Teacher`s Handbook - Pharr-San Juan

Transcription

“A customer is the most important person on our
premises. He is not dependent on us we are
dependent on him. He is not an interruption of
our work – He is the purpose of it. We are not
doing him a favor by serving him. He is doing us
a favor by giving us the opportunity to serve him”
Mahatma Ghandi (1890)
Chapter: TC 1
“Achieving Excellence”
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TC 1
Page
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
Teacher Expectations During School Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Campus Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5
2015-2016 School Calendar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6
Philosophy, School Song, Mission, Colors, Mascot & Motto . . . . . . . . . . . . . . . . . . . . . . . . .
7
TEACHER/FACULTY SECTION
Announcements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Attendance
 2015-2016 Attendance /Truancy Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
 Employee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Bell Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Campus Emergency Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

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
Incident Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Fire Drill Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Lockdown . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Evacuations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Bomb Threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
16
17
19
28
29
Emergency Response Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
 Medical Emergency - Code “Purple” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
 Student Runaway - Code “Bobcat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Grading Procedures and Criteria for Required Parent Conference . . . . . . . . . . . . . . . . . . . . . 47
Re-Teaching and Retesting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Progress Report Guidelines and Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Request for Student Progress Conference Letter (Eng. & Span.). . . . . . . . . . . . . . . . . . . . . . . 51
Classroom Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
Conference/Planning/Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
56
Counseling Referral Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Daily Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Discipline Referral Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Effective Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Tips on Dealing with Angry or Difficult Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Tips on Successful Parent Conferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
62
Employee Leave Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Faculty Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Identification Badges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
65
New Students/Transfers/Withdrawals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Promotion and Retention Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . 68
Aida C. Escobar Elementary Teacher's Handbook - 2015/2016
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Procedures for Dealing with a Wet/Soiled Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Substitute Plan/Folder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 71
Student Late Entry Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Request for Leaving During Working Hours . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 73
Arriving Late for Work Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Request to View Movie Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Use of Cellular Phones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
STUDENT CONCERNS SECTION
Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Child Abuse - Reporting Procedures & Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Student Incident Report Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
88
Student Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Student Dress Code . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
SCHOOL POLICIES
Classroom Teacher – Standard Certificate Renewal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Foods of Minimal Nutritional Value (FMNV) Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
PSJA ISD Policy - Student Insurance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Student Insurance Approval/Rejection Form (Eng. & Span.) . . . . . . . . . . . . . . . . . . . . . . . . . 97
PSJA ISD Policy – Student Welfare - Discrimination, Harassment, and Retaliation . . . . . . . 99
PSJA ISD Policy – Employee Welfare - Discrimination, Harassment, and Retaliation . . . . 106
PSJA ISD Policy – Employee Standards of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
PSJA ISD Policy – Term Contracts - Nonrenewal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
MATERIALS AND SUPPLIES SECTION
Custodial Services & Repairs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Request for Custodial Assistance Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Textbook Issue Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Textbook Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Materials Request Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
RESPONSE TO INTERVENTION (RTI)
Referrals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
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FOREWORD
Welcome to Aida C. Escobar Elementary and the 2015-2016 school year. At
Aida C. Escobar Elementary, our mission is to provide a rigorous and
challenging curriculum that supports students’ literacy, math and science
instruction through research-based curricula. We are committed to
recognizing and encouraging parental participation and support as key
elements in promoting social, emotional and academic growth of students.
We are pleased you have joined the faculty of Aida C. Escobar Elementary
School. It is our hope that you will find the school to have a professional,
collegial environment that encourages your efforts, is open to your ideas
and understanding of your needs. Those in teaching who have reached a
professional level are at ease with themselves and with their work. Ease with
one's self comes from knowing what to accept and what to reject.
If at any time you need help, just ask. We are here to support each other.
Our only request is that you teach each day as though your own children
were in your classroom. Teach with pride; pride in yourself, your profession
and the children you serve. Remember, all children can learn and all children
deserve the best education we can provide. We are a faculty that is
committed to excellence and realize the important role we have in this
community.
Eleticia C. Nava
Principal
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Teacher Expectations During School Hours
Pre-Kinder & Kinder teachers are expected to
be either on-duty or in their classrooms by
8:00 AM.
1st – 5th grade teachers are expected to pick up
their students at the cafeteria at 8:00 AM.
Teachers are not to dismiss class earlier than
the scheduled time for dismissal.
The teacher is not to give permission to any
student to leave the school grounds without
the consent of the office staff or nurse.
Students are not to be kept in after school
unless parents have been notified by phone or
a day in advance.
All teachers scheduled for duty are expected
to be at their designated post 5 minutes prior
to class dismissal. If you are planning to be
absent on a designated duty day, it is your responsibility to make arrangements for a
replacement.
Students are not to be left unsupervised anywhere on the school campus. We all may be
held liable for situations that arise from unsupervised activities. If you must leave the
classroom in case of an emergency for a short time, ask the teacher next door to look in
on your class or notify the office.
Students are to be accompanied to and from the cafeteria, music class, library class,
physical education, and restrooms (if applicable). Do not leave until the receiving
teacher is present.
To comply with the District’s energy conservation policy, turn off the lights and data
projectors when you are going to be out of the classroom during the school day.
Before leaving the room at the close of the school day, each teacher should see that all
lights, computers, monitors, projectors, speakers, etc. are turned off. Check to see that
all desks and seats are clear of books and floor is free of paper. Student chairs should
be placed on top of the desks at the end of the school day to facilitate cleaning.
Return to Table of Contents
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MAP
5
2015-2016 Calendar
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AIDA C. ESCOBAR TEACHER HANDBOOK
Pharr-San Juan-Alamo ISD
PHILOSOPHY
We believe in the development, implementation, and preservation of the democratic way of life;
therefore, all students will be given equal opportunities to become responsible citizens. They will
be given the same freedoms, privileges, and rights along with duties, responsibilities, and
obligations in accordance with school board policy. We believe that the school with the help of
the home, church, and community has the responsibility to help the child develop his/her
knowledge, skills, and creativity as well as his/her values, attitude, and understanding. We have
the responsibility to strive to develop students' initiative to weigh facts, to make judgments, to
act cooperatively, and to show self-discipline along with demonstrating respect for others. We
will encourage him/her to become an independent individual and to attain the skills necessary for
economic and occupational competence. We will provide a curriculum, which is flexible enough
to meet the needs of the pupils with wide range of abilities allowing for variations of interest and
activities. Teachers and administrators will strive to work as a team and support one another.
The teacher's main role is to open the doors of learning by providing rigorous skills and their
utilization. After careful planning, the administration will be responsible for supervising
instruction, implementing policy, and extending resources in all phases of school operation. The
school, home, and community are jointly responsible for providing the opportunity for the best
education possible; for developing pride in self, home, school, community, state, and nation; and
for lifting the cultural and intellectual level of the community.
MISSION STATEMENT
Aida C. Escobar Elementary will provide academic excellence through collaboration
with students, parents, and community.
SCHOOL COLORS
Navy Blue and White
SCHOOL MASCOT
Bobcat
SCHOOL SONG
Aida Escobar Elementary School, Aida Escobar Elementary School
It boosts your brain power to do well in life
And we face the future with such delight
We become leaders and sing with pride
We represent the future in stride
Aida Escobar Elementary School
Waves of knowledge where dreams come true
ESCOBAR ELEMENTARY MOTTO
Students Today, Graduates Tomorrow, Leaders Forever
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Announcements
 Public Address announcements will be made
each morning at 8:10 a.m. All students,
teachers, and other employees should be in an
area where announcements may be heard.
 Please make sure your class is quiet so all
can hear the announcements.
 Announcements are an important part of the
school day, and while some will naturally be
more important than others, all of them
deserve the courtesy and respect of being
heard.
 If you have announcements, please send them to the office prior to 8:00 a.m. to be included
in the morning announcements.
 Announcements should be written clearly, or typed, so that they can be read without difficulty
by the person making the announcement.
 If your class is scheduled to recite the pledges, send no more than four students to the office
no later than 8:05 AM. Be sure to return the Pledge Card with the students.
Public Address announcements will be used for the following:
 Emergency situations requiring a “Lockdown”, “Shelter In Place”, or “Evacuation”.
 Hurricane watch
 Tornado watch
 Gas leaks
 Hazardous chemicals
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2015-2016 Attendance/Truancy Plan
Section 25.092 of Senate Bill 1 of the Texas Education Code states that a
student may not be given credit unless the student is in attendance for at least 90% of the days the
class is offered. There is no distinction between excused and unexcused absences.
As a result, PSJA ISD has implemented an Attendance Recovery Program (ARP) to allow students to
make up the absent school day by attending class on Saturdays from 8:00 AM until 12:00 PM.
 For every day a student is absent he/she needs to go to Saturday school. For every 4 hours of
late (tardy) arrival or early sign out, they need to go to Saturday school.
 Absences will be documented during a six week period and if they qualify for Saturday school,
attendance at Saturday school will be during that following six week period.
 Escobar students attending Saturday school for ARP will be at Ford Elementary.
 Transportation to and from Saturday school will not be provided.
 Breakfast and lunch will be provided.
It is imperative that each teacher keeps accurate and up-to-date daily attendance. State money is
allocated to the District/School based on daily attendance. Teachers should stress the importance of
daily attendance and help administrators enforce attendance policies. Teachers should encourage
students to come to school every day.
TEACHER RESPONSIBILITY for classes during the week:

Attendance should be marked by 9:00 am and entered electronically on the TAC. Please refer to your
Teacher Access Center instructions for entering attendance on the computer. Substitute teachers will
take attendance on a Teacher Roster Report and submit report to the PEIMS clerk who will enter
attendance into eSchool.

Teachers are to record attendance themselves. No student is allowed to keep attendance records or be
given the responsibility to take attendance.

Any student who reports to class after 8:45 am must come by the office to get a tardy pass before going
to his/her class. The time of arrival to class must be documented accurately and kept track of. For every
4 hours of late arrival (tardy) or early sign out, they will need to go to Saturday school.

It is the responsibility of the Attendance Clerk to make the necessary changes if attendance has already
been sent in to the office.

In the event of a late bus or traffic back up, teachers will be notified to hold attendance.

Current student roster should be maintained in sub folder for attendance taking purposes.

All parent/medical notes along with change in transportation for the day should be turned in to the
office in the morning.

Attendance must be recorded in the permanent record at the end of the year or when a student
transfers prior to the end of the year.

Teachers should remind students and parents that a written note explaining the reason for the absence
is required when the students return to school. If a note is not given, the absence goes unexcused which
directly affects their truancy status.
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
Teachers should turn in all excuses to the attendance clerk the day you receive it. District attendance
policy makes any decision regarding excuses and/or approving absences for religious holidays or
extreme hardships.

If a student is absent when attendance is taken but returns to class on the same day with a note from a
health care professional, he/she will be counted present for ADA purposes. These notes should be
turned in to the attendance clerk. You do not change the absence in this case, but it will be recorded in
the office.

PEIMS Clerk will keep records of all excused and unexcused absences keep a log of all late arrivals and
early sign outs.

All notes concerning absences are to be kept in the office.

Absentees and tardiness are to be recorded daily.

All students should be informed at the beginning of the school term that in case of an absence, for
whatever reason, a statement signed by one of the parents or a phone call giving the reason for such
absence will be required per state law. Documentation will be retained for the year.

On the End Of Day Teacher Status form teachers will confirm that attendance for the week matches
what they have recorded and with what the office has. Sent the form back to PEIMS clerk as soon as it is
completed.

This information is very useful when documenting cases of truancy and to determine who is placed in
the Attendance Recovery Program (ARP).
TEACHER RESPONSIBILITY for classes on Saturday:

Campus teachers will take attendance using ARP Saturday Roster. You will need to document late
arrival time and/or early pickup. Remember that attendance for ARP students is an accumulation of
every minute during instruction. Attendance cannot be reported if they were not present during the
entire Saturday session.
PRINCIPAL RESPONSIBILITY:
At the beginning of each six weeks: Determine and provide a list of students to teachers and PEIMS
clerk of the students who will be part of the ARP for the six weeks and also of the students who will be
coming off ARP for the six weeks. Students can only be enrolled in ARP at the beginning of each six weeks.
Daily: Monitor the “missing Attendance Submission Report” that shows the teachers who have not taken
attendance. Ensure the teachers/substitutes are reminded to promptly turn in attendance each morning.
Weekly: Determine which students need to go to ARP Saturday classes based on the weeks attendance.
For every day a student is absent he/she needs to go to Saturday school. For every 4 hours of late arrival
(tardy) or early sign out, they need to go to Saturday school.
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Teacher Absences from Work
 When a teacher is absent for any reason, he/she
should notify the principal at the earliest possible
hour – between 6:00 and 7:30 a.m. on the day of
absence or the day before no later than 9:30
p.m. unless an extreme emergency occurs. In
the event a teacher finds it necessary to be
absent from school 1/2 day, he/she should notify
the principal as soon as possible. You are
responsible for finding a substitute.
 Teachers are required to enter their absence
into SmartFind Express. An absence must be
entered even if a substitute is NOT needed.
Melissa is not authorized to find a substitute for
anyone who will be absent if taking a personal
day/illness. Principal is the only person
authorized to approve personal day absences.


If you know in advance that you are going to be absent, make arrangements as soon as
possible. If you need to take extended leave, discuss your preferences for substitutes with
the principal. Current school law dictates that in certain situations, parents must be notified if
a long-term substitute will be in a classroom (and their qualifications).
Substitute teaching is the most difficult teaching there is, so it is to the regular teacher's
advantage that a good set of plans is left to ensure that learning will take place during his/her
absence.
 Call as early as possible when you have determined the need for a sub! The system is
checked at 7:15 AM each day. If your job is not in the system, it is assumed that you will
report to work that day. Therefore, please call before 7:00 AM. You may enter your absence
in advance of the day you plan to be absent.
 If the employee has duty (morning or afternoon) the day of the absence, it is his/her
responsibility to contact another teacher to "cover" the duty. Be sure to notify the principal
who will be covering the duty.

The regular teacher, the substitute, and the principal have responsibilities to each other to
ensure that the work of the substitute will be integrated with that of the regular teacher. If
each of these is aware of his/her responsibilities, a substitute teacher can replace a regular
teacher with little sacrifice in child learning.

If you need to leave early or come in late, notify the principal as soon as possible.
Arrangements will be made on individual circumstances. Remember, when you are not in the
classroom, your students will not learn as much with a substitute. You are the key ingredient
to a productive instructional day.
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Bell Schedule
2015-2016 School Year
ELEMENTARY SCHOOL
Students may be dropped off 45 minutes before the start of instructional time. If other
arrangements need to be made, please contact your campus principal.
Description / Section
Student Hours
Teacher Hours
Start Time
8:30 AM
8:00 AM
End Time
4:10 PM
4:15 PM
Length
460 min
495 min
Bus Pick-Up Time
Bus Arrival at Campus
7:15 AM
7:25 AM
7:45 AM
8:00 AM
30 min
35 min
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Campus Name:
Aida C. Escobar Elementary
Address:
901 W. Kelly, Pharr, Texas 78577
Telephone:
(956) 354-2920
Administrator:
Eleticia C. Nava
Last Revision:
Contact: (956) 354-2920
Date: 8/04/15
Emergency Response Plan Objectives:
 The Emergency Campus Plan will provide basic guidelines and
procedures to be followed in the event of an emergency situation on this
campus.
 All staff will be familiar with the plan and their individual
responsibilities in the event of such an emergency.
 The Emergency Campus Plan be updated, reviewed, and revised
annually.
 Emergency responses be practiced regularly, with drills conducted at
least twice a year.
 Unannounced fire drills are held once a month.
 The policy and procedures/guidelines should be shared with
everyone on staff, including the communication plan that will be activated.
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Accident Report
When an accident occurs, teachers are to aid the victim and notify the office and the nurse.
Accident reports must be filed with the office and nurse. If a staff member is injured while at
school or at a school-sanctioned function which they are supervising, the office and the nurse
must be notified immediately and workman’s compensation paperwork completed within 24
hours.
School Closing
In the event that the school must be closed due to inclement weather conditions or other
emergencies, the superintendent will make that decision and the information disseminated as
soon as it becomes available.
Radio and television stations will be immediately informed by Central Office PAO and will be
asked to broadcast the District’s decision. Parents are asked to tune in to radio and
television broadcasts for information and any additional instructions prior to picking up your
child.
PROCEDURES FOR PICKING UP STUDENTS IN THE EVENT
OF A SCHOOL CLOSING
All students in grades Pre-Kinder and Kinder will be escorted to the cafeteria where they will
wait until they can be picked up by parents. All students in grades First through Fifth will be
escorted to the east side loading area where parents can drive up and pick up. During inclement
weather, students will be kept indoors in the Kinder wing hallways and dismissed according to
the Inclement Weather Plan.
To prevent traffic congestion, vehicles will be allowed to park in the east side parking lot. The
car drive lanes will only be used to drive up and pick-up the student and proceed. The parking
spaces in the front parking lot are reserved for parents who need to park and enter the building
for purposes other than picking up students.
Shelter in Place
Sheltering in Place is the use of any classroom or office for the purpose of providing
temporary shelter from a hazardous material release or other emergency.
If information is received by the principal to shelter in place, rather than evacuate or close the
school.




Activate the school shelter in place plan by an announcement over the PA system.
Require all persons in outside areas to go indoors.
Ensure that appointed caretakers assist handicapped students
Ensure the maintenance immediately shut off all heating, cooling, and ventilation systems
for the entire campus.
14



Consider instructing teachers to seal doors and windows with duct tape in severe cases.
Ensure that the Superintendent’s office is notified
Allow no one to leave the shelter during the emergency until the ALL CLEAR is given.
Security at School
As part of the district plan for improving security at Aida Escobar Elementary, the
following measures will be in place:
Exterior:




Access to the school - Two of the three entrance gates will be kept closed during school
hours. All gates will be opened during morning (7:30 - 9:00 AM) and afternoon times
(3:30 - 6:00 PM) when students are being dropped off or picked up.
Side entrance doors will be kept locked at all times and will be used for exit purposes
only. Students and staff are instructed not to open the doors to anyone.
All visitors need to enter thru the main front door in front of the building and report to the
front office.
A sign has been posted on the exterior of all side doors advising everyone to proceed to
the main doors for entrance.
Access Control:

All visitors to the school will proceed to the office where a visitor’s pass will be issued.
Visitors must show valid identification before being issued a Visitor’s Pass. A list of
acceptable valid identifications is available in the front desk.

Staff has been instructed to stop and question any person inside the school who does
not have a School ID or Visitor’s Pass visible. Persons without a Visitor’s Pass are to be
escorted to the front office for the purpose of obtaining a pass.

All staff personnel are required to wear their ID cards at all times.

Any parent who withdraws a student prior to 4:10 PM must first go the office, pick an
early withdrawal form and a visitor’s pass prior to going to the classroom.

All teachers have been instructed to maintain their classroom door locked at all times.
Teachers have been instructed not to release any student without an early withdrawal
form and notification from the office.

No parents are allowed in the building prior to 3:30 PM for the purpose of just waiting
around. If there is a need to enter the building then that person must proceed to the
office and obtain a visitor’s pass.
15
INCIDENT REPORT
Employee’s Name:_________________________________ Employee’s ID#:________________
Employee’s Address: ______________________City: _______________ Phone#: ___________
Campus: ____________________________
Sex:
M F
D.O.B.: _____________
Title/Position: ____________________________
Age: __________
Location of Incident: _____________________________________________________________
Date Incident Occurred: ___________________ Time: ___________  A.M.  P.M.
Nature and Facts of Incident (Explain in detail): __________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Describe in Detail body parts Injured: __________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Nurse’s Comments: _________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
__________________________________
_________________________________
Witness(s)
Signature of Employee
__________________________________
_________________________________
Date Reported
Signature of Principal/Department Head
cc: Risk Management Dept.
Safety Dept.
Principal/Dept. Head
Employee
16
Fire Drill
This school, in conjunction with the
local fire department, will constantly be
testing evacuation procedures by
conducting a series of fire drills.
Purpose: The purpose of the drills is not to alarm
the children but to provide a safe and orderly
evacuation of the school in the event of an actual
emergency.
These fire drills will occur at different times and
under different scenarios.
Unannounced fire drills are held once a month.
When the children know what procedures to take
during an emergency, the likelihood of injury due to
panic or confusion is lessen. Explain to your
children the necessity of always being prepared for
any emergency.

All classrooms evacuate and move quickly to designated areas as shown on the
Fire Exit Map.

Always ensure that students are away from roadways in the event that emergency
vehicles need to have access to the campus.

All teachers should carry their grade book/class rosters to ensure that all students
are accounted for.

ALL CHILDREN MUST BE ACCOUNTED FOR. Notify administration immediately if
a student is not in the classroom at the time of the drill (ex. in the bathroom,
nurse’s office, etc.).

An administrator will signal all personnel when the building is safe to re-enter.
17
Fire Exits &
Campus Evacuation
Routes
18
A lockdown is the confinement of people inside secured
rooms for safety measures.
It is used when a serious threat exists or is perceived to exist
to the campus that requires students, personnel, and visitors
to remain in a locked facility for safety.
A lockdown is typically ordered by law enforcement, but
there may be situations when a lockdown is ordered by the
principal or designee as the person responsible for communicating emergency procedures (e.g.
intruder on campus). When in lockdown, the principal is designated as the Incident Commander
and should follow the duties set forth in the safety plan.
Lockdown / Terminology
Terminology is very important. Plans should clearly identify when “Lockdown” versus other
terminology is to be utilized. Terminology used to order a lockdown, should be plain language,
clear and leave no misunderstanding as to what is expected. No secret passwords should be
used.
Lockdown protocols will consist of 3 phases depending on the severity of the situation. They
should only be used when there is a major incident or threat of school violence within the
school, or in relation to the school. The overuse or misuse of lockdowns, will result in
staff/students becoming desensitized and they will not take lockdowns seriously.
PHASE 1: “Shelter in Place” should be used for an environmental or weather related situation,
where it is necessary to keep all occupants within the school, to protect them from an external
situation. School personnel will secure all gates and doors leading into the campus with only
one entry point into the school. Classes will continue instruction as usual. The district’s security
director will assign additional security as needed. An example could be a police chase in the
immediate neighborhood. Other examples may include chemical spills, blackouts, explosions or
extreme weather conditions.
PHASE 2: Also known as “Hold and Secure”. This phase should be used when it is desirable
to secure the school due to an ongoing situation outside and not related to the school (e.g., a
bank robbery occurs near a school but not on school property). In this situation, the school
continues to function normally, no one is allowed out of the classrooms and instruction
continues as usual. No one is allowed in or out of the campus. All exterior doors and gates are
locked until such time as the situation near the school is resolved. The district’s security director
will dispatch additional security to assist.
PHASE 3: This is a Full Lockdown. This is when there is a confirmed situation of immediate
danger to the students and staff of the campus. An example is a confirmed report of a person or
persons with weapons on campus, or other extremely dangerous situations.
19
Roles and Responsibilities
Clearly defined roles, responsibilities and expectations are critical in emergency situations. This
plan include expectations of staff, students, parents and police.
Principal -The principal is responsible for over-all planning, implementation of content of the
plan, scheduling of drills, inviting police, fire and Emergency Medical Services (EMS) to
participate in and be aware of planning and drills, training of students and for the overall safety
of staff and students. In an actual incident (not a drill), the police (Law Enforcement Agency) are
responsible for management of the threat and subsequent criminal investigation, however the
principal shall provide full cooperation with police.
Staff – School staff, and in particular administrators, have the overall responsibility for the
training, safety and well-being of students. Administrators, during a violent incident have
additional responsibilities in terms of working closely with police.
Students – Students have a responsibility to be familiar with the plan and to respond quickly to
the direction of staff during a crisis situation. Any student with information or prior knowledge of
an individual or a potential situation which may result in a violent incident, must come forward
with that information as soon as possible.
Police – Police are responsible to respond to and investigate violent incidents. During a violent
incident, police will assume command and control of the response and investigation but will
liaise and work closely with school administration and other emergency services, throughout the
process.
Parents/Guardians – Parents and guardians must be informed of the existence of this plan and
should reinforce with their children of their responsibilities to follow directions during a crisis and
disclose any information they may have prior to or during a crisis situation.
Floor Plans
Floor plans for Escobar Elementary are included as a key component of lockdown plans.
Escobar Elementary floor plans are color coded using three colors: red, green, and blue. Red
indicates danger areas of the school which cannot be locked down safely, with green identifying
areas where staff and students are to proceed to safely lock down. Blue areas identify
Command Post locations which will be utilized by police depending on the nature of the incident.
The main office will be the primary command post location, another area within the school to be
used as an alternate command post will be the library due to its central location. A third off-site
command post location will be as designated by law enforcement as needed.
Floor plans will be posted through-out the school, and at least in every classroom and at every
entry point to the school.
Police will be provided current, accurate information about the school layout and this information
will be available in both electronic and hardcopy in the event of computer malfunctions.
20
Identification of Buildings, Exterior Doors, Classrooms
To assist police in responding to a major incident or threat of violence, buildings, entrances and
all rooms within buildings will be clearly identified. This information is essential to identify the
location of buildings and identify safe access routes for responding emergency personnel.
The Campus map will highlight:
 All exterior doors shall be clearly identified such as doors A, B, C etc.
 All rooms within the building should be clearly marked with room numbers.
Initiating Full Lockdown (PHASE 3)
In the event of an emergency situation, the campus will announce the type of
emergency so that the appropriate action can be taken. The event will be announced as
either Phase 1, Phase 2 or Phase 3.
It is very important to lock down as quickly as possible at the
first indication of an incident requiring a Phase 3
“Lockdown”. Notification must go to the office and
announced to the school so that Phase 3 “Lockdown’
procedures can commence immediately.
All staff (especially those working in the main office) should
be trained that when information is received in the office of a
situation requiring a lockdown, whoever receives that
information, will immediately activate the school’s Public
Address (PA) system, inside and outside, announcing the lockdown. There should be no
hesitation in announcing the lockdown, and the decision to call the lockdown should be made
immediately by whoever receives the call to the office, and should not be delayed for the
purpose of checking with administration before announcing a lockdown.
A “Lockdown” announcement flyer the actual wording announcing a lockdown will be posted
adjacent to the PA system so that it is clearly visible and can be read by the person announcing
the lockdown.
The flyer will be as follows:
“Attention all staff! A (Type of lockdown - Phase 1, 2, or 3) of the campus has been
ordered. Please remain calm.
Teachers, please secure your students in your classroom immediately and begin
following lockdown procedures.
All other personnel located outside the main building, please secure any students in
your area by bringing them to the gym.
All students who are not with an adult in class, please walk, do not run, directly to
your classroom.
All campus visitors please report to the main office immediately. Parents, do not try
to locate your children. Please report to the main office. Your children will be released
to you after the lockdown has been lifted. All office and other staff remain or report to
your offices.
Ignore any fire alarms.”
21
For the safety of hearing impaired individuals and in situations where noise levels in open areas
such as cafeterias and outside the school, may prevent staff and students from hearing a PA
announcement, office personnel will be used to convey the “lockdown” message without delay.
Procedures during Phase 3 Lockdown
The following procedures are in situations requiring a Phase 3 “Lockdown”.
Classroom/Other Secure area
Before locking a door to a classroom or other
secure area, the staff member/teacher should
gather everyone in the immediate vicinity into their
classroom or other secure area, but only if it is safe
to do so. Once inside a secure area, the staff
member/teacher will take attendance and
immediately report any student not accounted for.
Also ensure that students:
 stay away from doors and windows;
 turn off lights;
 close blinds;
 Are beware of sight lines
 Consider covering window if there is a window in the classroom door;
 take cover if available (get behind something solid) and out of sight from the outside;
 Remain absolutely quiet;
 No cell phone use unless necessary to communicate regarding the incident. Cell phones
should be shut off or put on vibrate. Students should never use their cell phones.
 All teachers/staff shall place on the main door of the classroom either the green
laminated sheet or the red laminated sheet.

Red Paper: Place in door jam so at least half of the paper is protruding
outward from the door. Red paper will indicate to law enforcement that
someone inside the room is injured or requires assistance.
 Green Paper: Place in door jam so that at least half of the paper is
protruding outward from the door. Green paper indicates to law
enforcement that students are all OK in your class and no injuries.




The laminated sheets are part of the Aida C. Escobar Elementary Emergency Campus
Plan.
This is the same for office staff, parent rooms, cafeteria, Portable Classrooms, etc.
Doors are not to be opened for anyone. Officials who may need access will have the
necessary door keys.
Everyone is to stay indoors until the situation has ended and the “All Clear” is indicated.
The goal is to make the classroom appear vacant.
22
Portables (Classrooms # 51 thru 54)
Portables pose a unique issue with security. Due to thin wall
construction, it is recommended that desks be tipped onto their
sides with desktops facing out, and all desks placed in a circle,
with students/staff locating within the circle, down on the floor
below the top edge of the desk. The desk top will act as an
additional barrier to a round from a firearm which may have
penetrated a portable wall.
Before locking the door, the teacher/staff member should gather everyone in the immediate
vicinity into their classroom, but only if it is safe to do so. Once inside a secure area, the staff
member/teacher will take attendance and immediately report any student not accounted for.
Instruct students to:
 stay away from doors and windows;
 turn off lights;
 close blinds;
 beware of sight lines
 remain absolutely quiet
 no cell phone use unless necessary to communicate regarding the incident. Cell phones
should be shut off or put on vibrate. Insure that students never use their cell phones.
 take cover within the inner circle of tipped over desks.
The goal is to make the classroom appear vacant.
Restrooms:
As restrooms cannot be locked, they are considered a danger (red) area in the event of a
lockdown. In the event that a “Lockdown” is called when students are on a restroom break, the
following procedures apply:
 If the teacher is with the class, immediately gather all students and proceed to their
classroom. In the event that their classroom is located far from the restroom or requires
going through an area that poses danger, proceed to the nearest classroom and stay
there until the emergency is over or are instructed to move to a different location.
 If students are alone in the restroom, they need to be instructed to evacuate restrooms
immediately if at all possible and get to an area which can safely be locked down (green).
Refer students to the Campus Map so that they are familiar with surrounding safe zones.

Staff members/teachers in the immediate area of a restroom will check the restroom(s)
prior to locking down themselves, if it safe to do so. After gathering students in the
immediate vicinity of their classroom door into their classroom, quickly check both male
and female washrooms to which they have been assigned, and take any students found
in the restrooms into their classrooms to lockdown.

Staff and students should be moved from restrooms into classrooms but not if it means
moving into immediate danger. In those instances, staff and students should remain in
the restroom. As a last resort, staff or students if trapped in a restroom, should attempt to
somehow secure the bathroom door, enter a stall, lock the door and climb on top of the
toilet and attempt to make the restroom appear vacant.
23
Refer to “Lockdown” Map
Location of Restroom
Location on Map
Outside Cafeteria south
side
RR#1
Adj. Exit C
RR#2
Adj. Exit H
1st grade wing
4th grade wing
Staff Responsible for checking and removing
students to their room
RR#3
Adj. Exit G
Room# 2, Alt. is Rm# 1
Room # 16, Alt. is Rm# 15
Room# 36, Alt. is Rm# 35
Open Areas
Open areas including the cafeteria, library, hallways, outside gym classes and other open areas
are the most vulnerable areas of a school, making them the most likely location for a shooting to
occur, and the most difficult areas to quickly and effectively secure.
If a Phase 2 or 3 “Lockdown” occurs while students are in:
Cafeteria: Upon announcement of a “Lockdown” all students are to immediately be escorted
back to their classroom using the shortest possible route. If this means exposing them to
possible danger, proceed to the nearest classroom.
Library: The Library is considered a GREEN zone and has the capability of being secured. If
lockdown is called during this time, move all students to the office section of the library and
follow lockdown procedures that apply to the classrooms. Do not release them to return to their
classrooms. If needed, the front section of the library may be used as a Command Post.
Computer Labs: All three (3) computer labs (Rooms 38, 40 and 25) are considered GREEN
zones and have the capability of being secured. If lockdown is called during this time, keep all
students in the lab and follow lockdown procedures that apply to the classrooms. Do not release
them to return to their classrooms.
Science Lab: The Science Lab, Rm# 41 is considered a GREEN zone and has the capability
of being secured. If lockdown is called during this time, keep all students in the lab and follow
lockdown procedures that apply to the classrooms.
Music: The Music Room, Rm# 19 is considered a GREEN zone and has the capability of being
secured. If lockdown is called during this time, keep all students in the music room and follow
lockdown procedures that apply to the classrooms. Do not release them to return to their
classrooms.
Physical Education: The coach’s office and storage rooms are considered GREEN zones and
have the capability of being secured. If lockdown is called during this time, move all students
into the coach’s office and storage rooms and follow lockdown procedures that apply to the
classrooms. If students are located outside the gym, quickly round them up, account for all and
move to a secure location inside the gym. Do not release them to return to their classrooms.
Nurse’s Clinic: The nurse’s clinic is considered a GREEN zone and has the capability of being
secured. If lockdown is called during this time, keep any student in the nurse’s clinic and follow
lockdown procedures that apply to the classrooms. Notify, if possible, the office and give the
24
names of the students so that they may be accounted for. Do not release them to return to their
classrooms.
Counselor’s Office: The counselor’s office is considered a GREEN zone and has the capability
of being secured. If lockdown is called during this time, keep any student in the counselor’s
office and follow lockdown procedures that apply to the classrooms. Notify, if possible, the
office and give the names of the students so that they may be accounted for. Do not release
them to return to their classrooms.
In the Hallways: If individuals or an entire classroom is caught in the hallway during an
announcement of a lockdown and are located far away from the classroom, proceed to the
library and follow lockdown procedures. Do not attempt to return to your classroom if in doing so
may expose students and staff to danger. In extreme emergencies, proceed to the nearest
classroom for shelter.
Outside of School Buildings: Those students and staff who are outside at the rear of the
school when a lockdown is called, shall not re-enter the school, but proceed immediately to the
gym. Once in the gym (coach’s office and storage rooms), staff and students shall remain in that
location until further advised by administration or police.
Those students and staff who are outside in front of the school when a lockdown is called, shall
enter the school and proceed immediately to the main office before the doors are secured.
Note: When a “Hold and Secure” situation occurs and staff and students are outside the
building, they should re-enter the building prior to the exterior doors being locked.
Controlled Evacuation
In the event of a pro-longed situation, or a situation where the threat has been contained
(barricaded individual), it may be necessary for a controlled evacuation of the school or areas of
the school, not in the vicinity of the contained area. Police will make the decision as to whether a
controlled evacuation of a school under lockdown is a viable option, and will direct the
evacuation process. This will normally be done on a room by room basis, with evacuees being
escorted by police to the evacuation location.
Refer to the School Evacuation Procedures
Fire Alarms
There is a desire not to create a situation where staff and students run into danger due to
responding to a fire alarm. In the event that a fire alarm is pulled once a lockdown has been
called, staff and students shall not respond as they normally would to a fire alarm, but shall
remain locked down, if it is safe to do so. Staff and students must always be aware of other
dangers such as fire, and be prepared to respond accordingly in order to ensure their own
safety. At the same time, staff and students do not want to ignore the fact that fire may occur
intentionally or otherwise during a lockdown and there is a need to respond to the most
immediate threat.
Procedures to End a Lockdown
An announcement to conclude a lockdown may include a general announcement via the PA
system by the principal, or it may be a room to room visit from police/school administration with
some sort of an identification process, so that the occupants of a locked room know in fact that
whoever is giving them the all-clear, is in fact authentic. The decision to end a lockdown shall
only be made after approval of the on-scene Incident Commander.
25
Training
Orientation for new teachers will include mandatory lockdown training. Training on conducting
lockdown procedures will be done during the beginning of each year.
Due to the young age of some elementary students, classroom teachers will be responsible for
training students at the elementary level.
People can be expected to respond properly under stressful and emergent circumstances when
properly trained.
A short debriefing should be included after all drills, to identify areas of improvement. This plan
shall be thoroughly reviewed annually.
Media
Police are responsible to address media with respect to the criminal incident involved and police
response to an incident.
The PSJA ISD Public Relations Office is responsible for dealing with media on issues of staff
and student safety.
Communication with Parents/Guardians/Community
Communication with parents, guardians and the community in general, is important to ensure a
good understanding of lockdown procedures, without instilling fear.
Parents will be informed of where they should proceed in the event of an actual incident
involving a lockdown. Communication with parents around the importance of lockdowns is vital.
Parents will be informed of what is expected should they arrive at school during a drill, or if they
are present within the school when a lockdown is called.
Parents will be kept informed of lockdown procedures and to encourage parents to reinforce
with their children, the importance of understanding the procedures and following staff direction.
Parents will be encouraged to keep contact information up to date so they can easily be reached
by staff in the event of an emergency.
In all incidents of a lockdown which was not a drill, parents will be informed at the conclusion of
the school day or as soon as possible.
School Recovery following a Lockdown
Plans will include provisions to address the aftermath of a school lockdown. A debriefing should
occur in all situations following a lockdown. The nature and severity of the incident, will dictate
who should be included in the debriefing. In serious situations where injuries or loss of life
occurs, the district will ensure that a trauma response team is dispatched to provide counseling
services to staff and students as needed.
26
School Lockdown Map
27
Possible reasons for an evacuation to be initiated:






An incident after a lockdown
Fire
Natural gas leak
Hazardous chemical leak inside the building
Localized flooding
Fumes from an unknown source
Persons who can call for an evacuation:
 Administrators
 Central Office staff
 Law enforcement
Office staff or campus administrators are to call 911 and notify Central Office immediately.
Central Office will notify the school board.
Evacuation Drill
1. An evacuation drill may be initiated by personal contact from an administrator or law
enforcement officers or via an announcement over the intercom.
Classroom teachers should:












Listen for specific directions.
Immediately shut off monitors.
Locate attendance book and take attendance.
Turn off air conditioner if possible.
Turn off lights.
Close windows.
Close doors but do not lock.
Take attendance to account for all students.
Exit quickly to designated area but do not run.
While exiting, scan areas for anything out of the ordinary and to ensure all students have
exited the building.
Go to a safe distance as designated.
Keep students quiet in the event of further directives.
2. An administrator will signal all personnel when the building is safe to re-enter.
28
1) Immediately after receiving a bomb threat call, hang up and notify campus administration.
2) A ‘Bomb Threat Information Form’ should be completed as soon as a bomb threat is
called in or immediately after.
3) Campus administrator or designee notify 911 (use non-emergency number if it is a drill –
state that the campus is having a drill.
4) Quickly scan your immediate area of building prior to evacuation. (Devices are more likely to
be outside or in a common area.)
5) If bomb threat is determined to be real, follow ‘Evacuation Procedure’ or ‘Lockdown
Procedure’ as determined by threat.
Note: Radios/cell phones/pagers should be turned off during a bomb threat. Electronic
communication signals could trigger certain types of bombs.
29
BOMB THREAT INFORMATION FORM
(Be calm and courteous; do not interrupt the caller; quietly notify an administrator)
Name of person receiving the call: _________________________________________________
Time: __________________
Date: __________________ Length of call: ________________
Caller ID # (If Known): ____________________________ Race: _______________
Check appropriate information:
Caller is:
 male  female
 adult 
Caller’s Voice Characteristics:  loud
 soft  deep  raspy  high-pitched  persistent
 English  Spanish  excellent  poor  fair  profane
Caller’s Language:
Caller’s Manner:
youth
 calm  rational  irrational  angry  nervous  sober
 drunk  emotional  incoherent  laughing  voice is familiar
Background Noises:
 street  animals  music  voices  work place noises
Sample questions to ask caller:
When will it go off? ________________________________________________________________
How much time is left before it goes off?_______________________________________________
What kind of bomb?_______________________________________________________________
Where are you now?_______________________________________________________________
How do you know so much about the bomb? ___________________________________________
What is your name? ________________________________________________________________
Why did you plant the bomb? ________________________________________________________
If caller identifies him/herself, gather as much information as possible:
Most important question to ask is: Where is the bomb located? ____________________________
__________________________________________________________________________________
__________________________________________________________________________________
30
Emergency Contacts
District Emergency
Superintendent of Schools
354-2000
Assistant Superintendent for Human Resources
354-2000
Ex. 1055
Safety
354-2065
Emergency Management
American Red Cross
787-7851
Pharr- Office of Emergency Management
787-7541
Hidalgo County—Office of Emergency Management
318-2615
State Emergency Management
682-5556
Fire Department
Emergency—Dial 911
Pharr
787-2761
San Juan
787-9904
Alamo
787-5787
Police
Emergency– Dial 911
Pharr
787-8546
San Juan
787-9904
Alamo
787-1454
Hidalgo Co. Sheriff
383-8114
DPS Highway Patrol
682-5556
FBI
984-6300
Hospitals
Rio Grande Regional
ER - 632-6443
632-6000
McAllen Medical Center
ER - 632-4100
632-4000
Edinburg Regional Medical
ER - 388-6509
388-6000
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Pharr-San Juan-Alamo Independent School District
Health Services
Campus Name:
Address:
Telephone:
901 W. Kelly, Pharr, Texas 78577
(956) 354-2920
School Nurse: Ofelia Hernandez, LVN
Contact: (956) 354-2923
Administrator: Eleticia C. Nava
Contact: (956) 354-2920
Last Revision: Date: 8/10/15
Emergency Response Plan Objectives:
 The Emergency Plan will provide basic guidelines and procedures to be followed
in the event a student or adult collapses.
 All staff will be familiar with the plan and their individual responsibilities in the
event of such an emergency.
 The Emergency Plan will be updated, reviewed, and revised annually.
 This emergency response should be practiced regularly, with drills conducted at
least twice a year.
 The policy and procedures or guidelines should be shared with everyone on staff,
including the communication plan that will be activated.
32
Emergency Personnel on Campus
Code Name: Emergency Response Team (also referred to as Code Purple)
Code to be used to announced an emergency to entire staff: Code “Purple”
Personnel trained to administer First Aid, CPR, EpiPen, Automated External Defibrillator (AED):
Name/Title
Location
Telephone
Romeo Romero, Coach
Gym
Ex. 3914
Rosa Teresa Gaitan, Para-Prof.
Room 13
Ofelia Hernandez, LVN
Nurse’s Office
CPR
Yes or No
YES
YES
Ex. 3907
YES
Members of the Emergency Response Team
Name/Title
Location
Telephone
Member Duty/Role
Head Campus Administrator
Liaison Central Office and Outside
Services
Student/Staff Emergency InformationNotifications made to parents &
administration
Eleticia C. Nava
Principal
Front Office
354-2925
Norma Layton
Ass’t Principal
Front Office
354-2924
Guadalupe Olvera Counselor’s
Counselor
Room
354-2922
Counselor
Rosie Peña
Secretary
Front Office
354-2920
Time Keeper (Fills out Response Notes form)
Mr. Roman
Head Custodian
Campus
354-2928
Crowd Control
Direct EMS to location
Romeo Romero
Coach
Gym Office
Ofelia Hernandez
Nurse
Nurse’s
office
354-2923
Notifications made to health services
Administers First Aid as needed
Teresa Gaitan
Para-Prof.
Room 13
354-2920
Administers CPR
3914
Administers CPR
Emergency Personnel on Campus
The following personnel are authorized to call 911:



Principal
Nurse
Counselor



Assistant Principal
Secretary
Head Custodian
33
Students who go into Anaphylaxis shock may require the use of a
Defibrillator and/or EpiPen injection.
Anaphylaxis is a life-threatening allergic reaction that can occur quickly (as fast as within a
couple of minutes). Symptoms of anaphylaxis vary, but can include hives, itching, flushing, and
swelling of the lips, tongue, and roof of the mouth. The airway is often affected, resulting in
tightness of the throat, chest tightness and difficulty breathing. These reactions can also be
accompanied by chest pain, low blood pressure, dizziness and headaches. Anaphylaxis can
be caused by a number of triggers, including but not limited to certain foods, stinging and
biting insects, medications and latex or even radiocontrast media and exercise. In severe
allergic reactions, students may go into cardiac arrest and interruption of breathing.
The EpiPen Auto-Injector is used to treat signs and
symptoms of anaphylaxis. The EpiPen and EpiPen Jr
Auto-Injectors are used for the injection of epinephrine.
EpiPen Auto-Injectors contain a single dose of
epinephrine, which you inject into your outer thigh.
Instructions on the administration of the injector are
explained in the following pages
Defibrillator - Referred to as AED
(Automated External Defibrillator) is an
apparatus for stopping fibrillation of the heart
by application of an electric current to the
chest wall.
Instructions on the use of the AED is
located within the AED case. Upon opening
the AED, verbal instructions are prerecorded and given by the device.
34
Medical Emergency Plan
COLLAPSES COULD BE CAUSED BY CARDIAC ARREST, RESPIRATORY ARREST,
CONTINUED SEIZURE/CONVULSION, EXCESSIVE BLEEDING, SEVERE TRAUMA, ETC.
The front office should be called and instructed to announce "Emergency Response Team to class
___” over the intercom. If the emergency is happening in your neighboring classroom please assist
in escorting the students out of that classroom and hold them in your classroom. Remember time is
of the essence when it comes to an emergency. If a medical emergency is reported, dial 9-1-1 and
request an ambulance. Provide the following information:




Number and location of victims(s)
Nature of injury or illness
Hazards involved
Nearest entrance (emergency access point)
Alert trained employees (members of the emergency response team) to respond to the victim’s
location and bring a first aid kit, AED, EpiPens (as needed) and health card if available.
Location(s) of Automated External Defibrillator(s) and EpiPens
The AED and EpiPen injectors are located in the Nurse’s office. Each EpiPen kit has
the student’s name and picture on the box for easy identification in case of emergency.
Procedures:

Only trained responders should provide first aid assistance.

Do not move the victim unless the victim’s location is unsafe.

Control access to the scene

Take “universal precautions” to prevent contact with body fluids and exposure to blood
borne pathogens.

Meet the ambulance at the nearest entrance or emergency access point; direct them to the
victim(s).

Never leave an unresponsive person alone.
35
Sudden Cardiac Arrest
What does a Sudden Cardiac Arrest look like? How will I know what to do?
Awareness and early recognition of symptoms of possible sudden cardiac arrest, the need for rapid
response and activation of the “Emergency Response Team to class___” used in school are the
keys. You may be the only one to witness the event. Don’t waste precious time asking questions,
trying to figure out what may have happened. Someone on the staff needs to call 911, while a
first responder initiates CPR and someone else brings the AED to the scene.
Everyone should be aware of the warning signs that may indicate someone is at risk or is
having a sudden cardiac arrest:





Fainting, near-fainting, dizziness, especially during or right after exercise
Excessive, unexpected, unexplained fatigue with exercise
Excessive, unexpected, unexplained shortness of breath with exercise
Chest pain or discomfort with exercise
Family history of any relative with a sudden, unexplained death (sudden cardiac death,
drowning, unexplained motor vehicle accident) before age 50.
The victim may complain of:
 “feeling faint” or may look “wobbly”
 Extreme fatigue
 Shortness of breath
 Chest pain or discomfort
 Want to sit or lie down
 May appear very pale
 rapidly slumps or falls down and becomes unconscious/ unresponsive
 there may be gasping/ irregular or noisy respirations that are ineffective
 there may initially be a pulse or seizure-like activity
Be especially aware that this could happen anytime, but is most likely during physical activity-playground, PE, sports activities (practice or games), activities such as Field Day, Jump Rope for
Heart, during the after-school program or other extracurricular events.
If a child or adult “goes down” suddenly, respond quickly. There may also be no warning
signs. The victim may just collapse suddenly. Sudden unresponsiveness means sudden
cardiac arrest until proven otherwise with the AED. The victim needs CPR and the AED should
be used quickly.
36
Removal of Students from Site of Emergency
A student or adult who is experiencing a medical emergency can be traumatic to other students. When a student or
adult collapses or experiences a medical emergency in the presence of other students such as in the classroom and
other areas within the school the following measures will be taken to remove such students from the immediate area.
If Student/Adult
Collapses in ROOM #
Fifth Grade
Fourth Grade
Third Grade
Second Grade
First Grade
Pre-K
Gym
Room 19 (Music)
Library
Room 18 (Diagn. )
Cafeteria
(during feeding time)
39/42 (when used)
17 (Sp Ed)
50 (Sp Ed)
1
2
3
4
7
8
9
10
11
12
13
14
15
16
21
22
23
24
33
35
36
26
27
28
29
30
31
32
51
52
53
54
43
44
45
46
47
Where to Take Students
Escort students back to their classrooms
Library
Music Room
Send students back to home rooms
Outside hallways until cleared or escorted back to
their rooms
Remove to Rm# 43
Remove to Rm# 18
Library
Remove to Rm# 2; Alt is Rm# 3
Remove to Rm# 4; Alt is Rm#1
Remove to Rm# 8 ; Alt is Rm# 7
Remove to Rm# 52
Remove to Rm# 51
Remove to Rm# 54
Remove to Rm# 53
Personnel Responsible to Remove
Students from Area
Asst. coaches/teachers of affected grade level
Librarian
Music Teacher
Mrs. Quiroz (Rm#17) Alt.- Teacher/Para from Rm# 12
Personnel on lunch duty/Office staff
Teacher/Para from Rm# 43
Para from Rm# 17
Para from Rm# 50; alt. - Librarian
Teacher/Para from Rm# 2; Alt. Teacher/Para from Rm# 3
Teacher from Rm# 13; Alt. Teacher from Rm# 14
Teacher Rm# 12; Alt. Teacher from Rm# 14
Teacher Rm# 13 ; Alt. Teacher from Rm# 15
Teacher Rm# 52
Teacher Rm# 51
Teacher Rm# 54
Teacher Rm# 53
37
How to Use EpiPen Auto-Injector
Step-by-Step instructions
1. Prepare the EpiPen or EpiPen Jr Auto-Injector for Injection
2.

Remove the auto-injector from the clear carrier tube. Flip open the yellow cap
of your EpiPen or the green cap of your EpiPen Jr Auto-Injector carrier tube.
Tip and slide the auto-injector out of the carrier tube.

Grasp the auto-injector in your fist with the orange tip pointing downward.

With your other hand, remove the blue safety release by pulling straight up
without bending or twisting it.
Note: The needle comes out of the orange tip.

Never put your thumb, fingers or hand over the orange tip.
Administer the EpiPen or EpiPen Jr Auto-Injector
Hold the auto-injector with orange tip near the outer thigh. Swing and firmly push
the orange tip against the outer thigh until it “clicks”. Keep the auto-injector firmly
pushed against the thigh at a 90° angle (perpendicular) to the thigh. Hold firmly
against the thigh for approximately 10 seconds to deliver the drug. The injection is
now complete.
DO NOT INJECT INTO A VEIN, BUTTOCK, FINGERS, TOES, HANDS OR FEET.
3.
Finalize the Injection Process
Remove the auto-injector from the thigh. The orange tip will extend to cover the
needle. Massage the injection area for 10 seconds. Get emergency medical help
right away. You may need further medical attention. You may need a second
EpiPen or EpiPen Jr Auto-Injector should symptoms persist or recur.
o
Most of the liquid medicine stays in the auto-injector and cannot be reused. You have received the
correct dose of the medicine if the orange needle tip is extended and the window is blocked.
o
Your EpiPen or EpiPen Jr Auto-Injector may come packaged with an EpiPen Auto-Injector Trainer
and separate Trainer Instructions for Use. The EpiPen Trainer has a grey color. The grey EpiPen
Trainer contains no medicine and no needle.
o
Do not attempt to take the EpiPen or EpiPen Jr Auto-Injector apart.
38
Performing CPR on a Student
CPR stands for cardiopulmonary resuscitation. It is a lifesaving procedure that is done when
someone's breathing or heartbeat has stopped. This may happen after drowning, suffocation, choking,
when having a life-threatening allergic reaction, or injuries. Personnel tasked with performing CPR on
a student who has collapsed will be trained on CPR procedures and be part of the Emergency
Response Team. It is preferable to have a least 2 personnel trained in CPR procedures in the event of
prolonged CPR or absence of a trained person.
CPR involves:


Rescue breathing, which provides oxygen to a child's lungs
Chest compressions, which keep the child's blood circulating
Permanent brain damage or death can occur within minutes if a child's blood flow stops. Therefore, you
must continue CPR until the child's heartbeat and breathing return, or trained medical help arrives.
The following steps are based on instructions from the American Heart Association.
1. Check for alertness. Shake or tap the child gently. See if the child
moves or makes a noise. Shout, "Are you OK?"
2. If there is no response, shout for help. Tell someone to call 911 and
get an AED (if available). Do not leave the child alone until you have done CPR
for about 2 minutes.
3. Carefully place the child on his or her back. If there is a chance the
child has a spinal injury, two people should move the child to prevent the
head and neck from twisting.
4. Perform chest compressions:
 Place the heel of one hand on the breastbone -- just below the
nipples. Make sure your heel is not at the very end of the breastbone.
 Keep your other hand on the child's forehead, keeping the head
tilted back.
 Press down on the child's chest so that it compresses about 1/3 to
1/2 the depth of the chest.
 Give 30 chest compressions. Each time, let the chest rise
completely.
 These compressions should be fast and hard with no pausing.
Count the 30 compressions quickly:
"1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,
26,27,28,29,30, off."
39
5. Open the airway. Lift up the chin with one hand. At the
same time, tilt the head by pushing down on the forehead with
the other hand.
6. Look, listen, and feel for breathing. Place your ear close
to the child's mouth and nose. Watch for chest movement. Feel
for breath on your cheek.
7. If the child is not breathing:



Cover the child's mouth tightly with your mouth.
Pinch the nose closed.
Keep the chin lifted and head tilted.
8. Give 2 rescue breaths. Each breath should take about a second and make the chest rise.
9. Continue CPR (30 chest compressions, followed by 2 breaths, then repeat) for about 2 minutes.
10. After about 2 minutes of CPR, if the child still does not have normal breathing, coughing, or any
movement, If an AED for children is available, use it now.
11. Repeat rescue breathing and chest compressions until the child recovers or help arrives.
If the child starts breathing again, place him or her in the recovery position. Periodically recheck for
breathing until help arrives
Tips:
1. When checking for breathing, if you're not sure then assume the child isn't breathing. It's much
worse to assume a kid is breathing and not do anything than to assume he or she isn't and start
rescue breaths.
2. When giving rescue breaths, using a CPR mask/mouth piece helps with making a proper seal and
keeps vomit out of the rescuer's mouth.
3. Put a book under the child's shoulders -- if you have time -- to help keep his or her head tilted
back.
40
How to Perform the Heimlich Maneuver
The Heimlich maneuver (abdominal thrusts) is a
three-step emergency response technique that can
save a life in seconds. It is a simple action that will
often dislodge food or another object from a person's
airway when they are choking, as it provides an
increase in pressure in the abdomen and chest,
enabling the object to be expelled. Learn the method
for performing the Heimlich maneuver by following
these simple steps.
Determine if the person truly choking. The onset of
choking will often be sudden, and knowing how to do
it properly and being willing to use that knowledge can save someone's life. A choking victim will
often have their hands around their throat and a desperate or panicked look on their face. They
will not be able to breathe or speak, as they are suffering from complete airway obstruction (no
air reaching their lungs). This means that they won't be able to respond to you when you ask if
they're okay, or if they need help, other than nodding their head. Causes include food, trauma
from injury or internal swelling from a severe allergic reaction. Look for the common symptoms
of complete or total airway destruction:







Cannot breathe, or is making obvious efforts to take in breaths with great difficulty
(observe for any in-drawing of spaces between the ribs and above the collarbones)
Cannot speak effectively or at all
Noisy breathing
Inability to cough effectively
Blue or gray color to lips and fingernail beds, face is grayish, due to lack of
oxygen
Clutching at throat with both hands (the universal sign for choking)
Loss of consciousness.
How to Perform the Heimlich Maneuver
1. Ask the choking person to stand if he or she is
sitting.
2. Place yourself slightly behind the standing victim.
3. Reassure the victim that you know the Heimlich
maneuver and are going to help.
41
Place your arms around the victim's waist.
4.
Make a fist with one hand and place your thumb toward
the victim, just above his or her belly button.
5.
6. Grab your fist with your other hand.
7. Deliver five upward squeeze-thrusts into the abdomen.
8. Make each squeeze-thrust strong enough to dislodge a
foreign body.
9. Understand that your thrusts make the diaphragm move
air out of the victim's lungs, creating a kind of artificial cough.
10. Keep a firm grip on the victim, since he or she can lose
consciousness and fall to the ground if the Heimlich maneuver is not effective.
11. Repeat the Heimlich maneuver until the foreign body is expelled.
42
How to Perform the Heimlich Maneuver on a Child
As long as the child is coughing and able to talk, give him/her the chance to dislodge the foreign
body on her own. If the child becomes silent and is not able to breathe, begin the Heimlich
maneuver immediately.
Instructions
1)
Call 911 or ask someone else to call 911.
2)
Squat behind your child as she stands in front of you.
3)
Place one hand on top of the pelvis line, in the middle of the abdomen. Put your other
hand on top of the first. Pull upward, forcefully,
toward the child's nose, in a series of five quick
thrusts. If that doesn't work:
Place the child face down across your lap.
Put one fist below the point where the ribs meet
the breastbone.
4)
5) Give a solid whack to the back, between the
lower shoulder blades, with your other hand.
If the child begins to lose consciousness,
lower her slowly to the floor. Be sure an
emergency squad has been called.
6)
7) Straddle your child's thighs or sit at his/her
side. Sit at her feet if the child is very young.
Put the heel of one hand at the belly button
and thrust upward toward the nose five times. These
motions are called abdominal thrusts.
8)
9) Open the child's mouth and look inside to see
if you have dislodged the foreign body. If you see a
foreign body, sweep it out with a hooked finger. Tilt
your child's head to the side, in case of vomiting.
10)
Attempt to open the airway by tilting her head and lifting her chin. Look and listen for
signs of breathing.
11)
Give your child a breath by pinching her nose with your fingers and putting your lips over
her mouth to form a tight seal. Exhale forcefully into her mouth. Watch to see if her chest
rises with your breath. If not, your child's airway is still blocked.
12)
Continue with abdominal thrusts.
43
Emergency Response
After Action Report Notes
Name: ____________________________ Location: _________________________
Date/Time of Incident: ______________________________ AM  PM
Situation/Setting:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Team Responders: ________________________
_________________________
________________________
_________________________
________________________
_________________________
Person Performing CPR: _______________________ Time CPR Started: _______
Person Injecting with EpiPen: _____________________________
 Not Needed
Person(s) Performing AED Functions: ______________________
 Not Needed
Time of First Shock: ____________________
Time EMS Arrived:________ Departed: ________ Taken to Hospital:  Yes  No
Name of Hospital: _______________________ Location: ___________________
Staff Person Accompanying Patient to Hospital: ____________________________
Notes Submitted by: ____________________________________________________
44
In the event of a student leaving the classroom or assigned area without permission, the teacher or person in the
classroom or assigned area without permission, the teacher or person in charge of the student will immediately notify
the office. The office will in turn make an announcement over the PA system. The announcement will notify the entire
school that they have a runner. The code that will be used to announce a runner will be “Code Bobcat”.
Upon hearing this, designated teacher/staff members listed below will go to their assigned area at one of eight
designated locations where a student can exit the building. Coaches will monitor the parking lot. (refer to the campus
map for exact locations).
Eight exit doors have been identified on the campus map. The following personnel will
report to their designated areas immediately upon hearing “Code Bobcat”:
Exit
Door
Designated Location
1
Front Main Exit
2
Cafeteria North Side Exit
3
East Side Exit
(East Parking Lot)
4
East Side Exit
(Kinder Hallway
5
South Side Exit
(Kinder Hallway to Gym)
6
5th Grade Hallway
South Exit
7
South Exit to Portable
Classrooms
8
West Side Exit
Teachers/Staff Members Responsible to Monitor their Designated
Location
Front office personnel
Mrs. L. Cavazos and Mrs. M. Rodriguez
(Mr. M. Vallejo & Mrs. O. Hernandez will assist in monitoring
these exit doors)
Cafeteria
Personnel on Cafeteria Duty will be responsible to monitoring the
cafeteria exit door
Rooms # 1, 2, Library & Music
Mrs. M. Montemayor & Mrs. E. Baldazo (Pre-Kinder)
(Ms. M. Robles and Mr. M. Vallejo will assist in monitoring the hallway
leading to exit doors)
Rooms # 7, 8 & 9
Mrs. M. Cantu, Mrs. L. Herrera & Mrs. E. Torres (Kinder) will assist in
monitoring the hallway leading to exit doors
Rooms 10 & 11
Mrs. A. Galvan & Mrs. L. Treviño (Kinder)
Rooms # 44, 45, 46 & 47
Mrs. R. Espericueta, Mrs. E. Ysasi, Mrs. F. Moore &
Mrs. R. Guerra (5th grade) will assist in monitoring the hallway leading to
exit doors
Rooms # 24, 25 & 37
Ms. A. Lopez (2nd grade), Mrs. M. Martinez (Sci Lab) &
Mrs. M. T. Garza (CIF) will assist in monitoring the hallway leading
to exit doors
Rooms # 15, 16, & 17
Mrs. P. Paniagua (1st grade), Mrs. J. Alvarez (1st grade) &
Mrs. L. Quiroz (Sp Ed) will assist in monitoring the hallway leading
to exit doors
When a designated teacher is absent, provide the Substitute Teacher with a copy of the Campus Map with
these procedures in the event of a Code Bobcat.
The office will be responsible for notifying the parents and any outside agencies.
45
Code “BOBCAT”
A Code “Bobcat” is used to designate that a student has left the classroom/assigned area
without permission or supervision and may leave the building/campus grounds.
This map indicates positions that designated
teachers/staff personnel will take immediately
upon announcement of Code “Bobcat”
46
Pre-Kindergarten
Kindergarten
If a student in Pre-Kindergarten has not achieved the satisfactory (S) level
during the course of any Progress Report or Six-Week reporting period, the
teacher will schedule a conference to meet with the parent and inform them
how she/he will be challenging their child.
Grading procedures
Grades to be posted on the report card are:
N – Needs Help
P- Progressing
S - Satisfactory
If a student in Kindergarten has not mastered (M) a skill during the course of
any Progress Report or Six-Week reporting period , the teacher will
schedule a conference to meet with the parent and inform them how she/he
will be challenging their child.
Grades to be posted on the report card are:
N – Needs Help
S - Satisfactory
P- Progressing M - Mastered
1st – 5th Grade
If a student in 1st thru 5th grade has not achieved a grade of 70 or higher
during the course of any Progress Report or Six-Week reporting period , the
teacher will schedule a conference to meet with the parent and inform them
how she/he will be challenging their child.

If re-teaching is required, the teacher must record the original and final
grade in the grade book with a slash indicating the original grade on the
top and the final grade on the bottom.

Re-teaching grade needs to be clarified and implemented as intended
(Ex: if the re-teaching grade if higher that a 70, record in the grade book
no more than a 70.)

Six-week grading procedures need to clarified and implemented as
intended. (Ex: if the student’s average is less than a 50, record a 50 on
the report card.)
Refer to the example of Grade Book Entries
47
Pharr-San Juan-Alamo
Re-Teaching and Retesting
Re-teaching and remediation are important parts of instruction.
Throughout a daily lesson, the teacher should monitor student
understanding. Such monitoring alerts both teacher and student to
the possible need for remediation or re-teaching. Instruction that
provides student practice with teacher assistance before students
work independently also helps to prevent failures in understanding.
In addition, formal or informal assessment may identify some
students who did not understand the concept presented. The
teacher should then select re-teaching activities that present the
content in a new or different learning modality. If the initial
instruction was primarily visual, the corrective activity might use an
inductive approach. In this way, the student will gain a new
perspective on the task.
Documentation that re-teaching has occurred may consist of entries
in the teacher’s lesson plans and MUST be indicated in the grade
book. There must be documentation of at least one instance of re-teaching when the teacher has determined
that the student has not mastered the grade level skills on each assignment being used as a recorded grade
(grades below 70).
The decision as to how to reassess skills that are re-taught is the option of the classroom teacher. Reassessment
methods include, but are not limited to:







Observation
Oral questioning
Demonstration
Re-teaching in another unit
Correcting tests
Class discussion/review
Retesting
Documentation of reassessment for individual students will be shown with a numerical grade in the grade book.



All retests grades will be recorded
When posting grades for a reporting period, a passing retest grade cannot be higher than a 70.
If the retest grade is failing, the higher of the two grades (original and retest) will be used.
SIX WEEK AVERAGES
If at the end of the six week reporting period, a student’s six-week’s average is lower than a 50, record the actual
grade along with a slash (/) and a 50 beside it in the grade book. Record only the grade of 50 on the report card.
* Refer to the example grade book page on entering grades.
48
SUBJECT __Reading_______ TIME __________ GRADING PERIOD _Apr 13 – May 19, 2013_ INSTRUCTOR ________________
Grade Book Entry Example – 1st through 5th grade
12
1st Week
13 14 15
16
M
T
F
CLASS PERIOD
DATE
RECORD CALENDAR DATE
GRADE
W
T
19
2nd Week
20 21 22
23
M
T
F
W
T
26
3rd Week
27 28 29
30
M
T
T
F
49
W
THE BLANK COLUMNS AT THE RIGHT
MAY BE USED TO RECORD ASSIGNMENTS
STUDENT ID. N. AND/OR NAME
Write student’s given
name in grade book in
Black Ink
 All grades must be
TEKS based
 Minimum of 2
grades per week
 Six weeks Average
should show actual
average or no
lower than a 50
1
90
100
100
100
2
100
70
80
70
3
90
95
95
95
4
75
90
95
90
5
70
85
95
85
6
90
60
68
90
50
70
90
80
85
75
7
8
9
10
11
12
13
14
15
16
17
Label grades as follows:
D – Daily
T – Test
R – Reteach
HW - Homework
18
19
20
T/R
D
HW
Cause & Effect
R
Reading Test –
Voc./Comprehension
District Benchmarks
CANNOT be used as
grades
Main Ideal, WB. 70
D/R
Cause & Effect, WB. 89
21
Progress Report (Interim Grade Report)
Guidelines and Procedures
Pharr-San Juan-Alamo ISD policy requires that at the
end of the first three weeks of every grading period,
each student in First through Fifth grade shall receive a
notice of progress.
The Progress Report/ Interim Grade Report has been
formatted to allow parents to see ongoing academic
progress of their children, as well as to provide ease of completion by the teacher.
The teacher is to complete each section of the report as appropriate every third week of a
six week period and the entire page should be sent home. Please make a cover or use a
clasp envelope to send the report home.
Numerical grades must be posted on the progress report in all content areas in 1 st
through 5th grade. A progress report will be generated every third week as soon as all
grades have been posted and prior to the date said by the administration.
Teachers will be notified when they are to have completed the posting of grades through
the Teacher Access Center.
A numerical grade less than a 70 in grades 1st through 5th requires a parent conference.
Teachers must attach a letter to the progress report requesting a conference to discuss
the academic progress of their child. Use the letter template provide in this handbook to
indicate the time and date for the parent conference.
A grade of anything less than “Satisfactory (S)” in Pre-kindergarten requires a parent
conference. Teachers must attach a letter to the progress report requesting a conference
to discuss the academic progress of their child. Use the letter template provide in this
handbook to indicate the time and date for the parent conference.
A grade of anything less than “Mastered (M)” in Kindergarten requires a parent
conference. Teachers must attach a letter to the progress report requesting a conference
to discuss the academic progress of their child. Use the letter template provide in this
handbook to indicate the time and date for the parent conference.
Use the Record of Student Conference to document the time/date and purpose of the
conference.
Conferences with parents will not be scheduled during class periods. Conferences will
be arranged after school or during planning periods and should be conducted
professionally and with the student's best interest as the ultimate goal.
50
Pharr–San Juan-Alamo
Independent School District
Eleticia C. Nava, Principal
Norma Layton, Asst. Principal
Guadalupe L. Olvera, Counselor
Student Progress Conference Letter
Dear Parents of: _________________________
A conference will be held on ____________________ to discuss the progress of your child.
He/she is being closely monitored on his/her academic progress. Please come in so that
together we can address your child’s academic needs.
 Yes, I will attend.
 No, I will not be able to attend on this date.
 I will call to set up a date and time for this conference.
_________________________________
Parent’s Signature
_________________________________________________________________________
Research shows that:

Grade retention might harm high-risk students by limiting their learning opportunities.

No evidence suggests that grade retention improves average achievement in mathematics
and reading.

Studies suggest that children who are retained learn less than what they would have
learned had they instead been promoted.

Children likely to be retained are at high risk of later difficulty, including low grades, low test
scores, and dropping out of school prior to high school graduation.

Retention stigmatizes retainees, leading to lower teacher, parent, and self-expectations.
San Juan-Alamo ISD not to discriminate on the basis of sex, disability, race, color, religion, national origin or age.
Es norma del Distrito Escolar de Pharr-San Juan-Alamo no discriminar en base al sexo, inhabilidad, raza, color, religión, nacionalidad o edad.
901 West Kelly Street / Pharr, Texas 78577 / (956) 354-2920 FAX (956) 354-3288
51
Carta Para Conferencia Sobre Progreso Del Estudiante
Estimados padres de: _________________________
La conferencia se realizará el ____________________ para discutir el progreso de su hijo/a.
Él/ella está siendo monitoreado en su progreso académico. Por favor que venga para que
juntos podamos atender las necesidades académicas de su hijo/a.
 Sí, voy a asistir.
 No, no voy a ser capaz de asistir en esta fecha.
 voy a llamar para fijar una fecha y hora para esta conferencia.
_________________________________
Firma del padre
______________________________________________________________________
La investigación muestra que:
• Retención de grado podría lastimar a los estudiantes de alto riesgo, limitando sus
oportunidades de aprendizaje.
• No hay evidencia sugiere que la repetición de curso mejora el rendimiento medio en
matemáticas y lectura.
• Los estudios sugieren que los niños que son retenidos aprenden menos de lo que hubieran
aprendido sino que habían sido promovidos.
• Los niños que puedan ser retenidos están en alto riesgo de problemas más adelante,
incluyendo bajas calificaciones, puntuaciones bajas en los exámenes, y que abandonan la
escuela antes de graduarse de la secundaria.
• Retención estigmatiza niños retenidos, lo que lleva menor expectativas de la maestra, los
padres y de uno mismo.
Pharr-San Juan-Alamo ISD not to discriminate on the basis of sex, disability, race, color, religion, national origin or age.
52
53
Classroom Management
Classroom management is different than
discipline!
Effectively managing your
classroom is an essential part of maintaining
control and discipline. An effective teacher
manages a classroom. An ineffective teacher
disciplines a classroom. The number one
problem in the classroom is not discipline; it is
the lack of procedures and routines.
Classroom management deals with the
procedures that you must establish at the
beginning of the school year. Students must
know how you want them to begin the day, pass in papers, sharpen their pencils, line up, etc.
Procedures must be rehearsed over and over again until the students do them automatically.
When this happens, you have a routine.
Think about how children learn. Will telling them a procedure one time allow them the
opportunity to learn it? That will work for some, but not for all. Your procedures should be visible
in the classroom, at least until the procedure becomes routine. List step by step instructions so
that the students can learn exactly what you expect of them.
Behavior Expectations for Common Spaces – There are behavior expectations for
bathrooms, hallways, playground, cafeteria, etc. All staff must have the students follow these
expectations. All staff must teach the students what those expectations are. The expectations
will be given out prior to the first day of school.
Discipline Plan - Each teacher should develop a discipline plan for their classroom, which shall
be posted in the room. Discipline is concerned with how students behave. The plan shall
include rules to follow in the room, consequences for not following the rules, and possible
rewards for following the rules. When all alternatives have been exhausted in the classroom,
the teacher should ask the principal for help. Before a child is sent to the office for constant
misbehavior, classroom teachers should have contacted parents, informing them of any
behavior concern.
From the beginning, know what you are going to do every minute of the day, quarter, semester
and year, and do it! Students must be shown respect and you must expect it back from them.
The key to maintaining classroom control is respect. BE CONSISTENT!
Minor discipline cases are best handled by the teacher. If trivial items are referred to the
principal, his/her effectiveness for problems of a more serious nature will be lessened and
children soon become aware of the ineffectiveness of the classroom teacher. If there comes a
situation where a child needs to be removed from the classroom, call the principal for
assistance. Students should not be "kicked out" of the classroom. Situations of this sort are to
54
be discussed with the principal and then a course of action will be set up. If you do this without
consulting the principal, you are putting yourself in an abnormal position.
If you get to a point that you and/or the student needs a break, please make arrangements to
send the student to a buddy room. A buddy room is another teacher’s classroom. In that
classroom, there should be a place for the child to sit and think about what they have done or
cool off. This is sort of a “time out.” You may want to have the student fill out a Think Sheet – a
reflection on why they were sent to the classroom. A buddy room could be last year’s teacher.
If, upon returning to the classroom, the misbehavior continues, feel free to call parents and send
a discipline referral to the principal.
Discipline is not a group matter. A whole room should not be punished for the misdeeds of a
few. Please remember to talk with a student individually, instead of humiliating them in front of
the entire class.
All classroom teachers should show respect to all students. Fairness should be practiced - do
not play favorites. Children should be taught and shown how to take responsibility for the
choices that they make. One of the biggest mistakes a teacher can make is getting into a power
struggle with a student. Do Not Engage! Simply state what it is you want the child to do, then
walk away. After a fair amount of time, go back to the student and repeat your expectation. If it
is possible to give a choice, do that. That will help the student maintain some form of control
over the situation. "I need you to work on your spelling." "I can see that you are still not working
on your spelling. You can choose to work on it now, or at recess. It is your choice."
Throughout this entire process, parent communication is a must!
No discipline referral should come to the office without first having contacted the parent.
The only exception to this rule is violence, sexual misconduct, or other severe
misbehavior. Use your common sense and remember, every time you send a student to the
principal, it could lessen your effectiveness in the student's eyes.
Consequences should be appropriate to the infraction and should support our philosophy of
discipline. We want children to learn from their mistakes as opposed to punishment.
It is the intention of the principal to support every staff member. Make sure that she can support
the decisions you make by following the philosophy, policies, and procedures of the
school/district.
55
Conference/Planning & Preparation
Each classroom teacher is entitled to at least 450
minutes within each two-week period for instructional
preparation including parent-teacher conferences,
evaluating students, homework and planning.
A planning and preparation period may not be less
than 45 minutes within the instructional day.
During that time, a teacher may not be required to participate in any other activity.
This time was provided by law for teachers to plan, confer with parents and other teachers, and
prepare for students. It is part of the workday. If you should need to leave during your
conference period to go to the doctor, the bank, etc., you must sign out in the office. This is not
shopping time, time to do house or yard work or daily leave time. You must have the principal’s
permission when planning on leaving campus. If principal is not available, contact the assistant
principal or counselor for authorization. Prior to leaving, please notify the office staff that
permission was granted and by whom.
Conferences with parents will not be scheduled during class periods.
Conferences with parents will be arranged after school or during planning periods and should be
conducted professionally and with the student's best interest as the ultimate goal.
56
CONFIDENTIAL
COUNSELING REFERRAL FORM
Pharr-San Juan-Alamo Independent School District
COUNSELOR TO WHOM REFERRED _____________________________ DATE _______________
STUDENT
ID#
TEACHER
GRADE
DOB _________________
REASON FOR REFERRAL
What type of difficulty have you experienced with the student which prompted you to make this referral?
Please specify and check appropriate reasons:
A.
General Behavior ______________________________________________
B.
Classroom Conduct ___________________________________________
C
Suspected Substance Abuse ____________________________________
D.
Violence/Aggressive Behavior ___________________________________
E.
Family Issues _________________________________________________
F.
Self-esteem ___________________________________________________
G.
Social Skills __________________________________________________
H.
Other: _______________________________________________________
_______________________________
Teacher’s Signature
________________________________
Principal’s Signature
COUNSELOR RECOMMENDATIONS: ____________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
57
Schedule
Pharr - San Juan - Alamo ISD
Daily Schedule
2015 – 2016
Teacher: _____________________
Grade Level: __________________
Number of Student:_____________
Teacher Aide: _________________
Time of Day
Minutes
Subject
Whole Group
Instruction
Small Group
Instruction
58
*- Information Required
FAX (956) 354-3288
*
*
*
*
*
*
*
*
*
*
*
*
Leave this section blank
*
Explain incident in detail. DO NOT mention the names of other
students involved.
For Office Use Only
59
Effective Communication
With the office: All requests addressed to the office
that merit a response from the principal should be in
writing, and on a full sheet of paper or e-mail.
Requests on scraps of paper are easily misplaced, and
will be given little attention. Requests and documents
that need a signature may be left with the secretary.
Outside the School: Communication is vital to an
effective School. This communication is twofold. We
must communicate high expectations to our students
and try to enhance their self-concept at all times. You are encouraged to send home positive
notes about your student from time to time. All students need positive reinforcement, and
parents do too. All written communications, such as memos, letters, flyers, etc. other than
everyday notes to parents, MUST be approved by the Principal. One poorly written note or
misspelled word can severely damage our image as educators, and call into question the ability
of Escobar Elementary school to educate students.
Inside the School: The second component of communication is in-house. We need to speak
well of each other at all times. Employees are expected to be the epitome of professionalism
when dealing with each other. If problems arise between employees that cannot be reconciled
amicably, the principal is always available to mediate.
SOCIAL NETWORKING SITES
Staff members are strongly discouraged from having a personal page on “Myspace”,
“Facebook”, or other social networking sites such as Twitter, Instagram, etc.. Staff members in
other districts have experienced problems with inappropriate communications with students, and
inappropriate content being posted on their page by themselves or their “friends”. Do not post
pictures of students or comments about them or their parents. In some cases, teachers have
been dismissed due to inappropriate content on their personal webpages. Staff members are
also advised not to use class time to engage in communications with others of a personal
nature.
60
Tips on Dealing with Angry or Difficult
Parents
You probably never imagined contending with difficult
parents when you dreamed of becoming a teacher.
Managing difficult parents can be one of the hardest
parts about teaching.
1. Let upset parents know that your goal is to help every child succeed. Look for ways to find common ground. Tell parents that
both of you want what’s best for their child and that you want to find ways to work together. When parents are able to look at the
big picture and realize that you are on the same side, you can begin to work together to help their child succeed.
2. Be sensitive! No matter how tense a situation becomes, always remember that your student is someone’s precious baby. Open
your conversation with parents by acknowledging the child’s strengths before you focus on areas of concern.
3. Be proactive! Contact parents as soon as you see academic problems or negative behavior patterns develop. You’ll have a
better chance to change these patterns if you catch them early.
4. Good records that document dates, times, notes and decisions about students can be invaluable if problems arise. Keep track of
communication you’ve had with parents throughout the school year. If you respond to a parent’s note in writing, make a copy of
your response and staple it to the parent’s note. After making phone calls to parents to discuss problems, take a few minutes to
record any important information that was discussed. A parent communication file comes in handy if you ever need to document
how you’ve involved and informed parents after an incident at school.
5. Be prepared to give specific examples to illustrate the points you make. Show parents examples of average and above average
work for your grade level.
6. If a parent asks you a question that floors you, don't be put on the spot. It's fine to let parents know that you need some time to
reflect on their question before you respond. Let them know that you'll get back to them in a day or two.
7. Don’t be afraid to end a meeting with parents who become confrontational. Sometimes, the best thing to do is to provide an
opportunity for all parties to cool down and reflect on the issues at hand by bringing the meeting to a close. Set a time and date to
meet again. If you feel threatened, ask your principal, vice principal or school counselor to attend the next conference.
8. Don’t let yourself get dragged into disputes between families of children in your class. Let parents know that you're receptive to
their thoughts and ideas about their child, but you must stay out of personal issues between the families.
PHRASES TO AVOID WITH PARENTS
 “I have 25 other students. I can’t ______.”
* It’s not about you! This is their baby you’re talking about after all!
 “You need to take your child to the doctor.”
* Saying this can get your school into major trouble and could even put them in a position to
have to pay for any medical bills the child incurs. Be very careful about suggesting outside
services and check with the principal regarding how they would like you to handle these
situations.
 “In 16 years of teaching I have never seen a student __________.”
* This shifts focus onto you and away from the child. It also doesn’t convey a lot of confidence
to the parent that you’ll be able to help their child, which can be very frightening and
discouraging.
 Anything with the words “mental retardation.”
* It’s not 1970. Those are outdated medical terms. Please use the current language!
61
Tips For Successful
Parent Conferences
1) Avoid surprises (especially unpleasant surprises) by
preparing parents in advance of meetings through letters
and phone calls.
2) Be prepared, have an agenda for parents and have
documented facts available. Be prepared with information
that relates to your concern, i.e. homework samples, tests,
conference notes, etc.
3) Establish a mutual agenda for the meeting, based on what you wish to cover and by
asking the parents what they wish to cover.
4) Be honest, especially when you are struggling with a child, and encourage parental
honesty.
5) Use descriptive language, cite specific examples, avoid judgmental terms.
6) Get parents to talk about their hopes, their worries, their expectations for this particular
child.
7) Be an active listener. There are always two sides to every situation. Your perspective may
not be the most accurate one.
8) When possible, hold conference in a comfortable, circular arrangement (no sitting
behind a desk). Shake hands, make introductions, get everyone’s last name right.
9) Recognize your own level of expertise. Don’t take on more than your training and level of
experience can support.
10) Use humor. Let your criticisms be constructive.
11) Try to remember that the child’s well-being is the purpose of the meeting.
12) Know the child, “claim” the child, know his or her interests and personality outside
your classroom.
13) Don’t be afraid to check with parents on the progress of the conference; ask whether
it is meeting the parents’ hopes and needs.
14) End on a positive note.
NEVER under any circumstances, discuss a child with anyone other than his/her
parent/guardian. A biological parent has the right to information about his/her child even if
he/she does not have legal custody. Let the administration know if this request occurs.
62
Employee Leave Policy
State Sick Leave and Personal/Business Days





Illness/Absences are deducted from State Leave first unless requested
MUST be requested 2 days prior to taking
May not be taken before/after a school holiday
May not be taken during STAAR testing days
May not be taken during staff development or at the end of a reporting period
Local Sick Leave



Used for illness only
Used after all State Sick Leave and Personal/Business Days have been used
CANNOT BE USED TO TAKE PERSONAL BUSINESS DAYS
Sub-Dock Sick Leave


10 Additional days at the Sub Dock rate after all State Sick, Personal/Business and
Local Sick days have been used
Available to the Professional Staff only
Personal Leave Sub Dock


2 per year at the Sub Dock rate
If you are asking for a personal business day and do not fill out the request form two
days prior to the absence, the absence will be taken as a personal day.
Miscellaneous Leave



Staff Development absences
Jury Duty absences
These days are not deducted from any sick/leave days
63
FACULTY DRESS CODE
Aida C. Escobar Elementary School is judged by the appearance of its
students and faculty. Teachers should dress in a manner that represents
our profession. Additionally, teacher attire should not contradict
anything that is prohibited for student attire. The same basic rules
apply to the faculty dress code as those stated in the student dress code.
The faculty members should always look professional and be easily
discerned from the students.
The following guidelines are in effect at Escobar Elementary
School:
1. Shorts, wind suits, athletic attire and sweat suits are prohibited except in the gym or during a
physical education or an athletic class.
2. Men’s shirts shall have a collar (except for sweaters).
3. All clothing should be neat and clean.
4. Faded, ragged, or frayed clothing is not acceptable.
5. Mules, slides, dress sandals or clean sport shoes are acceptable footwear.
6. Faculty should use discretion as to the snugness of clothing worn.
7. Fridays are Dress-Down days and an opportunity to wear jeans, spirit clothes, etc.
8. School spirit shirts, including t-shirts are acceptable on Fridays.
9. All skirts and dresses must come to the top of the knee (this is the same guideline that is expected
of our students).
10. Shirts/blouses should be modest in nature.
11. Tattoos should not be visible.
12. Red shirts should be worn on Wednesday in recognition of being Drug Free.
13. Staff members are encouraged to wear their school shirt.
Escobar Elementary School administration reserves the right to request that clothing that is
deemed inappropriate not be worn again.
64
Identification Badges
All staff members are required to wear I.D. badges everyday they
are present for work at Escobar Elementary school. The
effectiveness of this safety measure will be compromised if staff in
the building do not wear their badges on a daily basis.
If you forget your badge at home, stop by the office for a
“temporary” badge.
Visitors
The same applies for visitors to our campus. The Board of
Education of the Pharr-San Juan-Alamo ISD is dedicated to
maintaining a secure and educationally sound environment for its
students and staff.
Therefore, to ensure safety, security, and an atmosphere conducive to teaching and learning
on all campuses, it is the policy of this board that upon entering the campus of any school
within this district, all visitors must report immediately to the office of the school principal and
obtain his/her permission before visiting any part of the campus.

Each visitor must sign a visitor’s log list in the front office.

A visitor's pass will be issued after presenting valid identification.

The visitor’s pass must be worn at all times while on the school campus and be returned to
the office when the visitor departs the campus.

If a school staff member observes a parent or visitor on campus without a visitor's pass, stop
that person and direct them to the office to be issued visitor's pass. Accompany that person
to ensure they go to the office. If you are in class, ask the teacher next door to keep an eye
on the class until you escort the visitor to the office.
65
New Students/Transfers/Withdrawals
New Students
New students are registered in
the office.
If a student fails to have
information from the previous
school, the student is placed in
the grade in which he/she says
they are.
When records arrive, if this is
different, they are placed
according to previous school records and the appropriate teacher is notified.
At the beginning of the school year, all students who are on your roster and are present that first
day will be annotated with an E on that day. A Student Late Entry Form will be filled out when
a student is assigned to your classroom that was not on your roster. The date of entry will be
annotated on the attendance record with an E on the date he/she entered your classroom. The
same applies for those students that are on your roster but showed up later than the first day of
school.
Withdrawals
The teacher should notify the attendance clerk if they find out a student is withdrawing from
school.
Before a student withdraws from a school, he/she must have a Transfer Form completed by
his/her teacher. Teachers must verify that all issued textbooks are returned and that no fees are
owed. (Check to make sure that the books returned by the students are indeed the ones issued
to that student.)
On the date of withdrawal, place a W on the attendance record.
The teacher should then update the permanent record and give it to the Records Clerk within a
week so it can be forwarded to the student's new school. All updated records (Math, Language
Arts, Reading, etc.) must be placed in the permanent record
Transfers
For students transferring in to your classroom will be annotated in the attendance record with a
TI on the date they transferred in. For those that are transferring out to another classroom are
annotated in the attendance record with a TO on the date of transfer.
66
Attendance Entry Example
SUBJECT
Attendance
TIME ______
CLASS PERIOD
ATTENDANCE
RECORD CALENDAR DATE
26
GRADE
M
GRADING PERIOD Aug. 26 – Aug. Oct. 4, 2013
1st Week
27 28 29
T
W
T
30
2
2nd Week
3
4
5
F
M
T
W
T
INSTRUCTOR __________________
6
9
3rd Week
10 11 12
F
M
T
W
T
13
F
THE BLANK COLUMNS AT THE RIGHT
MAY BE USED TO RECORD ASSIGNMENTS
STUDENT ID. N. AND/OR NAME
1
E
1. Write student’s Last
Name/First Name
2
E
2. Use Black Ink only
3
E
3. Keep accurate records
of your own attendance
4
E
5
E
TO – Transferred Out
6
E
TI – Transferred In
7
E
TR – Transferred to
8
E
4. Use:
another Class
5.
T – Tardy
6.
Use E when student
enters school on the
first day of class
7.
8.
Use W when a student
withdraws from school
RE – when a student
re-enters
9.
Use an A when a
student is Absent. If
student comes in after
being counted absent,
make a correction by
drawing a line across
the A and place your
initials next to the
correction.
9
T
Aglo
T
W
A
T
A
E
E
10
11
E
12
E
TO
Rm35
13
E
14
TI
15
16
17
18
19
DO NOT use correction
paper/White Out
67
Promotion & Retention Guide for Teachers
1. Research shows that:
Grade retention might harm high-risk students by limiting their learning opportunities.
No evidence suggests that grade retention improves average achievement in mathematics
and reading.
Studies suggest that children who are retained learn less than that they would have
learned had they instead been promoted.
Children likely to be retained are at high risk of later difficulty, including low grades, low
test scores, and dropping out of school prior to high school graduation.
Retention stigmatizes retainees, leading to lower teacher, parent, and self-expectations.
Research shows that there is a large correlation between dropout and retention. Students
who repeat two grades have a probability of dropping out nearly 100%.
Retention might help students who have difficulty in school because of a lack of
opportunity for instruction rather than lack of ability, assuming that their lack of
opportunity is related to attendance/health or mobility problems that have been resolved
and that the student is no more than one year older than the classmates.







3. See School Board Policy EIE local and legal for more information.
4. Formal and informal assessments
 Teacher made tests
 End of book tests
 State mandated (TPRI, Tejas Lee, STAAR, SDAA)
 District benchmarks
 Grades on daily assignments
 Progress reports
 Report Cards
 CAI reports
 AR Reports
 Behavior Reports
 Intervention documentation (RTI)
5. Tips for a successful parent conference






Start with a positive
Discuss strengths
Outline concerns
Have documentation ready and available
Have a parent conference for to document conference
Have parent and teacher sign form
68
Alternatives to Retention and Social Promotion
NASP Position Statement on Grade Retention and Social Promotion
Encourage parents’ involvement in their children’s schools and education through frequent contact
with teaches, supervision of homework, etc.
Adopt age-appropriate and culturally sensitive instructional strategies that accelerate progress in
all classrooms.
Emphasize the importance of early developmental programs and preschool programs to enhance
language and social skills.
Incorporate systematic assessment strategies, including continuous progress monitoring and
formative evaluation, to enable ongoing modification of instructional efforts.
Provide effective early ready programs
Use student support teams to assess and identify specific learning or behavior problems, design
interventions to address those problems, and evaluate the interventions.
Offer extended year, extended day and summer school programs that focus on facilitating the
development of academic skills.
Implement tutoring and mentoring programs with peer, cross-age, or adult tutors.
Establish full-service schools to provide a community-based vehicle for the organization and
delivery of educational, social services to meet the diverse needs of at-risk students.
69
Procedures for Dealing with a Wet/Soiled Student
All school personnel needs to be prepared to deal with pupils who have wet or soiled
themselves. Many young children will have an occasional ‘accident’, others may be latedevelopers or there may be an underlying physical or psychological cause for the wetting or
soiling.
Teachers may find that these types of issues become more acute in the early childhood grades
(Pre-K & K) because of the increase in the number of hours children attend school.
Be aware of the protection provided by ADA and IDEA for anyone who has a physical, sensory
or mental impairment that has an adverse effect on his/her ability to carry out normal day-to-day
activities. The effect must be substantial and long-term. It is clear therefore that anyone with a
named condition that affects aspects of personal development must not be discriminated
against. Education providers have an obligation to meet the needs of children with delayed
personal development in the same way as they would meet the individual needs of children with
delayed language, or any other kind of delayed development.
Please follow these procedures when it happens:
First:
The child will be made to feel comfortable and will be taken to the nurse’s office where
he/she will be allowed to wait for his/her parents.
Second:
The Teacher or teacher aide will call the parents to bring a change of clothes and/pick up.
Third:
If the situation necessitates assistance, a para-professional will assist the child. The child
will be given clean undergarments (pull-ups work well for the younger children) and if
necessary, clothing.
The nurse has been asked to keep a supply (one box) of large pull-ups in the Nurse’s Office.
70
Substitute Plan/Folder
A Substitute Plan should be filed in the Substitute Teacher Folder that includes the
following:
•
•
Teacher’s name, grades, and room number
Map of the school with highlighted
areas showing specific areas of most
need (ex: your classroom, restrooms,
cafeteria, nurse’s office, music room,
teachers' lounge, etc.)
•
•
•
General schedule of the day
•
•
•
•
•
•
•
•
Rest room procedures
Early morning activities (Breakfast)
Beginning day activities (attendance,
lesson plans, teacher's editions, etc)
Lunch procedures
Recess (time, location, and procedure)
Nurse referral procedures and passes
Library procedures
Management plan/discipline procedures
Names/room numbers of helpful teachers
Dependable students who can be helpers
 Resource and/or speech students (include time, location and teacher with whom the student
will be working)
 Procedures for all academic areas
 End of day procedures (clean-up, dismissal, etc.)
 Fire drill procedures (include map)
 Code “Bobcat” procedures (include map)
Substitute plans should be completed by the first Monday in September of each school year.
Please remember to update this information as needed throughout the school year. Place this
information in a folder and inform substitutes and colleagues where this folder is located. You
may leave messages for the substitute on the teacher access website. Emergencies do
happen. Please be prepared.
71
Student Late Entry Form
Late Entry
Date: ____________________________
Teacher: _________________________
Room#: _____________
Student Name: ____________________________________________________________
Address: __________________________________________________________________
Bus:  Yes
Phone #: _____________________
Father: __________________________
 NO If Yes, Bus #: _______
Mother: ___________________________
If New to District, from: ___________________
Transferring from: __________________
Late Entry
Date: ____________________________
Teacher: _________________________
Room#: _____________
Student Name: ____________________________________________________________
Address: __________________________________________________________________
Phone #: _____________________
Bus:  Yes
Father: __________________________
 NO If Yes, Bus #: _______
Mother: ___________________________
If New to District, from: ___________________
Transferring from: __________________
72
Request for Leaving Campus During Working Hours
□
Professional
□
Para-Professional
Name: ___________________________
Date: ____________
Date Leaving: ______________________________
Time Leaving: ____________________  AM  PM
Time Returning: ___________________  AM  PM
Reason(s):
____________________________________________________
_______________________________________________________________
________________________________________________________________
________________________________________________________________
Note:
1. The secretary is not authorized to grant permission to leave building.
2. Once you have accumulated ½ day, an absence will be submitted.
__________________________________
Staff Member’s Signature
FOR OFFICE USE ONLY
□ Approved
___________
Date/Time
□ Disapproved
___________
Date/Time
________________________________
Administrator’s Signature
□ Sick Leave
□ Personal Leave
73
Pharr-San Juan-Alamo I.S.D.
Arrived Late to Work
Name: ______________________________________________
Date: _______________________________________________
Time Arrived to Work: ______________________  AM  PM
Reason(s) for Late Arrival: _______________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________
Staff Member’s Signature
****************************************************************************************************
FOR OFFICE USE
___________________________________
Administrator’s Signature

Dock

Sick Leave

Business/Personal Leave
74
Request to View Movie Form
Request to View Movie
Teacher Name: ___________________________
Room#: _______ Grade Level: ______
Viewing Time: From ________ to ________ Date: ____________
* Maximum time allowed is 1 hour
Please indicate how you are integrating the video into your lesson
Reason for request: _________________________________________________________
_________________________________________________________
Activity: ___________________________________________________________________
___________________________________________________________________
TEKS: _____________________________________________________________________
Check if applicable:
 Perfect Attendance
 Top AR Incentive
 6-Weeks incentive
E-mail request 24 hours in advance to Mrs. Nava for approval.
[email protected]
75
Use of Cellular Phones
We are a school district, a setting where children are in a learning environment. The
District further believes that to accomplish this mission, it is imperative that classroom
instructional time be protected. Therefore, any activity that distracts the teacher from
his or her ability to utilize the entire class period for instructional purposes is prohibited.
Specifically prohibited in the use of cell phones by teacher or other
instructional personnel during class time.
PSJA ISD Policy CPAC (Regulation) address that the “use of
privately owned communication devices such as cellular phones
by district employees during normal working hours is
prohibited.” Therefore, all staff members must turn off all
personal cellular phones during the course of the school day.
The same policy applies on the use of cellular phones to send text messages during school
hours.
The principal must approve any special circumstance such as an emergency situation at home
that requires you to have your phone turned on during the day.
If an emergency situation arises during the course of a school day and you are unable to
immediately communicate with the office such as in the playground or somewhere
outside the building, you may use your cellular for the purpose of seeking assistance.
Alleged violations of this policy shall be discussed in a conference between the employee and
the principal. If the principal finds the violation(s) to be factual, the principal shall issue a
written reprimand to the employee(s) involved. This reprimand shall become a part of the
employee’s personnel file. Repeated violations may result in non-renewal of an employee’s
contract or dismissal.
Note: Some district Administrators/Personnel are authorized to carry and use cellular phones in
the district due to the nature of their work assignment and/or responsibilities. Convenience of
need is NOT an approval/authorized justification
76
Bullying
.
77
78
79
Student Welfare – Child Abuse Reporting Procedures
80
81
82
83
84
85
86
87
St
udent Incident Report Form
PHARR-SAN JUAN-ALAMO I.S.D.
STUDENT INCIDENT REPORT
Student’s Name:______________________________ Age: ________ Campus: _________________
Date/Time Incident Occurred: ______________ Location: _________________________________
Nature and Facts of Incident: _________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Incident was reported by: Name: _______________________________ Position: ______________
Phone No.: _______________________ Address: _________________________________________
Other Student(s) and/or Family Member(s) involved: ______________________________________
___________________________________________________________________________________
Witness(es): _______________________________________________________________________
Action Taken by Administrator: _______________________________________________________
___________________________________________________________________________________
Comments: ________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Had a Previous Incident of This Nature Been Reported:
(
) Yes
(
) No
If Answer Is Yes, How Many Times? ____________________________________________________
Give Date and Reference to Previous Incident Report: ____________________________________
___________________________________________________________________________________
________________________________
Signature of Person Filing Report
__________
Date
cc: Superintendent of Schools
Asst. Superintendent for Curriculum and Instruction
Administrator for Student Services
88
Student student safety
89
Student Dress Code
Purpose: The District's dress code is established to teach grooming
and hygiene, discipline, prevents disruption, avoid safety hazards,
and teach respect for authority.
School Uniforms are Mandatory
All students attending Escobar Elementary are required to wear school uniforms.
The Escobar Elementary uniforms consist of a navy blue polo shirt to be worn on Mondays
and Tuesdays and a red polo shirt to be worn on Wednesdays and Thursdays. Both shirts
will have the school emblem. Shirts can be worn with khaki and/or blue jean shorts, pants, or
skirts.
Other uniform requirement is the school spirit T-Shirt, which can be worn on Fridays.
Other requirements:
•
•
•
Student dress and grooming neat and clean
•
Students shall not dress in such a way that partially or totally exposes
underclothing.
•
Trousers/slacks/shorts must be worn at waist level. Excessively baggy
trousers and clothing are not permitted. Clothing may not drag the floor.
•
•
Skirts should fit and be in good taste and not be shorter than mid-thigh.
•
•
Hats, sunglasses, hair curlers, skullies, or do-rags may not be worn.
•
•
•
•
Clothing or jewelry is not permitted that displays inappropriate phrases or symbols.
Shirts/Blouses should be tucked in unless designed to be worn outside the pants/skirt.
Clothing that inappropriately exposes body parts is not permitted, including:
low-cut shirts, tank tops, spaghetti strap tops, halter-tops, and vests or seethrough or mesh garments worn without shirts. Bra straps and bra sides
must not be visible.
Shorts may be worn, however, they must be properly fitted and in good taste and not be
shorter than mid-thigh. Biker shorts of any kind are not permitted.
Shoes or sandals must be worn. Flip-flops (shower type shoes), thong-type shoes or cleats
are not permitted.
Hair of a non-human color is not permitted.
Extraneous articles hanging from clothing such as chains are not permitted.
Facial jewelry is permitted to be worn only on the ears (girls only).
90
•
Classroom Teacher – Standard Certification Renewal
91
92
93
Foods of Minimal Nutritional Value (FMNV) Policy
94
PSJAISD
PSJAISD
95
STUDENT WELFARE
STUDENT INSURANCE
PURCHASING
INSURANCE
PAYMENT OF
PREMIUMS
NO LIABILITY FOR
FAILURE TO PURCHASE
student insurance
FFD
(LEGAL)
The Board may purchase insurance against bodily injury sustained by students
while training for or engaging in interscholastic athletic competition or while
engaging in school-sponsored activities on a school campus. Such insurance shall
be purchased from a reliable insurance company authorized to do business in
Texas and shall be on forms approved by the commissioner of insurance. The
amount shall be in keeping with the financial condition of the District and shall not
exceed the amount that the Board considers reasonably necessary to afford
adequate medical treatment of students so injured.
The cost of student insurance shall constitute a legitimate part of the total cost of
operating the District.
The failure of the Board to purchase student insurance shall not be construed as
placing any legal liability upon the District or its officers, agents, or employees, for
any injury that may result.
Education Code 38.024
OTHER COVERAGE
The District is not authorized to spend public funds on insurance to benefit persons
to whom it owes no legal duty and shall not expend public funds for that purpose.
Unauthorized insurance includes no-fault personal injury protection and uninsured
motorist coverage. Tex. Const., Art. 3, Secs. 50–52; Atty. Gen. Op. H-602 (1975)
STUDENT WELFARE
STUDENT INSURANCE
FFD
(LOCAL)
VOLUNTARY
PROGRAM
The District shall cooperate in a program to offer low-cost accident insurance for
students. Students or parents shall pay the premium for the coverage if they
choose to participate. The District shall not be responsible for costs of treating
injuries and shall not assume liability for any other costs associated with an injury.
OUT-OF-DISTRICT TRIPS
AND EXTRACURRICULAR
ACTIVITIES
Before participating in a school-sponsored trip outside the District or in schoolsponsored extracurricular activities, students shall either have purchased the basic
student accident insurance or shall present a waiver, signed by the parent or
guardian, accepting full responsibility for medical costs of any injury that may
result.
DATE ISSUED: 4/19/1993
ADOPTED: 1 of 1 LDU-16-93 FFD (LOCAL)-X
96
Student Insurance Approval/Rejection Form
Student Name (Print): ______________________ I.D. #: ________ Grade: ________
Teacher Name: _________________________ Room#: ________ Date: _________
This is to certify the I/we have been given the opportunity to participate in the student accident
plan provided by the Pharr-San Juan-Alamo I.S.D.

Yes, I wish to participate in the insurance plan and will mail in the insurance packet.

No, I do not wish to participate in the insurance plan at this time.
_____________________________
Parent/Guardian Signature
_______________________
Date
Dear Student:
Your signature below is your acknowledgement that you have received the insurance plan
packet.
Sign in the space below and then return the bottom portion to your teacher. Take the insurance
plan packet home for your parent(s) to review and return the completed signed form.
_____________________________
Student’s Printed Name
___________________________
Student’s ID#
_____________________________
Student’s Signature
___________________________
Date
_____________________________
Name of Teacher
___________________________
Room#
It is the policy of the Pharr-San Juan-Alamo ISD not to discriminate on the basis of sex, disability, race, color, religion, national origin or age.
97
Formulario de Aprobación/Rechazo de Seguro Escolar
Nombre del Estudiante: _________________________ ID #: ________ Grado: ________
Nombre del Maestro/a: ________________________ # de Salón: ______ Fecha: ________
Esta carta certifica que me/nos ha dado la oportunidad de participar en el plan de accidentes
para el estudiante proporcionada por el distrito escolar Pharr-San Juan-Alamo.
 Sí, deseo participar en el plan de seguro y se envía el paquete de seguro.
 No, no deseo participar en el plan de seguro en este momento.
_____________________________
Firma de Padre / Tutor
_________________________
Fecha
Estimado estudiante:
Su firma abajo es reconocimiento que ha recibido el paquete de plan de seguro.
Regístrate en el espacio abajo y luego devuelva la parte inferior a tu maestro. Tome el paquete
con el plan de seguro a su casa para que su padre (s) revisen y devuelvan el formulario
completo y firmado.
______________________________
Nombre impreso del estudiante
__________________________
ID # del estudiante
______________________________
Firma del Estudiante
__________________________
Fecha
______________________________
Nombre del Maestro
__________________________
# Salón
It is the policy of the Pharr-San Juan-Alamo ISD not to discriminate on the basis of sex, disability, race, color, religion, national origin or age.
98
Student Welfare – Discrimination, Harassment, and Retaliation
99
100
101
102
Orlando Noyola
103
104
105
106
107
PSJA ISD Policy – Employee Standards of Conduct
108
109
110
111
112
113
114
115
PSJA ISD Policy – Term Contracts – Nonrenewal
116
117
118
119
120
121
CUSTODIAL SERVICES & REPAIRS
If at any time a teacher notices school property in the
classroom or any other place that needs repairing, he/she
should fill out the form provided in this handbook giving
information and place it in his/her principal's mailbox. The
principal will pass the information on to the appropriate
department to schedule repairs. We want to keep all school
property in good state of repair, and all teachers can assist
us in this way.
CUSTODIAL SERVICES
Teachers requesting custodial service in addition to the regular service should submit such
requests using the form provided to the principal. It is confusing when each individual carries or
sends requests directly to the head custodian. His schedule is full and his regular duties follow
a definite plan. You can assist him and promote good will by insisting that your pupils keep
paper off the floor, seeing that chairs are left orderly, and seeing that lights are turned off at the
end of the day. Let us teach in a positive way the example of good housekeeping. Teachers
should see that students clean up after experiments or classroom demonstrations in their room.
122
Leaving During Working
Custodial/Maintenance Request Form
We, the custodians at Escobar Elementary, take great pride in the
maintenance of this building. If any problems occur, complete this
form and give it to one of the custodians. We will correct it as soon as
possible.
Request for Custodial/Maintenance Service
Name of Person Making Request: ___________________________
Room#: __________
Date: _____________________ Time: _______________________
Reason for Request
□ Furniture
□ Restrooms
□
School Fixtures
□ Clean-up spill
□ Light Bulbs
□
Water Fountain
□ Electrical
□ Other:
Explanation: ___________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Custodial Use Only
Date Received: ___________________
Received By: ___________________________
Date/Time Service Completed: _____________________
Comments: ________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
When completed, sign and return copy to front office
123
textbook
issue
Student Textbook Issue Form
Student Name: ___________________________________________ Grade: __________________
Address: ___________________________________________________ County: _Hidalgo___ State: _Texas___
List of Books
Book Number
Condition when
Issued
Condition when
Returned
Math
Reading
Grammar
Science
Social Studies
Spelling
Handwriting
ESL
Student Textbook Issue Form
Student Name: ___________________________________________ Grade: __________________
Address: ___________________________________________________ County: _Hidalgo___ State: _Texas___
List of Books
Book Number
Condition when
Issued
Condition when
Returned
Math
Reading
Grammar
Science
Social Studies
Spelling
Handwriting
ESL
124
Textbook Request Form
Textbook Request Form
Teacher: __________________________________
Grade: __________________
Room#: ___________________________________
List of Books
ES & Level
Number of
Students
Number of Books
Issued
Number of Books
Requested
Math
Reading
Grammar
Science
Social Studies
Spelling
Handwriting
ESL
Please Turn In Request Form to Mrs. Layton
125
Request Form
Materials Request Form
Name: ________________________ Room#: ________________
Date:____________________
Materials Needed:
Amount:
___________________________________
_______________________
___________________________________
_______________________
___________________________________
_______________________
___________________________________
_______________________
___________________________________
_______________________
Turn in Requests ONLY on Tuesdays or Thursday to Mrs. Layton’s Office
Materials Request Form
Name: ________________________ Room#: ________________
Date:____________________
Materials Needed:
Amount:
___________________________________
_______________________
___________________________________
_______________________
___________________________________
_______________________
___________________________________
_______________________
___________________________________
_______________________
Turn in Requests ONLY on Tuesdays or Thursday to Mrs. Layton’s Office
126
Response to Intervention
Response to Intervention (RtI) is a multi-tiered approach to the early identification and support
of students with academic and behavior needs.
The RtI process begins with high-quality instruction and universal screening of all children in the
general education classroom. Struggling learners are provided with interventions at increasing
levels of intensity to increase their rate of learning. These supplemental services may be
provided by a variety of personnel, including general education teachers and/or specialists.
Progress is closely monitored to assess both the rate of learning and level of performance of
individual students. Educational decisions about the intensity and duration of interventions are
based on individual student response to instruction. RtI is designed for use when making
decisions in either general education or special education, creating a well-integrated system of
instruction and intervention guided by the individual child’s outcome data.
A Referral to RTI Is Not a Referral to
Special Education or Section 504
A referral to RTI means that the student is struggling or failing and is in need of
additional academic interventions in order for the student to succeed.
The goal of RTI is not to justify a referral to Special Education or Section 504, but
rather it is a process to bring the student up to grade level and to be successful. If,
however; after a specified intervention time and the student has not made significant
progress in a Tier II and Tier III intervention process, a referral for a full
comprehensive evaluation by Special Education or a referral to Section 504 may be
warranted.
The first step in the referral process is the completion of a RTI referral packet. All forms
required for an initial referral are located in the Response to Intervention section in the
Escobar Elementary website. To go there, simply click here or go to
http://escobar.psjaisd.us/.
To comply with PSJA policy, all RTI forms downloaded from the website are password
protected! To open them up use the following password: escobar113
When filling out the referral forms, ensure that all questions are answered and leave no blank
boxes. If the question does not apply to this student, please indicate so, i.e. N/A.
To prevent delays, ensure that all health concerns with vision, hearing and health are
cleared up before proceeding with referral.
A step by step guide to the RTI referral can be found here.
RTI REFERRAL GUIDE
You can either open it up and use as needed or you can print
it and save as a hard copy.
127
RTI Checklist
Once the teacher has completed all RTI referral forms, gather other required supporting
documentation and include them in the initial referral packet.
Use the RTI Checklist to make sure you have all the necessary documents and submitted them
to the RTI Core Team prior to the scheduled RTI meeting.
128
This is the most important process
of RTI interventions.
Progress Monitoring (PM) is a vital aspect of
the RTI model. During PM, teachers assess
students’ academic performance using brief reading
or math measures. PM takes place frequently (biweekly), and each alternate test form assesses
performance of what is expected overall student
performance.
Academic and behavioral interventions under RTI are incomplete without
data being collected to document whether those interventions are actually
taking place and are actually benefiting students.

The student will be placed in Tier II and academic interventions will begin according the
Individual Intervention Plan (IIP), Form RTI-5.

Form RTI-7, Progress Monitoring Record will be used to track progress monitoring for that
intervention period.

One copy of Form RTI-7 will be used for each area of intervention. For example, a form to
be used for Reading Comprehension, another form for Reading Fluency, and another form
for Math, etc.

The IIP/PBSP will be monitored and revised as needed at a minimum:
o Every 2 weeks for students in Tier II
o Every 2 weeks for students in Tier III
129

Teacher`s Handbook - Pharr-San Juan

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