:




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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Gifted and Talented
SECTION
Eligibility
Each fall, students may be referred by:
parent/guardian, teacher,
administrator, counselor, community member, peer, or self.
Kindergarten students are tested and placed in the spring.
Screening Process
The Texas State Plan for the Education of Gifted/Talented Students requires use of multiple criteria, both
quantitative and qualitative:
 Qualitative- includes parent and teacher checklists (K-12)
 Quantitative- includes the following assessments:
o ITBS/Logramos math and reading (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.
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 on 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
SECTION
Keisha Davis, Director 972-925-6710
Nancy Rubio, Coordinator 972-925-8936
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 a 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 comprehensive high school feeder patterns
(adjusted proportionally for student population) by rank ordering applicants based on overall criteria
score.
The sibling rule shall be applied to the Vanguard programs for grades 4–5, the prekindergarten–
grade 8 Montessori programs, and grades 6–8 for Academies.
An applicant who meets criteria with a sibling who attends the same Vanguard, Montessori, or
Academy program and who will continue to attend that school the next year shall be
automatically placed on a space-availability basis prior to placement of other qualified
applicants. Siblings are defined as brother, sister, half-brother, half-sister, step-brother or stepsister, living in the same household. Neither siblings nor twins applying together for the first time
shall receive sibling preferential treatment.
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3.
S C H O O L
D I S T R I C T
For each magnet program, all qualified in-District students shall be served before any out-ofDistrict student may gain admission into that magnet program. Proof of residence shall be
submitted each year.
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 requirements 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.
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D I S T R I C T
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.
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 into 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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D A L L A S
S C H O O L
D I S T R I C T
State Health Requirement for School Health
Services
SECTION
Three primary areas of state law impact school health and school nursing
services: healthcare, education, and child welfare. Healthcare laws with
the greatest impact on school nursing and school health services include
professional nurse license laws and public health laws such as
communicable disease control, immunizations, emergency management,
medication, treatment, records and confidentiality. State education laws commonly address
immunizations, screenings, medication, records and privacy, health and safety instruction and
health issues connected to truancy. State child protection laws identify and intervene in areas
concerning child welfare, child abuse and neglect. Below is a list of mandated school health services.
Immunizations - All students should be fully immunized and show evidence of vaccination prior to
entry, attendance, or transfer to a public school in Texas. New to school (usually PK and K) or
students coming from another state or country must show proof of immunizations validated from a
clinic or licensed medical provider prior to enrollment. Students coming from another Texas school
and are homeless under the McKinney-Veto Act may be provisionally enrolled.
An exception is students coming from another Texas school established by the school nurse as
needing immunizations before enrollment due to existing “delinquent” immunization status must
show proof of current immunization compliance before enrolled. Board Policy FFAB (LEGAL), FL
(LEGAL).
Health Screenings – Both type and schedule of health screenings required in schools are
mandated: Vision, Hearing, Spinal and Acanthosis Nigricans. Nurses are expected to complete
screening in required grades and new-to-district students within 120 days from the time the student
entered school. Board Policy FFAA (LEGAL, LOCAL), FL (LEGAL, LOCAL)
Blood borne Pathogens – Each year, all employees must complete a basic level of training that
addresses the routes of blood borne transmission and ways to minimize exposure. The most
efficient and effective method to achieve this requirement is to complete the online training through
Region 10 and present 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)
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D I S T R I C T
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 tasks
necessary to assist the student. Board Policy FFAF (LEGAL)
Food Allergy – At the beginning of each school year or upon enrollment of a new-to-district or
transfer student, a health history is obtained to capture pertinent health information including food
allergies from each student. Health Services collaborates with Food and Child Nutrition Services
and other staff to develop and implement a student’s allergy management plan including staff
education and the individual student’s health plan and emergency plan. Board Policy FFAC
(LEGAL), FFAF (LEGAL, FFAF (LOCAL), FD (LEGAL), FL (LEGAL)
Automated External Defibrillators- Each campus must have at least one AED. The campus AED
must be readily available for any UIL athletic competition held on campus. At least one employee
must be trained in the use of the AED at any time a substantial number of District students are
present at the campus. Each school nurse, nurse assistant, athletic coach or sponsor, physical
education instructor, marching band director, cheerleading coach or student who serves as an
athletic trainer must participate and must receive and maintain certification in the use of the AED.
Instruction for employees in use of the AED is part of the certified American Health Association,
Heart saver course taught by the department of Health Services. The AED must be ready and
maintained at all times during the school year and summer. Health Services will contact the campus
administrator to facilitate the AED monitoring, repair and maintenance.
Board Policy CKD (LEGAL)
Other Policies related to Health Services
FFAD (LEGAL, LOCAL, REGULATION, EXHIBIT) Communicable Diseases
FLA (LOCAL) Confidentiality of student information
FFA (LEGAL, LOCAL, REGULATION) Student Health Records and Reports
CKD (LEGAL) Automated External Defibrillators
CO (LOCAL) Special Diets
Contact information for Health Services:
Jennifer Finley, RN, Director (972) 925-3386
Leigh Pelletier, RN, Division 1 Nursing Supervisor (214) 893-0373
Erika Rodriguez, RN, Division 2 Nursing Supervisor (469) 615-0511
Rosa Guerro, RN, Division 3 Nursing Supervisor (972) 835-2609
Chyl Helms RN, Division 4 Nursing Supervisor (214) 207-6350
Julie Kendrick, RN, Division 5 Nursing Supervisor (214) 732-7441
Theresa Davis, MSW, Teen Pregnancy Parenting Program Supervisor (214) 395-0854
Debra Bourgeois, RN, CPR-AED Program and Mandated Screenings (214) 893-0844
Kim Stewart, RN, Medically Complex Child (469) 615-0354
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Withdrawal and Leaver Coding
SECTION
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.
There are four types of leavers:
1. Graduates: students who graduated from Dallas ISD.
2. Non-dropout leavers: Students who meet the requirements for a reason listed in the TEA Data
Standards. These students are considered non-dropouts by National Center for Education Statistics
(NCES).
3. Movers: Students who enrolled in another Texas public or charter school. These students are not
reported to TEA as leavers but are considered Dallas ISD leavers for internal control purposes.
4. Dropouts: Any students who cannot be classified in 1-3 above.
The click below for leaver codes/descriptions that are to be used for student withdrawals:
LEAVER CODES
Control of leavers spans for two prior school years. Previous year leavers are those who left during the
2015-2016 school year and did not return to any Texas public or charter school during the school start
window* of the current school year. These students are reported on the current PEIMS submission.
Current year leavers are those students who attended Dallas ISD at any time in the school year current
and subsequently left. These students are reported to TEA in next year’s submission.
*School Start Window: Defined by TEA as the start date of any Texas school until the last Friday in
September. This is a State “No Show” date.
General Requirements and Procedures
Each campus should ensure appropriate staff has been trained. Assistance is available from the PEIMS
department or campus administration support.
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.
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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 in the leaver document
7. Complete the Leaver Doc Checklist
8. Enter the leaver information into the student database.
9. Secondary principal or professional designee will review the documentation, sign validation
documents and record compliance on the student system database.
10. Leaver documentation must be assembled and maintained for all leavers for reference during
attendance and leaver monitoring (secondary only) or TEA audits.
With proof of enrollment in another school, an authorized school staff member may complete the Student
Withdrawal Form to document a retroactive withdrawal to the date of student enrollment in another
school. In such cases, all student database records affected by the change must be immediately updated
and all related reports and files must be redone (e.g. attendance, grades, etc.).
Secondary ONLY:
Designated administrative and/or support staff will implement follow up activities as necessary to
confirm leaver entry into another education setting. The TEA PID Enrollment Tracking System (PET)
must be searched at least weekly. Results of follow-up activities are noted for future reference (e.g.
documentation is created to indicate receipt of a request for student records from the receiving
location; Dallas ISD Leaver Tracking Form is completed). PET printouts are not acceptable for
audit; a copy of the official enrollment document or transcript request from the other educational
setting is needed.
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 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.
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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 the 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.
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 an unofficial copy of the 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.
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Data Controller (Secondary School)
Assist as necessary in entering the leaver information into the student database.
Responsible for ensuring proper completion of the Student Withdrawal Form by the parent/guardian,
recording an appropriate leaver (withdrawal) code for use in describing the student’s reason for leaving,
assembling and maintaining the required documentation for the selected code, and entering the leaver
information into the student database.
Teacher
The teacher is responsible for notifying the Registrar or Elementary Data Controller (EDC) when a
student fails to show up for five consecutive days. Once notified of a student withdrawal, providing grades
to date.
Program Manager
The program manager, in this case, is the school administrator in a secondary school who is identified
by the principal as the manager of the follow-up process to locate no-shows and dropouts. The program
manager is responsible for managing the leaver follow-up process to ensure a coordinated effort to
contact leavers, document the follow-up attempt(s), retain follow-up documentation, and ensure reporting
of correct school leaver data in PEIMS.
Campus and Administrative Support Coordinator
 Assist campuses with documenting leavers and movers. Conduct document reviews to ensure data
quality.
 Assist Registrars and Principals with the processes.
 Review monitoring reports and schedule assistance visits as needed.
 Conduct leaver document validation. Report findings to Principals and School Leadership.
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 Services
The Dallas ISD Transportation Services Department is responsible for
managing the student transportation services to students grades K-12.
Services to our District is provided by Dallas County Schools on both a
traditional yellow school bus and blue MPV’s (Multiple Passenger
Vehicles), for over 35,000 students daily.
SECTION
Bus Routes for eligible students for the upcoming 2015-2016 school year will be searchable on the
Dallas ISD website by August 10th. An interactive website will be made available where parents of
eligible students are able to select the school attending, enter their address and locate their assigned
bus stop and pick up time.
In preparation for the upcoming school year, Dallas County Schools’ school buses will be performing
practice runs on August 17th and 18th, for both morning and afternoon as scheduled to on the first
day of school. We encourage you to review the route arrival times and observe the bus traffic at
your location. Please alert us 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 at (972) 925-KIDS (5437). Our main transportation
offices will be relocated during the first week of school for call center operations and a message
directing callers to the hotline number will be left on our greeting.
Please contact our Transportation Services office for any concerns, late buses, student discipline
and other issues related to the day to day transportation to and from school. The appropriate Dallas
County Schools’ service center will be contacted. A link to the listings of your perspective service
center is found on the Dallas ISD Transportation Services’ Department website.
For repeat or elevated concerns or issues that may not have been adequately addressed, by your
assigned service center, or further assistance, please contact our main office immediately. We will
be happy to assist!
Kathi Hayward, Executive Director
(972) 925-4534
[email protected]
Maria Morgan, Specialist
(972) 925-4917
[email protected]
Transportation Services
(972) 925-4953
http://www.dallasisd.org/Page/1411
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School Attendance and Enforcement
SECTION
General Procedures
In elementary grades, official attendance must be determined by the absences
recorded in the second hour of instruction, normally at 10AM.
In middle and high schools, attendance must be determined by the absences
recorded in the second hour of instruction of the day or its equivalent, normally the second period of the
day.
There is no rule that x number of tardies equals an absence.
Excuse Notes
The principal or designee shall ensure that all timely submitted written excuse notes or medical notes are
processed within the current student records system within one day of receipt.
A campus shall maintain student sign-in logs for the clinic, counselor’s office, principal’s office, Youth
Action, etc. The log shall include student name, ID number, faculty approval of the absence from class,
sign-in and out times, and the reason for the class absence. The campus shall require all logs to be
processed in the student records system daily. The campus shall maintain attendance for credit, ISS
attendance and Truancy Prevention Measure logs and documentation. Logs and other attendance
related documentation shall be stored for review by the district attendance liaison or use at trial, if needed.
The parent/guardian of an absent student shall be required to submit within three (3) days of the student’s
return to school a written excuse or documentation from a health care professional. An excuse note from
the parent/guardian in the primary language of the home shall be accepted. The note must include the
student’s name, ID number, dates of absence, reasons for the absence, and a parent/guardian signature.
In the case of school reporting error, a correction form signed by the faculty member and following all
district guidelines in requesting the change shall be stored as part of the student’s record and held in the
attendance office with all excuse notes for review by the attendance committee and/or the district
attendance liaison as needed. Notes are retained on file in the attendance office for one (1) year following
the end of the school year. Subsequently, they are stored according to attendance records in Records
Storage the following year, see Records Management.
The principal or designee shall develop a system to receive notes daily from teachers, parents, and/or
students. Any campus that receives notes via a drop box shall ensure that a note sign-in log is used in
conjunction with the drop box requiring students to log each note submitted. If requested and to
document the submittal of an excuse note, campus staff shall date and sign a duplicate note if one is
provided by the parent or student.
If an absence can be excused and the campus receives the excuse note within the three days of the
student’s return to school, the absence shall be excused for the purposes of truancy enforcement even
if the campus has additional requirements such as parent contact or admit cards requiring teacher
signatures.
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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 one day of travel to and one day from a site
where the student will observe holy days.
D. Attending a required court appearance, including one day of travel to and one day from the court’s
location.
E. Appearing at a governmental office to complete paperwork required in connection with the student’s
application for United States citizenship.
F. Student is taking part in a United States naturalization oath ceremony.
G. Student is serving as an election clerk.
H. Temporarily absent as a result of a documented appointment with a health-care professional during
regular school hours, if that student commences classes or returns to school on the same day of the
appointment.
I. Visiting an accredited institution of higher education during the student’s junior and senior years of
high school. No more than two days during their junior year and two day s during their senior year are
excused. Campus has a procedure in place to verify the student’s visit.
J. Student is in attendance at a dropout recovery education program, including a program operated by
a public junior college under Education Code 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.
Permitted for other conditions related to off-campus instruction described in the Student Attendance
Accounting Handbook and as outlined in FEA (LEGAL).
Attendance Committee
The principal shall establish an attendance committee with a majority of its members being teachers
including a campus employee assigned as chairperson. The attendance committee shall review the
records of all students whose attendance drops below 90 percent of the days the class is offered whether
or not a petition is filed. Students who have lost credit because of excessive absences may regain credit
by fulfilling the requirements established by the principal’s plan or the attendance committee. The
attendance committee shall develop a plan to ensure early identification and recommendations for
students with potential credit loss due to excessive absences.
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If the student has established a questionable pattern of absences, the attendance committee may also
require a physician’s or clinic’s statement of illness after a single day’s absence as a condition of
classifying the absence as one for which there are extenuating circumstances.
The attendance committee shall have regularly scheduled meetings as defined in the Attendance for
Credit handouts. All members shall be trained in district and campus attendance policies, Truancy
Prevention Measures and truancy conduct referrals. The attendance committee shall maintain agendas,
sign-in sheets, and record the outcome of all attendance and hearing actions and appeals.
Notice of Non Attendance-Warning Notice
The principal shall ensure distribution of the mandated Required Notice Attendance/Absences handout
that notifies the parent/guardian consequences of non-attendance in writing.
The district shall notify parents/guardians when a student accumulates three (3) unexcused absences
within a four-week period. The Attendance Improvement and Truancy Reduction (AITR) program
ensures the generation, printing and mailing all notices on behalf of each campus.
Principals shall request a conference with the parent to discuss the absences, a copy of their attendance
report and an explanation of the consequences for their potential truancy including that the student is now
subject to Truancy Prevention Measures.
Principals shall ensure a student address verification process and a subsequent update in the current
student records system. This verification process shall take place at the beginning of both semesters and
throughout the year as new address information is received.
For students enrolling after the third day of school, each campus shall complete the student/parent
information on the State Compulsory Attendance Law warning notice and obtain the parent guardian
signature at the time of enrollment. The campus shall use SAMS to record the action and maintain a
copy of the dated and signed truancy warning notice.
Truancy Prevention Measures
Principals shall identify a designated administrator and campus staff responsible for compulsory school
attendance, Truancy Prevention Measures and legal intervention. The designees shall work with the
campus attendance committee and district attendance liaison. The designated administrator(s) acts as
the primary approver for all potential truancy actions utilizing the Student Attendance Monitoring System,
ensures certification of attendance, and compliance with Truancy Prevention Measures (TPM).
Designees shall complete the mandatory Attendance Improvement and Truancy Reduction training and
may be required to testify at the time of a truancy trial as requested by the district attendance liaison
and/or the truant conduct prosecutor. Each campus with two or more administrators shall have two
administrators trained in compulsory school attendance and enforcement.
The AITR program ensures the generation, printing and mailing of Truancy Prevention Measures
(TPM) notices at all levels to the parent/guardian. The principal or designee shall print TPM Level 3
and 4 notices daily utilizing SAMS and implement an appropriate Truancy Reduction Plan or ensure
participation in the assigned prevention default program. Each secondary campus shall provide the
student with their TPM notice, a copy of their attendance report and an explanation of the
consequences for their potential truancy. Each elementary campus shall conference with the parent
to develop an Individual Truancy Reduction Plan. All TPM actions shall be recorded in SAMS.
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The principal or designee shall maintain a filing system for Attendance Improvement Contracts and
Truancy Reduction Plans provided to the parent and/or student.
An Individualized Truancy Reduction Plan (I-TRP) may be developed at any TPM Level to best meet
the needs of the student in addressing their truant conduct. The program listed in the Level 3
secondary notice is an age appropriate ‘default’ program. Each campus may utilize tutoring,
counseling, or another program to best serve the student’s needs. Campus designees reassigning
a student and/or parent to another program shall document the alternate program information into
SAMS, obtain parent/student signatures, and file the I-TRP for review by the district attendance
liaison or truant conduct prosecutor.
Compulsory Attendance-Legal Intervention
The principal or designee shall develop and maintain a system to document parent actions that may be
contributing to the student’s non-attendance including parent contact, home visits, and parental refusal to
participate in recommended interventions. Parent Contributing to Non-Attendance truancy cases are
automatically filed for elementary cases and can be requested for secondary students in lieu of a student
Failure to Attend School truancy case in SAMS. In some situations, a case may be filed on both the
student and parent.
The principal or designee shall develop a system utilizing reports in SAMS to be knowledgeable of the
elements of the truant’s court remedial order to ensure school related elements are completed, e.g.,
tutoring, sign-in sheets, etc. Each campus shall establish a procedure to provide students with SAMS
court notice reminders.
Each secondary campus shall establish a system where a student can sign-up to meet with the
designated administrator to resolve attendance discrepancies/issues, as needed.
The principal or designee shall provide copies of attendance documentation, excuse notes,
teacher/faculty correction forms and additional material within 48 hours of an AITR request. The principal
shall ensure a campus representative attends the truancy trial court proceedings if contacted by AITR.
Master Schedule Development and Maintenance
The goal of the master schedule development is to ensure all students begin day one of school with an
accurate and appropriate schedule.
Please note that while the components of the master scheduling process are similar in both elementary
and secondary schools, the steps required for each level will usually not occur in the same order.
The principal shall annually appoint a designee for the campus master schedule process. Campus and
Administrative Support in conjunction with School Leadership will provide a timeline to campuses in
regards to master schedule development. Each master schedule will be approved by the Division
Executive Director.
The principal shall ensure that each person responsible for the master schedule development is informed
of his/her responsibilities and attends appropriate training sessions provided.
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The principal and his/her designee shall determine the next year courses that will be available to the
students based on information provided by the Teaching and Learning division as well as approval of the
appropriate Executive Director. All components of the master schedule that require prior approval must
be secured by the campus from the appropriate department.
The principal and/or his/her designee shall develop and maintain a handwritten master schedule that
defines the period-by-period assignment for each teacher (Note: The “handwritten” master schedule may
be maintained electronically, e.g. in an Excel or a Word file). An updated copy of the master schedule
shall be provided to the Data Controller and counselors involved in the schedule develop process as
changes are made and/or as otherwise deemed appropriate by the principal or his/her designee.
The Data Controller shall enter and verify teacher schedule information into the student information
management system based on the handwritten master schedule prepared by the principal or his/her
designee. Data controllers and counselors involved in the master schedule development shall assist in
verifying that the computer-based teacher schedule matches the handwritten teacher schedule.
Counselors in secondary schools and administrators/designees in elementary schools shall work with
students in determining and documenting course choices for individual students.
The principal and/or his/her designee will adjust the school’s next year master schedule as necessary
while completing the batch scheduling process to ensure that (1) the teacher schedule and student
choices align in a way that provides the best possible fit between teacher resources and student
instructional needs and fit the given district parameters; (2) the student choices are appropriately
accommodated by the teacher schedule; and (3) the master schedule accurately reflects teacher
responsibilities.
The principal shall ensure that the next year batch scheduling process is completed prior to the end of
June. All students should be fully scheduled.
No changes to the master schedule shall be made prior to or following the summer break. If there are
changes to the master schedule, the Executive Director must give approval.
The principal shall ensure that the master schedule is finalized by the end of June to ensure allowance of
time for production and distribution of student schedules and related products needed for the first day of
school.
The principal and/or his/her designee will adjust the school’s next year master schedule as necessary
while completing the batch scheduling process to ensure that (1) the teacher schedule and student
choices align in a way that provides the best possible fit between teacher resources and student
instructional needs and fit the given district parameters; (2) the student choices are appropriately
accommodated by the teacher schedule; and (3) the master schedule accurately reflects teacher
responsibilities.
The principal shall ensure that the next year batch scheduling process is completed prior to the end
of June. The master schedule should batch at better than 93%.
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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.
Principal
The principal is responsible for developing and/or implementing master scheduling and individual student
scheduling procedures in a timely manner for his/her school that will ensure that (1) the best fit for student
needs and teacher resources (2) the individual schedules are maintained on a daily basis in a way that
will ensure accurate student schedule information for state reporting and compliance purposes. No
schedule changes should occur 10 days after the semester begins.
In elementary schools, the principal is generally responsible for the development of the master schedule.
Assistant Principal
In secondary schools, the assistant principal is responsible for developing and maintaining the master
schedule during the scheduling time frame and throughout the year. The assistant principal should
ensure that all district parameters and requirements are attended to during the development of the master
schedule. Communicating master schedule changes to the Data Controller and counselors is critical. No
schedule changes should occur 10 days after the semester begins.
Counselors
During the next year scheduling process, counselors are responsible for working with students to identify
next year course choices. Additionally, they are responsible for assisting in the verification of the accuracy
and completeness of choices after they have been entered into the database.
During the school year, as new students enroll and current students request changes, counselors are
responsible for completing the computer-based tasked required to initiate the new student schedule or
change a previously entered schedule. Ten days after the semester begins, prior approval must be given
by the campus principal to change a student schedule.
Data Controller (Elementary)
Responsible for entering and verifying information provided by the principal or his/her professional support
staff designee(s) for student courses and the master schedule. The data controller is responsible for
entering and verifying individual student schedule information following the student’s completion of the
school enrollment process.
Data Controller (Secondary)
Responsible for entering and verifying information provided by the principal and or his/her designee for
the next year student choices and the next year master schedule. As changes occur during the next year
scheduling process and throughout the school year, the data controller/registrar is responsible for
receiving and entering changes to the master schedule. The data controller works collaboratively with
the counselor and assistant principal in the master schedule process.
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Grade Entry and Verification Procedures
General Information
The information that follows relates only to the procedures for entering and verifying course grades for
use in local and state reporting. The assignment of each course grade by the teacher prior to entry shall
be done in accordance with Board Policy EIA (LOCAL) Academic Achievement: Grading/Progress
Reports to Parents and EIA (LEGAL) Academic Achievement: Grading/Progress Reports to Parents.
Grade Entry and Verification Procedures
The principal shall annually develop written documentation of his/her school’s grade entry and
verification procedures. The grade reporting procedures document shall include the activity date, the
activity description, the title of the person responsible for the activity and the name of the person
responsible for the grade. The District’s grade change form shall be used as documentation and placed
on file for the reference during the school year.
The principal shall ensure that each person responsible for a grade entry and/or verification procedure is
informed of his/her responsibilities and attends appropriate training sessions.
The principal or his/her professional level designee shall review grade reporting procedures with all school
staff involved in the process prior to the end of the first-grade reporting cycle.
Teachers use GradeSpeed to enter all student grades and those grades 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 teachers
have entered course grades for a specified cycle. The Graphics Department shall print report cards and
related products for secondary schools after teachers have entered course grades. Secondary schools
shall not print report cards at their school without prior approval from Campus and Administrative Support
and their Executive Director. The secondary schools pick-up materials at a designated location in the
School Administration Building.
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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 by 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 needed to the assistant principal, teachers,
GradeSpeed campus administrator and data controller to ensure accurate and timely maintenance of
student course grade information. The principal is responsible for documenting the grade entry and
verification procedures for his/her campus, communicating with staff members regarding their respective
roles and responsibilities, providing logins and passwords to teachers, and ensuring that staff members
attend appropriate training.
Assistant Principal or GradeSpeed Campus Administrator (Secondary)
The assistant principal is responsible for identifying computers for teacher grade entry, making training
arrangements for teachers, providing support during grade entry and verification and ensuring that each
teacher enters and verifies course grades in a timely manner at the end of the grading cycle.
Teacher Technologist/Other Professional/GradeSpeed Campus Administrator (Elementary)
The teacher technologist or person designated as the GradeSpeed Campus Administrator is responsible
for identifying computers utilized for teacher grade entry, provide training for teachers, and supporting
teachers in the grade entry process.
Teachers
Teachers are responsible for entering student course grades in a timely manner and verifying that the
entered graded are accurate, as per policy.
Data Controller/Registrar (Secondary)
The data controller/registrar is responsible for assisting the assistant principal in his/her teacher training
session(s), providing support to teacher who need guidance in entering and verifying grades, picking up
printed report cards and related products, distributing products to school staff, and entering approved
grade corrections with signatures and filing form.
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.
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Cumulative Records and AAR Management Procedures and General Procedures
Information about the school level management of a student’s Cumulative Record and Academic
Achievement Record (AAR) is provided below. The information is based on Board policy and is intended
to guide principals in referencing policy and making appropriate records management decisions based
on the policy (See Student Records FL (LEGAL), FL (LOCAL), and FL (REGULATION).
Assistant Principal or GradeSpeed Campus Administrator (Secondary)
The assistant principal is responsible for identifying computers for teacher grade entry, making training
arrangements for teachers, providing support during grade entry and verification and ensuring that each
teacher enters and verifies course grades in a timely manner at the end of the grading cycle.
Teacher Technologist/Other Professional/GradeSpeed Campus Administrator (Elementary)
The teacher technologist or person designated as the GradeSpeed Campus Administrator is responsible
for identifying computers utilized for teacher grade entry, provide training for teachers, and supporting
teachers in the grade entry process.
Teachers
Teachers are responsible for entering student course grades in a timely manner and verifying that the
entered graded are accurate, as per policy.
Data Controller/Registrar (Secondary)
The data controller/registrar is responsible for assisting the assistant principal in his/her teacher training
session(s), providing support to teacher who need guidance in entering and verifying grades, picking up
printed report cards and related products, distributing products to school staff, and entering approved
grade corrections with signatures and filing form.
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).
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Bell Schedules
D I S T R I C T
SECTION
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Student Discipline
D I S T R I C T
SECTION
The Student Code of Conduct is required by state law and is intended to
promote a positive learning environment and safe schools. In general,
disciplinary actions will be designed not only to correct misconduct, but to
encourage and motivate students to become responsible citizens of the
school and community.
The law requires that the District defines and communicates to students and parents/guardians,
student behavioral expectations and the various kinds of misconduct that may, or in some cases,
must result in disciplinary consequences. The District’s Student of Conduct categorizes these
infractions as:
 Level I offenses
 Level II or Discretionary offenses
 Level III or Mandatory offenses
 Level IV or Expellable offenses
Level I - These offenses are minor behavioral infractions that interrupt the educational process in
the classroom environment and should be handled by the classroom teacher. The teacher may use
techniques listed in the campus rules or select consequences that are provided in the Student Code
of Conduct for Level I offenses. When the misconduct has escalated to the point where the teacher
has utilized all consequences provided the student should be sent to the campus behavior
coordinator or designee. Remember only the campus behavior coordinator or designee have the
authority to suspend a student. See Page 21 of the Student Code of Conduct.
Level II (Discretionary) - Every effort should be made to keep the student on campus. However,
students may be assigned to the DAEP at the discretion of the campus behavior coordinator if
students commit two of the same offenses more than one time and have initiated a behavior
intervention plan to change the behavior. Students in 4th and 5th grade are assigned 10 days for
the first offense and 15 days for any additional assignments. Students in grades 6-12th are assigned
15 days for the first offense and 20 days for any additional assignments. Students, age 6-3rd grade
are not eligible to be assigned to the DAEP for committing Level II offenses. These offenses range
from simple assault to fighting. See page 22 of the Student Code of Conduct.
Level Ill (Mandatory) - TEA Chapter 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 statutes require the removal, it does not specify the length of the
stay. Dallas lSD policy requires that a student age 6-5th grade serve a minimum of 15 days on the
first offense and 20 days for each additional offense. Students in grades 6-12th are assigned 20
days for the first offense and 30 days for each additional offense. Some of these offenses are
marijuana use or possession, public lewdness, and committing a felony on campus. See page 25 of
the Student Code of Conduct.
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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 27 of the Student Code of Conduct.
 Discretionary Expulsions - Even though TEA requires the school district to expel a student
that commits a discretionary expulsion offense, they give the local district the authority to
expel them to the DAEP or JJAEP. Dallas ISD has chosen to send all discretionary
expulsions to the DAEP. Some examples of discretionary expulsions are assault with
injury to personnel, terroristic threat and false fire alarm. The length of assignment for a
discretionary expulsion for ages 6-9 is 20 days for the first offense and 30 days for each
additional offense to the DAEP. Students age 10-12th grade will be assigned to the DAEP
for 30 days for the first offense and 40 days for each additional offense.

Mandatory Expulsions - The Education Code stipulates that a student that commits a
mandatory expellable offense shall be expelled to the Dallas County Juvenile Justice
Alternative Education Program (JJAEP) for 90 days. Students under the age of 10 will not
be expelled for committing Level IV Offenses, but they will be placed in the DAEP for 20
to 40 days. JJAEP is operated by Dallas County for all school districts in Dallas County.
Students who bring a firearm to school will be expelled to the DAEP if under the age of 10 or JJAEP
if they are age 10-12th grade, for one calendar year {Federal Firearm Regulation}.
Notification Requirements: The campus behavior coordinator or designee shall promptly notify the
parent or guardian if the student is placed into in-school or out-of-school suspension, placed in a
disciplinary alternative education program, expelled or placed in a juvenile justice alternative
education program or is taken into custody by a law enforcement officer. The campus behavior
coordinator or designee shall promptly contact the parent or guardian by telephone or in person; and
make good faith effort to provide written notice of the disciplinary action to the student, on the day
the action is taken, for delivery to the student’s parent or guardian. If a parent or guardian entitled
to notice has not been reached by telephone or in person by 5 p.m. of the first business day after
the day the disciplinary action is taken, a campus behavior coordinator shall mail written notice of
the action to the parent or guardian at the parent’s or guardian’s last known address.
The conference/hearing regarding placement to the DAEP or JJAEP should be scheduled within
three school days, with student’s parent or guardian. This conference will be held to discuss the
offense and subsequent disciplinary action. Furthermore, the notification by phone or written contact
along with the administrative hearing process must be documented on the Student Discipline
Communication Log.
Once the conference/hearing has been completed, make sure you have the parent or guardian sign
the electronic referral form and the due process form. Place the communication log, signed due
process form, electronic referral form, and the teacher referral in a folder.
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At the end of the school year, the disciplinary files should be placed in alphabetical order and sent
to the District-wide Records Management Department where they will be accessible and maintained
for 5 years.
Contact Information
Executive Director: Gail-David Dupree
Office number: (972) 925-5540
[email protected]
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Counseling Services
Director: Director Sylvia Lopez, Ed.D
Phone (972) 925 – 3505
Fax (972) 925 – 3507
SECTION
Mission:
To implement a systematic PK-12 data-driven school counseling school program that will:
 Foster a safe and caring environment
 Empower students to graduate college and career ready
 Inspire students to ultimately become productive and responsible citizens
What Does a School Counselor Do?
Depending on the grade levels being served, a counselor:
 Develops and implements a comprehensive guidance plan based on campus needs using
the four components (Guidance Curriculum, Responsive Services, Individual Student
Planning, System Support)
 Presents classroom guidance lessons to all students
 Counsels with students individually and in small groups
 Assists students in crisis
 Helps to identify individual student needs
 Refers students and parents to services and agencies outside the school
 Conducts conferences with parents and staff
 Links students with school and community resources through the campus Student Support
Team, Psychological and Social Services, Youth and Family Centers, and other outside
referral services
 Analyzes and interprets test results to provide information about aptitude, achievement,
interests, and needs
 Coordinates college and/or career fairs to provide information to students
 Adheres to strict ethical and legal standards in the performance of these duties
How Can a Student Access a School Counselor?
 Student self-referral
 Teacher, administrator, or staff referral
 Parent referral
 Counselor observation
 Peer referral
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Developmental Guidance and Counseling Program (Four Key Components)
Guidance Curriculum
Individual Student Planning
School counselors teach all students basic life School counselors help students transition,
skills identified as essential for academic and plan, and manage their educational and
personal success through classroom
career plans.
presentations:
 Academic Counseling
 Orientation/Handbook
 Vanguard, Academy, and Magnet
 Anti-victimization
Schools Applications
 Anti-harassing/No Bullying
 Talented and Gifted Programs
 Suicide Prevention
 Four-year Graduation Plans
 Higher Education/Career Education
 Course Selections
 Wellness
 Advanced Placement
th
th)
 Teen Dating Violence (6 -12
 Postsecondary Planning
Responsive Services
School counselors assist students with
immediate personal concerns, crises, or
problems that may be challenging to
academic success.









Short-term Individual Counseling
Small Group Counseling
Academic Concerns
School Related Concerns
Referrals for Long-term Counseling
College/ Career Events and Initiatives
Districtwide College Fair, Scholars College Fair for the top 25% of the Junior class, Infinite
Scholarship Program, FAFSA Saturdays, and other community events
Career Interest Inventories, Career Fairs, and Magnet School Programs
Bobby Bragan Scholarships, Duke TIP Scholars, and Dual Credit/ AP Courses/ IB Program,
Endorsement Personal Graduation Plan (E-PGP)
College Application Process, Scholarship Applications, Financial Aid Application (FAFSA),
and College Entrance Exam
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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
 School wide Events
D A L L A S
S C H O O L
D I S T R I C T
Teaching and Learning
Vicente Reyes, Assistant Superintendent, [email protected] (972) 925-8882
Guadalupe Hernandez, Administrative Assistant, [email protected]
(972) 925-8882
SECTION
The Teaching and Learning (T&L) departments’ main purpose is to improve
student academic achievement by strengthening and aligning curricular tools and resources to
support the instruction of the Texas Essential Knowledge and Skills (TEKS), English Language
Proficiency Standards (ELPS), College and Career Readiness Standards (CCRS), and 21st century
skills, as well as new state graduation requirements. Additionally, the T&L department strives to
create a system of support structure that is focused on assisting School Leadership, campus
administrative staff, and teacher personnel.
Professional Development Department (P2LD)
Angie Gaylord, Executive Director, [email protected] (972) 925-8988
The Professional Development Department designs the training framework which aligns all work
related to teacher development and teacher leader development. All professional development
frameworks and systems are designed to support the Dallas ISD Education Plan and instructional
priorities. PD is organized systematically to ensure Teaching and Learning, Human Capital
Management and School Leadership departments are aligned. This department creates all
professional development catalogs for campus teachers and administrators building capacity with
pedagogy, content and strategies to support at-risk learners. Additionally, the PD department
organizes the personalized P2LD training conference during the summer for all Dallas teachers and
works with campus principals to design their campus PD plans.
Teaching and Learning Support Services
Danielle Hernandez, Executive Director, [email protected] (972) 925-6765
Margie Guzman, Administrative Assistant, [email protected] (972) 925-8949
The Teaching and Learning Support Services include the following: Special Projects, Instructional
Support Services, and the African American Success Initiative (AASI). These departments have the
responsibility to support the work of the district’s campuses to provide high-quality instruction and
provide reinforcement aids to School Leadership and all campus personnel.
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Special Projects for Teaching & Learning
Juany Valdespino-Gaytan, Director, [email protected] (972) 925-6778
The Department of Special Projects provides leadership by directing, managing, and supporting
special projects and initiatives that apply to staff at all levels, but are not specific to one core content
or department. Department Big Rocks include:
● Lead the districtwide efforts to implement systemic Social and Emotional Learning
● Cultivate Internal and External Expert Partnerships
● Facilitate Curriculum Requests and Partnerships for Extended Year Services
● Partner with Content Directors and School Leadership Executive Directors to create Listen &
Learn Podcasts;
● Coordinate the development of supplemental resources for campuses
● Manage the Curriculum, Alignment, Review, and Approval (CARAC) Committee to assist schools
and departments with adding, deleting, and/or modifying courses
Coordinate Communications for Teaching & Learning via WAIP memos, Board
Documents, TEI Newsletters, and Requests for Proposals
Instructional Support Services
Keitha Shelby, Director, [email protected] (972) 925-6787
Victoria Alvarado, Administrative Assistant, [email protected] (972) 925-8929
The goal of Instructional Support Services is to provide supplemental, aligned, focused, relevant,
and timely professional learning opportunities for teachers and related instructional staff so that the
quality of instruction improves and student achievement increases. Services include providing
districtwide professional development on the Response to Intervention Process and providing
logistical support for the district initiatives to expand teacher professional development.
African American Success Initiative
Regina Rice, Director, [email protected] (972) 925-8817
African American Student Success Initiative (AASI) provides support to feeder patterns with a high
concentration of African American students and those with the widest achievement gaps. The
initiative focuses on academic support, student advocacy, cultural diversity, social and emotional
learning, family involvement, community partnerships and other support services designed to
improve student academic success and prepare students for college, career, and the workforce.
This year, the initiative is providing support to 13 schools within the Wilmer-Hutchins and Carter
feeder patterns.
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Visual and Performing Arts Department
Tim Linley, Executive Director, [email protected], 214-932-5069
Dimas Delgado, Band and Orchestra, 214-932-5092
Rachel Harrah, Theatre and Dance, [email protected], 214-932-5062
Monica Hayslip, Visual Art, [email protected], 214-932-5078
Brad Olesen, Choir/General Music/Elementary Music, [email protected], 214-932-5027
Marylin Miller, Administrative Assistant - [email protected], 214-932-5090
Marisa Sanchez, Administrative Assistant – [email protected], 214-932-5194
The Visual and Performing Arts Department believes that 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 classes are an essential part of the school
curriculum and should be considered an important component of the educational program of every
student in the Dallas ISD.
The Visual and Performing Arts Department oversees music (elementary music, band, choir, and
orchestra); visual art (elementary and secondary) dance and theatre (elementary and secondary).
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.
Special Education
Tanya Browne, Executive Director, [email protected] (972) 581-4343
Yvonne Uresti, Administrative Assistant, [email protected] (972) 581-4102
Kumisha Saffold, Director of Grants Oversight and Organizational Processes,
[email protected] (972) 581-4229
Sharon Hunt, Director of Campus Support, [email protected] (972) 581-4114
Stacy Venson, Director of Curriculum and Instruction, [email protected] (972) 581-4293
Karen Jones, Director of Individual Evaluation, [email protected] (972) 581-4541
Doug Brooks, Director of Districtwide Services, [email protected] (972) 581-4260
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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 108446] (IDEA). The district currently provides services for approximately 12,614 students from birth
through age 21, both within the school district boundaries and regionally in the case of the Regional
Day School Programs for the Deaf. Currently, there are approximately 1,045 special education
teachers, 757 teacher assistants, and 281 therapists and assessment staff who provide special
education supports and services on district campuses, in homes, in hospitals, and in residential care
facilities.
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.
Campus support specialists and itinerant teachers provide support to campuses to ensure legal
and procedural compliance as well as to support instruction and promote student access the general
education curriculum through a full continuum of supports and services. Special education program
staff identify and develop research-based instructional tools and interventions, provide ongoing
professional development and support classroom teachers to foster comprehensive and inclusive
services for students with disabilities.
Educational diagnosticians and licensed specialists in school psychology (LSSP) are
assigned to campuses to conduct individual student evaluations and participate as members of the
Admission, Review, and Dismissal (ARD) Committee in the development of students’ individualized
education programs (IEPs). Other professional staff provide content specific supports and services
on campuses in the areas of instruction (including adapted physical education), speech and
language development, occupational therapy, physical therapy, behavioral needs, assistive
technology, teacher mentoring, and social work services.
Administrative oversight for program compliance is provided by department staff that coordinate,
maintain, and report student and district data related to the comprehensive set of laws that govern
special education.
Science, Technology, Engineering, and Mathematics (STEM) Department
Oswaldo Alvarenga, Executive Director, [email protected], (972) 925-8072
Crystal Alexander, STEM Manager, [email protected], (972) 925-8907
Jackie Williams, Administrative Assistant, [email protected], (972) 925-8072
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The STEM Department consists of the following departments: 1) Mathematics, 2) Science, 3)
Computer Science and Technology (CST), 4) Environmental Education Center (EEC), and 5)
Health and Physical Education. The purpose of these departments is to ensure that every student
is prepared for the STEM demands of college and/or career. 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 STEM needs of all
students. Districtwide events provided by the STEM Departments such as our annual STEM Expo,
STEM camps, and university-based summer STEM camps heighten student interest in STEM
courses, degrees, and careers.
Mathematics Department
Stej Sanchez, Mathematics Director, [email protected], (972) 925-6779
Virginia Gonzalez, Administrative Assistant, [email protected] (972) 925-6779
The STEM Mathematics department supports inquiry-based learning through the exploration and
solving of real-world mathematical tasks through data-driven campus and districtwide professional
development. In addition, the department supports instructional programs such as Reasoning
Mind (RM), Think Through Math (TTM), Math Olympiad, Bridge Building Competition and the
annual STEM Expo. These programs will provide multiple opportunities for students to experience
problem-solving as mathematicians.
Science Department
Jenny Christian, Science Director, [email protected], (972) 925-8811
Penny Dabbs, Administrative Assistant, [email protected], (972) 925-8811
The STEM Science Department supports inquiry-based learning in a student-centered classroom.
Descriptive, comparative, and experimental laboratory investigations are integrated into at least 40%
of science instructional time. Reinforcement of inquiry-based learning through programs such as
the Science Fair, Stem Expo, and Earth Day encourages students to focus on finding solutions to
real-world problems using probing questions and investigative procedures. Supporting teachers and
campus leadership through data-driven professional development sessions allows teachers to build
their content knowledge and pedagogy skills in order to close achievement gaps and increase
student performance in the area of science. To this end, the STEM Science Department provides
rigorous curricula and assessment products with opportunities for teacher involvement and teacher
growth through professional development, and actively seeks opportunities for students and
teachers to engage in STEM science-related activities and programs both in and out of school.
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Environmental Education Center
Mark Broughton, EEC Manager, [email protected], (972) 749-6900
Sandra Rolfe, Administrative Assistant, [email protected], (972) 749-6902
The Environmental Education Center (EEC) helps district science teachers meet the Texas
Education Agency’s requirement that students plan and implement both laboratory and field
investigations during science instruction. Its goal is to provide quality outdoor educational
experiences to improve student achievement in science and develop awareness, understanding,
and appreciation of the natural world. The EEC is a free field trip destination for all schools in the
Dallas ISD. The EEC "classroom" is 500 acres of north Texas field, forest, and pond habitats and
more than four miles of nature trails. The center offers urban students and teachers the opportunity
to connect with nature and learn important science content and skills. The instructional programs,
led by experienced teachers and naturalists, are fully aligned with the Texas Essential Knowledge
and Skills, local science curriculum, and STAAR tests.
The Environmental Education Center also houses the Science Resource Center (SRC) and the
Living Materials Center (LMC) to assist teachers with hands-on science instruction. The SRC
provides free materials, such as science laboratory equipment, teachers can check out to conduct
hands-on laboratory investigations with students at their school. The LMC provides free live
organisms, such as plants, fish, and insects, teachers and students can use in their classrooms.
The Environmental Education Center, Science Resource Center, and Living Materials Center are
always free for all district students, teachers, and staff, making hands-on science instruction and
outdoor educational experiences accessible to all students in the Dallas ISD.
Computer Science and Technology Department
Jeff Marx, Computer Science and Technology Director, [email protected], (972) 925-6796
The Computer Science and Technology department is dedicated to providing computer science
learning opportunities for all students. Middle school elective courses in programming and robotics
help create a pipeline of students who are prepared to pursue a STEM Computer Science
endorsement in high school. Opportunities for students to utilize STEM skills in a real-world setting
are provided through robotics competitions throughout the school year.
Health and Physical Education Department
Barbara Johnson, Director, [email protected], (972) 925-6719
Josephine Flores, Administrative Assistant, [email protected], (972) 925-6790
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The purpose of Health and Physical Education is to improve learning and academic achievement
by developing healthy students who endeavor to maintain personal health, value lifetime fitness,
and enjoy recreational activities. This is accomplished by providing curriculum resources,
assessment tools and professional development in the required content areas of Health Education
and Physical Education, as well as the state-mandated programs for Coordinated School Health,
FitnessGram, Hands-Only CPR, and Human Growth, Development and Sexuality. Additionally,
this department facilitates the district's School Health Advisory Council (SHAC), Off Campus
Physical Education Program, and various community partnerships such as the Dallas Mayor’s
Race, GoNoodle, World Fit, Marathon Kids and Adolf Yanez Youth Track and Field Program.
Language and Literacy
Susan Hernández, Executive Director, [email protected], 972-925-8883
Sylvia Martinez, Administrative Assistant, [email protected], (972) 925-6783
The Language and Literacy Department includes the following: Bilingual ESL, Dual Language
Programs, Reading Language Arts, Social Studies, World Languages, Section 504, Dyslexia
Services, and Library Media Services Departments. The Dallas ISD Language and Literacy
Department's commitment is to ensure that all students develop the competencies necessary to
become global competitors. The Dallas ISD Language and Literacy Department will celebrate
reading and promote multilingualism by offering all stakeholders engaging tools for success with the
ultimate goal of increasing student achievement in literacy.
Library Media Services
Gay D. Patrick, Director, [email protected], 972-925-2166
Sylvia Pilkington, Administrative Assistant, [email protected], 972-925-2162
Lucy Salazar, Administrative Assistant, [email protected], 972-925-8932
Library Media Services has the responsibility to see that programs are offered in the library,
physically and virtually in support of reading, the right to self-select books whether print, audio, or
digital, and reading motivation, 21 st century research skills, student digital skills, project-based
learning, while supporting and enriching curricular activities in the classroom with online resources
and print. Library Media Services opens new school libraries, closes libraries, processes and
electronically supports the student use of the online library system and helps revitalize libraries
within the district. The Director also works with administrators to select viable librarians and supports
those administrators with data and information concerning the programs. Library Media Services
establishes guidelines and standards for the district libraries in program development.
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Bilingual ESL
Amanda Clymer, Director of Bilingual ESL, (972) 925-6703, [email protected]
Olivia Horta, Administrative Assistant, (972) 925-6490, [email protected]
The Bilingual/ESL Department provides campuses with instructional and special language program
support, including the development of assessments for English Language Learners (ELLs),
supplemental resources, and professional development aligned to the state plan for ELLs and
research-based best practices for ELLs in ESL programs. Through the Margaret and Gilbert Herrera
Student Intake Center the department provides targeted support for newcomer ELLs including
parent orientation and instructional support for immigrant students. As the Bilingual ESL
Department, our vision is to foster a culture of collaboration that advocates and ensures educational
equity for the academic, linguistic and social success of all language learners. Our mission is to
increase student achievement by effectively addressing the academic, linguistic and social needs
of English language learners through Bilingual ESL programs that are research-based and
celebratory of student diversity.
Dual Language Programs
Cloris Rangel, Director of Dual Language Programs, (972) 925-8886, [email protected]
Jessica Castro, Administrative Assistant, (972) 925-8084, [email protected]
The Dual Language Programs team provides campuses with instructional and Dual Language
program support, including the development of Spanish assessments, supplemental resources, and
professional development aligned to the state plan for ELLs and research-based best practices for
emerging bilingual students in Dual Language programs. As part of the Bilingual ESL Department,
our vision is to foster a culture of collaboration that advocates and ensures educational equity for
the academic, linguistic and social success of all language learners. Our goals include opportunities
for students to become bilingual, biliterate, and bicultural.
Reading Language Arts Department
Seema Ramji, Director, [email protected], 972-925-6471
Sherry Pryor, Administrative Assistant, [email protected], 972-925-8822
The Department of Reading Language Arts provides campuses with instructional support, including
the development of curricular resources, assessments, and professional development that are
aligned to the English Language Arts and Reading TEKS and the district’s reading and writing plan.
The Department believes in a balanced approach to literacy instruction that includes reading, writing,
speaking, and listening, with a focus on text-dependent reading, writing, and discussion.
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Social Studies
Robert Edison, Director, [email protected], 972-925-8004
Claudia Bowman, Administrative Assistant, [email protected], 972-925-8076
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.
The department schedules and conducts tours of the Dallas ISD Center for Cultural Understanding
at the Nolan Estes Educational Plaza. Students will graduate with the skills necessary to lead in the
21st Century, which include problem-solving, critical and creative thinking, decision-making,
flexibility and adaptability, and the ability to work collaboratively.
World Languages
Amy Anderton, Director, [email protected], 972-925-8912
Barbara Wright, Administrative Assistant, [email protected], 972-925-8002
The mission of the World Languages Department is to provide instructional support to all World
Language teachers through coaching, professional development, and the design of curriculum and
assessments.
Section 504 and Dyslexia Services
Michelle Brown, Director, [email protected] 972-502-4195
Pondera Brown, Administrative Assistant, [email protected] 972-581-4107
The mission of Section 504 and Dyslexia Services Department is to increase student achievement
by offering services and support to Section 504 students, parents and campuses through
identification, instruction, and community awareness. The Section 504 and DYSLEXIA Services team
is committed to providing campuses with professional development and supplemental resources to aid in
adequately assessing and serving students requiring Section 504 or Dyslexia Services accommodations.
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D I S T R I C T
FIELD TRIPS AND OUT-OF-SCHOOL
SECTION
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 rationale 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. We will
continue to provide guidance and advice to campuses as well as train all administrators on the
policies and regulations associated with student activities in order to ensure students have
educational experience to enhance their instruction and provide opportunities for other types of
engagements within compliance of the policies and regulations.
Field trips and out-of-school activities that are instructional in nature as well as those trips that are
activities of school clubs and organizations (e.g., Student Council, special interest clubs) and schoolaffiliated organizations, whether or not they occur during the instructional day, are addressed in this
procedure. However, those trips or out-of-school activities that are UIL-related (e.g., athletics, one
act play, etc.) are not addressed in this procedure; UIL guidelines as established within the District
shall be followed.
CATEGORIES OF TRIPS AND ACTIVITIES
All field trips and out-of-school activities must submit the appropriate, complete and correct forms
for approval. The forms have been revised and we are currently working on an electric system.
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 timeframe designated in
the procedure.
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D I S T R I C T
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 section of
the field trip proposal must be completed.
b. Academic competitions (not UIL), such as Latin competitions, social studies competitions,
science fairs, and vocational competitions.
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, the Grants section of the field trip proposal 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.
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6.
S C H O O L
D I S T R I C T
In no case shall field trips result in more than 10 days absence from any course or class for any given
student.
Field trips within 3 (three) school days of state exams must be approved (does not apply to out-ofDistrict scheduled competitions) for those grade levels scheduled for the specific exam by the
appropriate School Leadership personnel.
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.
7.
8.
GENERAL GUIDELINES AND PURPOSE – OTHER TRIPS/ACTIVITIES
1. In most cases, trips/activities that are not instructional in nature shall be scheduled for times or days
outside the instructional day.
2. In no case shall trips result in an absence from any course or class for any given student.
TIMELINES
In order for the field trip approval process to work timely and consistently ONLY completed packets
are to be submitted within the following timeframes:
Field Trip Location
Within Dallas County
Outside of Dallas County but in Texas
Outside of Texas, but within the contiguous United States
Outside the continental United States
Completed Packet Submission
15 business days prior to the trip
Only COMPLETED packets are to be submitted. Incomplete packets will be returned to the campus.
School Leadership will establish a fall and spring semester deadline for anticipated field trips.
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 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 section of the field trip proposal must be completed and the lesson plan
submitted.
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D A L L A S
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D I S T R I C T
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 School Leadership personnel. 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 School Leadership receives a copy of the field
trip proposal.
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 School Leadership receives
a copy. A campus may submit recommendations for sites to be added to the pre-approved
list to the School Leadership Office.
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 School
Leadership personnel for field trips within Dallas County not on the pre-approved list by the
established semester deadline or in the case of unexpected opportunity at least 15 days prior
to the event. School Leadership shall return the form to the principal with an indication of
approval or disapproval.
Other field trips/out-of-school activities
a. Appropriate School Leadership personnel 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 School Leadership personnel, Deputy Chief 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, appropriate School Leadership personnel, Deputy Chief and Chief of School
Leadership approval is required for any trip/activity that takes place outside of Texas but
within the contiguous United States. All such requests should be submitted at least 30 days
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 45 days in advance of the field trip/activity.
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D I S T R I C T
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.
 No Drop/Return trips on weekends, with the exception of Track and Field and Wrestling,
3-hour minimum.
 The 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 the 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 up 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 a
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.
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D I S T R I C T
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].
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.
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S C H O O L
D I S T R I C T
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 F4-B]
STUDENT PERFORMANCE PARTICIPATION AND INVITATION REQUESTS
There are times when students in DISD are asked to participate or are invited to participate in outof-school activities that pertain to community functions.
School organizations may be used in public programs or performances outside their own building
only when authorized by the appropriate School Leadership personnel. Weekend performance for
other than school purposes will be permitted only under exceptional circumstances upon approval
of the appropriate School Leadership personnel.
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.
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S C H O O L
D I S T R I C T
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 School Leadership personnel.
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.
Attachments:
Events
FORM F4-A: Field Trip Checklist
FORM F4-B: Field Trip Proposal
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 Acknowledgment [Spanish]
EXHIBIT F4-A: Pre-Approved Field Trip/Out-of School
See these INDEX references for related procedures: chaperones for school activities; activity
funds on campus; acceptance of donations
References: Board Policy EFD (LOCAL); FMG (LOCAL); FMG (REGULATION); FMG
(EXHIBIT); FP (LEGAL)
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S C H O O L
D I S T R I C T
Assessments
Local Assessment
SECTION
The Local Assessment Office coordinates the test administration, distribution,
scanning and reporting of the ACPs. They also manage additional web-based
tools available at http://assessment.dallasisd.org.
Local Assessment is responsible for training the campus test coordinators on appropriate
administration of the ACPs. Local Assessment also handles ACP test irregularity concerns. Minor
test irregularities are resolved internally at the campus. Major violations or ones that involve adult
misbehavior, are reported to Local Assessment, who will then forward concerns as appropriate to
Internal Audit and Human Capital Management.
ACPs Assessments Of Course Performance (ACP) are secure tests that are
district-mandated. They are locally developed and used as semester course
final examinations.
The principal’s role in implementing ACPs would be to appoint a capable test
coordinator and be aware of the ACP test administration schedule.
Also, principals should have no access to secure testing materials. Their role
is to oversee the test coordinator and remain informed on testing planning and
participate in issue resolution in cases of test irregularities.
Additional information regarding the focus and schedule of these exams for
the 2016-17 school year is shown below.
Planned ACPs—Elementary
o Mid-Year and End-Year testing
o Grades K-2 Reading and Math
o Grade 3 Reading
o Grade 4 Reading, Language Arts, Math
o Grade 5 Reading, Math, Science3 Music
o End-Year testing
o Grades K-2 Reading and Math (TBD)
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S C H O O L
D I S T R I C T
Planned ACPs—Middle School
o Mid-Year testing
o Math, Reading/Language Arts, Science, Social Studies, World Languages,
Technology, Health, ESL
o MS Art I Foundations, Band and PE
o End-Year testing
o Grades 6&7 Science and Social Studies
o World Languages, Technology, Health
o MS Art I Foundations, Band, and PE
Planned ACPs—High School
o Mid-Year and End-Year testing
o Math, English, Science, Social Studies, World Languages, Technology, Health,
ESL
o Art I and HS Band
o End-Year testing will not include: Algebra I, Algebra I Pre-AP, Biology, Biology
Pre-AP, US History, English I, English I Pre-AP, English II and English II Pre-AP
Non-Traditional Subjects
o MS Art, Band, PE –Standard ACPs only, no performance
o HS Art, Band – Standard ACPs only, no performance
ACP Testing Schedules
o Fall ACP (K-5)
o Fall ACP (6-12)
o Spring ACP (6-11)
December 19-22, 2016
December 19-22, 2016
May 26 - June 1, 2017
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S C H O O L
D I S T R I C T
State and National Assessments
State and National Assessments (SNA) group coordinates the administration, distribution and
processing of all state-, national- and district-mandated criterion- and norm-referenced tests. These
tests include:
 Texas Assessment of Knowledge and Skills (TAKS)
 State of Texas Assessments of Academic Readiness (STAAR)
 STAAR Spanish
 STAAR Alternate 2
 STARR End-of-Course (EOC)
 Texas English Language Proficiency Assessment System (TELPAS)
 TerraNova/Supera
 IPT
 Stanford 10
SNA also supports Magnet School Testing, NAEP/TUDA, and acquisition of Credit by Exam
{(CBE), & (CBE with ACP)} and Credit by Examination for Acceleration (CEFA).
Testing irregularities or any violations of test security are reported to the Office of Test Security. If
a testing irregularity or violation is deemed to be a major violation, cases can also be forwarded to
the Texas Education Agency, Internal Audit, and Human Capital Management.
Additional information regarding the focus and schedule of these exams for the 2016-17 school year
is shown below.
A link to the testing calendar is posted on the district’s website and also can be launched from the
Evaluation and Assessment department’s website.
Testing Calendar
 Published/distributed to all campuses and outlines all test dates
 State Mandatory Tests: STAAR, EOC, ITBS, TerraNova/Supera, & TELPAS

Assessment Requirements for Graduation
EOCs required for graduation (5) Algebra 1, Biology, English I, English II & U.S. History
(Senate Bill 149 provides additional information regarding meeting these requirements.)
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D A L L A S
S C H O O L
D I S T R I C T
Principal Responsibilities and Qualifications
of Campus Test Coordinators
Principal Responsibilities:
Excerpts from the DISD EK (Regulation): Testing
(http://pol.tasb.org/Policy/Code/361?filter=EK)
● Appoint a campus test coordinator who is a certified teacher and is not responsible for
teaching subjects to be tested with state or local assessments.
Campus Test Coordinators
Qualifications:
● Bachelor’s degree from an accredited university and a valid Texas teacher certificate.
● At least two years’ experience as a classroom teacher.
● Must have basic computer skills and experience working with the STAAR Assessment
Management System, Pearson Access Next, MyData Portal, and Chancery.
● Knowledge of assessment and State and District guidelines (policy) necessary to
ensure proper implementation of the State and District’s testing programs.
● Demonstrated leadership, planning, organizational, prioritization, communication, and
interpersonal skills required to meet State and local District mandated testing
timelines.
Basic Functions:
● Train campus staff on test administration procedures and test security.
● Maintain the security and integrity of all secure test materials.
● Account for, and quality control, all secure test materials received and shipped from
the school.
● Ensure all testing areas are properly set up according to established guidelines.
● Setup online test sessions for STAAR, STAAR A, STAAR L, STAAR Alt. 2, TELPAS
and Exit TAKS Retest.
● Verify online training for campus test administrators.
● Develop student rosters for special testing conditions (Special Education, 504, ELLs,
and retesters).
Core teachers and current Principals cannot act as Campus Test Coordinator.
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S C H O O L
D I S T R I C T
Basic Function and Selection Criteria of Campus Test Coordinators

Bachelor’s degree with 2-5 years’ experience as a Campus Test Coordinator, Principal,
Assistant Principal or an Assistant Campus Test Coordinator with 5 or more years of
experience.

Must have basic computer skills and experience working with Pearson online testing,
Texas Assessment Management Systems (TAMS), MyData Portal, and Chancery.

Knowledge of assessment and State and district guidelines (policy) necessary to ensure
proper implementation of the State and District’s testing programs.

Demonstrated leadership, planning, organizational, prioritization, communication, and
interpersonal skills required to meet State and local District mandated testing timelines.

Train teachers/test administrators on test administration procedures and test security.

Maintain the security and integrity of all secure test materials.

Account for, and quality control, all secure test materials received and shipped from the
school.

Ensure all testing areas are properly setup according to established guidelines.

Setup online test sessions for STAAR Alt. 2, STAAR A, STAAR L, TELPAS and Exit TAKS
Retest.

Verify online training for campus test administrators.

Develop student rosters for special testing conditions (Special Education, 504, ELLs, and
retesters).
The Principal Testing Checklist 2015-16 is shown below to assist principals in determining what tasks
need to be accomplished before, during and after testing.
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S C H O O L
D I S T R I C T
Before Testing
Familiarize yourself with the District and Campus Coordinator Manuals and TEA Active Monitoring Module.
Attend Campus Training and sign Principal Oath.
Secure two-way radios for testing hallway monitors.
Ensure Campus Testing Coordinator designates a sufficient number of test administrators.
Ensure Campus Testing Coordinator designates a sufficient number of testing rooms.
Approve campus testing schedule developed by Campus Testing Coordinator.
Ensure Campus Testing Coordinator establishes proper testing environments.
Ensure that no instructional material is posted in or around designated testing rooms.
Ensure Campus Testing Coordinator has properly documented students with accommodations.
Ensure that a campus electronic policy has been established for staff members and students.
Ensure that test security is maintained at all times and ALL abide by the Campus Testing Security Plan
During Testing
Ensure that Campus Testing Coordinator has a procedure to monitor attendance.
Maintain visible presence on campus by monitoring all hallways and common areas.
Support Campus Testing Coordinator to ensure that Test Administrators adhere to testing guidelines by
enforcing and documenting all concerns.
Ensure that test security is maintained at all times.
Ensure that Campus Testing Coordinator designates campus personnel to monitor lunch and assist as needed
in hallways and common areas.
Support Campus Testing Coordinator with monitoring electronic usage of staff members and students.
After Testing
Ensure the all test security violations and irregularities are reported to the proper department in
a timely fashion.
Ensure that Campus Testing Coordinator returns scorables by the designated due date.
Ensure that Campus Testing Coordinator returns nonscorables by the designated due date.
Verify that testing records are filed and maintained on campus for five years.
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S C H O O L
D I S T R I C T
Credit by Examination for Acceleration (CEFA),
Grades Prek-12 without Prior Instruction, 2016-2017
What is credit by examination?
Credit by Examination for Acceleration (CEFA) is a means by which high‐achieving elementary
students may advance one grade level and high-achieving middle and high school students may be
awarded course credit(s) for a particular course(s) by taking and passing required test. World language
examinations are available for any secondary student who is a native speaker of a foreign language,
has traveled or studied in a foreign country, or is currently enrolled in a prerequisite foreign language
course.
Who may apply?
Students in Grades PreK-12 may apply for examinations with a counselor, principal, and parent
approval. Students must apply through the school counselor. Applications must be submitted to State
and National Assessments. Applications should be scanned and emailed to
[email protected] by specified deadlines. School counselors should also order test(s)
by going to: http://assessments.dallasisd.org.
Which test are administered and what is the cost?
Examinations for acceleration, developed through Texas Tech University, are used to assess mastery
of the essential elements or students in Grades 1-5, and course credit at Grades 6-12. PreKindergarten students may be accelerated to Grade 1 or a mixed kindergarten/first grade mixed age
classroom by a campus committee comprised of the principal, counselor, and classroom teacher(s).
There is no cost to District students when testing within the testing designated testing windows. A $45
fee must be paid by the parent/student if the student opts to test outside the posted testing windows.
What Percent Mastery Must Students Attain to Receive Credit?
To receive course credit, middle school students and high school students must receive 80%
mastery. Elementary school students who want acceleration must attain 80% mastery or higher in
language arts, mathematics, science, and social studies. Pre-Kindergarten students must show
mastery of the Pre-Kindergarten material by scoring at or above the 70 th percentile on an appropriate
kindergarten norm-reference test. All result(s) will be sent to students’ home school within 4-5 weeks
Application Deadlines
September 30, 2016 (Grades K-12)
February 3, 2017 (Grades K-12)
May 5, 2017 (Grades K-12)
May 26, 2017 (Grades K-12)
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Test Dates
October 31 – December 2, 2016 (Grade K-12)
March 6 – April 14, 2017 (Grades K-12)
June 26 – June 30, 2017 (Grades K-12)
July 24 – July 28, 2017 (Grade K-12)
D A L L A S
S C H O O L
D I S T R I C T
For information on CEFA testing content or review materials, visit
http://www.depts.ttu.edu/uc/cbereview.
Magnet School Testing
How is testing conducted?
State and National Assessments will provide norm-referenced testing (reading and mathematics)
for students in grades 1-11 who apply for admission to the Dallas ISD Magnet Program who do
not have norm- or criterion-referenced test scores from the previous school year. Specifically,
these services are provided to students who are applying for admission to academy (elementary),
vanguard (middle), and magnet high schools who meet the following criteria:


Students currently enrolled in private, parochial, or other schools, and
Students currently enrolled in Dallas ISD.
The Stanford 10 will be used to assess students in grades 1-2 and the TerraNova/Supera will be
used to assess students in grades 3-11.
How do students apply for testing?
Parents of non-Dallas ISD enrolled students in grades 1-11 and Dallas ISD-enrolled students in
grades 1-2, and 9-11 must apply for testing through the magnet, vanguard, or academy to which
they are applying. All applicants must provide the following information: name, ID number,
current grade level, date of birth, current school, parent/guardian phone number, and preferred
test date. A list of all applicants (with required information) must be submitted by the vanguards,
academies or magnets to State and National Assessments, Box 150 or email to
[email protected] by the registration deadline(s).
What is the cost?
Assessment cost for students who live outside Dallas ISD boundaries is $100.00. Payment must be
made on the date of testing with a money order or cashier’s check made payable to Dallas
Independent School District. Students must provide valid identification and proof of residency (i.e.,
electricity bill, utility bill, or telephone bill) prior to testing.
Where are the designated testing sites?
Testing for students in grades 1-6 will be at Adelle Turner Elementary and for students in grades 710, testing will be at Atwell Middle School. Students should arrive no later than 8:30 a.m. Testing
will begin at 9:00 a.m. and should be completed by 12 noon.
Dallas ISD enrolled students in grades 1-8 who are applying for admission to the Magnet Program
who do not have spring norm-referenced test scores from the previous school year, will be assessed
at their home school. Likewise, students applying to Travis, Polk, or Spence (80th percentile
campuses) will also be tested at their home school. Parents must submit all applications to the
students’ home schools.
Visit http://www.dallasisd.org for additional information regarding Magnets and Special Programs
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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.
SECTION
Creation and Daily Maintenance of Records
The principal shall ensure that a Cumulative Record (grades EC-08) and/or
AAR (grades 9-12) are created for each student from the time he/she enters into Dallas ISD until
withdrawal or graduation from a Dallas ISD.
The principal shall ensure that appropriate information is placed in or on the Cumulative Record. A copy
of each of the following items must be placed in the record: birth certificate, Social Security Card (if
provided) or documentation of State ID, a 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 placed 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 at 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 filed 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.
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D I S T R I C T
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). ACCESS BY STUDENT
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 SCHOOL OFFICIALS.
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.
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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 a 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. Principal or designee shall deliver the records along with
a list of the records to Student Record Services.
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,
Wednesday, August 24, 2016, 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 hand-delivered and are accompanied by a list of returned no-show records and retain a
copy of the list at his/her school.
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 ensures compliance with state laws, local policy, and local procedures.
The principal is responsible for identifying a secure, central storage location in his/her school for paperbased records (one secure place, do not place in closets, GYM, etc.), documenting the paper-based
records management procedures for his/her school (e.g. what is the filing system, who files, who retrieves,
recording of access, etc.), communication with staff members regarding their respective roles and
responsibilities, and ensuring that staff members attend appropriate training sessions. The principal is
responsible for ensuring that paper-based records for prior years may be promptly retrieved as needed
for funding and accountability audits.
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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.
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, a 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 placed 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 is 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.
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D I S T R I C T
Note: The student enrollment and withdrawal forms shall not be placed in the cumulative
record. These forms shall be kept on file at 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. FL
(REGULATION)
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Records Management
D I S T R I C T
SECTION
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 214-932-7518. The form is located
at the Districtwide Records Management Department intranet website:
http://inet.dallasisd.org/depts/recordsmanage/index.html
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 the 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 of the page should be facing toward the box label.
h. Storing binders and ledgers in record 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 2013December 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-b”.
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.
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Example:
Alphabetically
A-K
L-Z
S C H O O L
D I S T R I C T
Numerical
1782-2912
Date
Oct.-Dec.
1st-4th
2/07-2/08
Ack-Zun
2/1/084/30/08
Other
1st-3rd six
weeks
1st period6th period
9th grade
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)
PACKING DATE- Date the box was packed with records.
i. 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 972-932-7518. DG-Districtwide Records Management
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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D I S T R I C T
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 “Records
Destruction Spreadsheet”. A copy of the spreadsheet will be emailed to the principal 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, can be transferred
to the records center using the non-record shred process. Shred boxes are available to campuses at no
cost. The shred process and related forms are available at the Districtwide Records Management i-net
site. Under no circumstances should official records and documents containing personal identifiable
information be placed into the 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 nonrecords 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 Nonrecord shred boxes are available to campuses at no cost to transfer non-records to the records center for
secure destruction.
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 the 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: 972-932-7518
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
The 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).
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D I S T R I C T
Records Management Officer
The Manager 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.
 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.
122
D A L L A S
S C H O O L
D I S T R I C T
Human Capital Management
The Human Capital Management (HCM) department leads transformation
by focusing on the greatest asset in our District—our people. In order for
Dallas ISD to meet aggressive goals, HCM strives to ensure we have a
highly effective teacher in every classroom, effective leaders at every
school, and effective staff in all non-instructional positions.
SECTION
HCM is dedicated to:
 Creating a pool of highly effective candidates
 Serving as a talent solution to stakeholders
 Training and orienting new hires to increase retention
 Defining, supporting and rewarding excellence to increase retention of highly-effective staff
 Supporting employees to increase job satisfaction.
HCM is led by Chief, Karry Chapman, and comprised of twelve teams that support the employee
experience. Teams include: Employee Benefits, COMPASS (alternative certification), Compensation,
Data and Design, Employee Relations, HRIS, Onboarding and Retention, Performance
Management/Employee Excellence, Policy and Compliance, Professional Standards, Staffing
(Campus, Central, and Substitute) and Talent Acquisition. Below is a brief description of each
department within HCM, the services they provide and relevant contact information.
COMPASS: ALTERNATIVE CERTIFICATION PROGRAM
The Compass Alternative Certification Teacher Academy of Dallas ISD is a state-approved, fullyaccredited educator preparation program which provides training and supervision to interns requiring
teacher certification. The program is a one-year program that is committed to providing Dallas ISD
schools with effective teachers and focuses on providing certification for critical need content areas
(Bilingual Ed, Secondary Math and Science, Special Ed, and Spanish). In order to achieve full
certification, interns must meet all Texas Education Agency guidelines as well as program
guidelines. The training program provides a minimum of 300 training clock-hours, a minimum of 30
hours of field observations, and the opportunity to complete all state-required curriculum and online
courses to ensure their progression to teacher effectiveness.
CONTACT INFO
COMPASS Office
Dominique McCain, Talent Leader
www.dallasisd.org/COMPASS
972-925-6700
972-925-6717
[email protected]
[email protected]
123
D A L L A S
S C H O O L
D I S T R I C T
EMPLOYEE BENEFITS SERVICES
The Employee Benefits is responsible for ensuring that the district's benefits programs are costeffective and competitive in order to recruit and retain highly qualified employees. This 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 (ADA) 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. 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 department provides personalized customer service to employees by responding to employee’s
inquiries, providing face-to-face consultation and communicating benefits to new hire employees’
through orientation.
CONTACT INFO
JoAnne Hamsher, Director
972-794-7856
ADA
Leaves – Cynthia Lubben
972-794-7858
Benefit – Priscilla Estrada-Ortega
972-794-7863
Retirement – Royce Thigpen
972-794-7852
Benefits Outlook Service Center – 1-866-840-DISD (3473)
www.disdatyourservice.org
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
COMPENSATION
The function of the Compensation Department is to direct the strategic planning, design,
implementation, administration and communication of all district compensation programs. By
researching and evaluating the organizational needs of the district and assessing market trends, the
Compensation Department proactively ensures that the District’s compensation programs are
competitive and align with the District’s philosophy.
Compensation programs are designed to ensure that each component of our rewards program
promotes an atmosphere that attracts, motivates and retains high performing employees and provides
support to the organizational mission of education to all students.
124
D A L L A S
S C H O O L
D I S T R I C T
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 Compensation Department’s web site listed below.
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:
CONTACT INFO:
Patrick Ekong, Manager
972-925-4014
[email protected]
Compensation
[email protected]
Supplemental Pay
[email protected]
DATA and DESIGN
The Data and Design team focuses on data governance, reporting and analysis, process efficiency,
special projects, and system enhancements to ensure accuracy and rigor of all HCM functions. This
team drives Human Capital Management’s central mission of recruiting, selecting, hiring, and
retaining the best employees for our over 150,000 students in Dallas ISD by using data, emphasizing
collaboration, and identifying new, innovative ways for continuous improvement. Specifically, Design
develops selection processes for teachers and principals and analyzes candidate data to inform
hiring process changes.
CONTACT INFO
Bryan Berens, Manager
www.dallasisd.org/Page/41174
972-925-4290
[email protected]
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:

Legal Review

D-Policy Review

Grievance Process

Administrative Leaves
125
D A L L A S
S C H O O L
CONTACT INFO
Main 972-925-4026
Diedrae Bell-Hunter, Sr. Director
Yolanda Ocanas, Administrative
Patrice James, Manager
Lora Averhart, Middle Schools
Kimberly Kelly, Manager
Rosalind Lewis, Grievances
Karla Longoria, Hearing Officer
Mary Gomez, Central Staff
Ebonye McGee, Hearing Officer
[email protected]
[email protected]
[email protected]
[email protected]
D I S T R I C T
972-925-4003
972-925-4026
972-925-4017
972-925-4020
972-925-4022
972-925-4022
972-925-4094
972-925-4019
972-925-5746
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
HUMAN RESOURCE INFORMATION SYSTEMS
Human Resources Information Systems (HRIS) develops electronic historical employee records for
Dallas ISD. HRIS is responsible for maintaining all employee records. The team continually focuses
on enhancing the integrity and relevance of Human Resource information and working toward the
implementation of a paperless work environment. Another objective of HRIS is to manage the daily
processing of position action forms and requisitions in conjunction with HCM. The team coordinates
with Budget Services to accomplish position control maintenance and budget implementation and
offers direction and assistance to departments wishing to implement position modifications and
requests.
CONTACT INFO
Ruben Jimenez, Director
Ronney Castro, Position Control
Linda Gonzales, Employee Records
972-925-4254
972-925-4275
972-925-4279
[email protected]
[email protected]
[email protected]
ONBOARDING AND RETENTION
The Onboarding and Retention team works to develop a comprehensive approach that integrates
new Dallas ISD employees into the district. The team partners with School Leadership and Teaching
and Learning to provide a responsive teacher induction program that includes pre-service training
via New Teacher Academy, ongoing professional development, the teacher mentoring program, and
campus level support. To ensure success for all non-instructional positions, Onboarding and
Retention hosts the monthly Experience Dallas ISD, a new hire orientation that elaborates on the
systems within Dallas ISD as well as the goals of Destination 2020. Additionally, the team researches
trend data and develop strategies that bolster teacher and leader retention in Dallas.
126
D A L L A S
S C H O O L
D I S T R I C T
CONTACT INFO
Takesha Winn, Manager
Sanjay Ramji
Megan Yagelski, Rewards & Recognition
www.dallasisd.org/Page/35928
972-502-2505
[email protected]
972-925-4072
[email protected]
972-925-4008 [email protected]
PERFORMANCE MANAGEMENT/EMPLOYEE EXCELLENCE
The Performance Management team is committed to improving student achievement by placing an
effective teacher in front of every child, an effective principal at every campus and effective staff in all
roles across the District. District Excellence Initiatives provide Dallas ISD with the human capital
information needed to best support the ambitious six student achievement goals outlined by the board
trustees. Performance Management systems are broken down based on employee type: Instructional
Staff and Non-Instructional/Central Staff.
Instructional Staff Excellence Initiatives
Assistant Principal Excellence Initiative (APEI)
School Counselor Excellence Initiative (SCEI)
Teacher Excellence Initiative (TEI)
Media Specialists (LEI)
CONTACT INFO
Betsy Cook, Manager
www.tei.dallasisd.org
972-749-5726
[email protected]
Non-Instructional Staff/Central Staff
Campus Based Professional and Support Staff (3R)
Central Based Professional and Support Staff (CMS)
CONTACT INFO
Suzy Smith, Manger
www.dallasisd.org/careermanagement
972-925-4074
[email protected]
POLICY AND COMPLIANCE
The Policy and Compliance department provides information and resources related to personnel
policies (D series). They facilitate personnel policy actions throughout the development, review and
approval phases of the policy process. Compliance focuses on auditing for compliance in educator
certification, background checks, District compliance with DPS rules and regulations and the Every
Student Succeeds Act.
127
D A L L A S
S C H O O L
CONTACT INFO
Val Robertson, Manager
[email protected]
[email protected]
D I S T R I C T
972-925-4003
972-925-4048
[email protected]
[email protected]
PROFESSIONAL STANDARDS OFFICE
The Professional Standards Office (PSO) ensures that all employees and students in Dallas ISD have
a safe working and learning environment. The PSO team is responsible for investigating allegations of
employee misconduct including child abuse and neglect, academic impropriety, discrimination,
harassment, retaliation and other alleged violations of district policy.
CONTACT INFO
Kate Gorman, Director
[email protected]
972-925-4003
972-925-5340
[email protected]
[email protected]
STAFFING
Campus-Based Staffing
The Campus-Based staffing team exists to support all new hires through the hiring process. To best
serve our school, our team is grouped according to District feeder patterns. These Talent Solution
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 at 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, or concerns. The Staffing Specialist is the contact
person for all new hires.
Chele Andreason, Sr. Director
972-925-4327
[email protected]
Larena Flemmings, Senior Talent Leader
972-925-4265
[email protected]
Staffing Coordinator and Staffing Specialist List
Priscilla Soltren, Talent Leader,
972-925-4227
[email protected]
Staffing Coordinator and Staffing Specialist List
128
D A L L A S
S C H O O L
D I S T R I C T
Central Staffing
The Central Staffing team exists to support all new hires through the hiring process as well as hiring
managers as they navigate the process to hire a new team member.
CONTACT INFO
Chele Andreason, Sr. Director
972-925-4327
[email protected]
Rodney McHenry, Director
972-925-4271
[email protected]
See list of Staffing Coordinator and Staffing Specialist http://www.dallasisd.org/Page/17601
Substitute Office
The Substitute Office recruits, trains, and coordinates substitutes throughout the District.
CONTACT INFO
Substitute Office
Torey Willis, Supervisor
www.dallasisd.org/substitute
972-925-5420
972-925-4071
CONTACT INFO
Background Office
Certification Office
Contracts
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
TALENT ACQUISITION
The Talent Acquisition team works to provide support to campuses by building various pools of
candidates to meet the hiring needs of the district. The team plans and executes year-round
recruitment, which includes traditional university teacher preparation program recruitment and student
teacher placement and support, collaborating with non-traditional alternative certification programs,
and working with international candidates who are eligible for H1-B and J1 visa sponsorship. Talent
Acquisition plans several events throughout the year to connect campus hiring teams with the pools of
candidates and/or works one-on-one with Principals and their teams to provide specific support for
hard-to-fill positions.
CONTACT INFO
Jordan Carlton, Talent Leader
972-925-4213
[email protected]
[email protected]
129
D A L L A S
S C H O O L
D I S T R I C T
COMPLIANCE DIVISION
The Compliance Division is made up of three departments – Child Abuse
and Domestic Violence Prevention Office, E-Rate, and
UIL/Extracurricular Activities.
SECTION
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:
 Helpline provides consultation regarding suspected child abuse and referral to appropriate
authorities.
 Collaborates with the Professional Standards Office 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.
 Provide state mandated posters to each school.
CONTACT:
Child Abuse Office Helpline:
(972) 502-4180
Email: [email protected]
FAX: (972) 749-2311
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
130
D A L L A S
S C H O O L
D I S T R I C T
UIL/EXTRACURRICULAR ACTIVITIES
The Department of Athletics is responsible for University Interscholastic League (UIL) Compliance,
monitoring 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 competition. The District Executive
Committee (DEC) Chair approves students for eligibility prior to a varsity competition or contest. The
campus coach/director and Principal certifies student eligibility prior to competition or contest.
The purpose of the UIL Compliance Officer 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 directors/sponsors. The UIL Compliance Officer
serves as a rules-education trainer and resource to all campuses.
Brad Burns
Director of Compliance
UIL/Extracurricular Activities
[email protected]
214-240-3947
Fax 972-749-2451
131
D A L L A S
S C H O O L
D I S T R I C T
Incident Reporting
SECTION
Procedures for Reporting

Principal notifies Central Control at 214-932-5627

Principal/Designee Completes 2016-2017 Incident Reporting Form
Email to the following:
 Feeder Pattern Executive Director
 School Leadership Deputy Chief/Assistant Superintendent
 Toni Cordova, Chief Of Communications
 Gary Hodges
 Sherry West Christian
 Leslie Stephens

In situations that would make media attention but do not call for assistance from Central
Control, staff must still complete the 2016-2017 Incident Reporting Form and email to the
individuals listed above.
Examples of items (but not limited to) that must be reported:
 Injury to Student, Staff, Other
 Major Illness of Student, Staff, or Other
 Death of a Student or Employee
 Missing Student
 Bomb Threat
 Weapon on Campus
 Gas Leak, Power Outage, etc.
 Bus Accident
 Anything News Worthy
The Critical Incident Report Form is available on the School Leadership Website at
http://www.dallasisd.org/Domain/148
132

School Leadership

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