Temple Independent School District Curriculum & Instruction Administrative Guidelines
Curriculum & Instruction Administrative Guidelines
2016-2017
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Table of Contents Table of Contents …….. ....................................................................................…………2 Introduction ..................................................................................................................... 7 ACCOUNTABILITY, ASSESSMENT, AND PEIMS ........... …………………………………………8 PEIMS/TSDS Department Timeline for Processing Submissions Data…………………….9 Attendance…………………………………………………………………………………..10 Importance of Accurate Attendance Reporting………………………………………….11 Data Quality...……………………………………………………………………………… 12 Student Eligibility for Attendance …………………………………………………………13 Compulsory Attendance……………………………………………………………………13 Attendance Committees……………………………………………………………………15 Credit by Examination Procedures for Advanced Placement Kindergarten Eligible Students ..………………………………………………………………………………………17 Credit by Exam Grades 1-8 With or Without Prior Instruction ……………………….….19 Distribution of Results from Local Curriculum Benchmarks Assessments and Local Benchmark Testing....………………………………………………………………………….23 Distribution and Filing of individual Students STAAR Reports.……………………………24 Procedures for Taking Attendance on Testing Days.………………………………………25 STAAR Testing and Limitations of Extracurricular Activities………………………………26 Wheatley Testing Procedures..……………………………………………………………….27 ADVANCED ACADEMICS…………………………………………………………………………….28 Elementary………………………………………………………………………………………29 Referral and Permission Application ……………………………………………………..30 Referral and Permission Application (Spanish) ......................................................... 31 Secondary ... …………………………………………………………………………………….32 Middle School Pre-AP .. ……………………………………………………………………33 Pre-Advanced Placement Program .......................................................................... 38 CAREER & TECHNICAL EDUCATION……………………………………………………………..39 Introduction .. ……………………………………………………………………………………40 Description .............................................................................................................. 40 Vision ...................................................................................................................... 41 Mission .................................................................................................................... 41 Purpose ................................................................................................................... 41 Executive Summary ................................................................................................. 42 Overview ............................................................................................................ 42 House Bill 5 ........................................................................................................ 42 Partnerships ....................................................................................................... 42 Parent and Community Communication and Involvement................................... 43 Program Planning.................................................................................................... 43 Goal ................................................................................................................... 43 Action ................................................................................................................. 43 Programs of Study ................................................................................................... 44 Career Pathways ................................................................................................ 44 Admission Guidelines .................................................................................................... 46 Eligibility ................................................................................................................... 46 Recruitment .............................................................................................................. 46 Admission Process ................................................................................................... 47 Selection Process ..................................................................................................... 48 Graduation Cords ..................................................................................................... 49 2
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Business and Industry Advisory Council ......................................................................... 50 Mission ..................................................................................................................... 50 Purpose .................................................................................................................... 50 Functions.................................................................................................................. 50 Career and Technical Student Organizations ................................................................ 51 Fundraising............................................................................................................... 52 Community Service .................................................................................................. 53 Classroom Expectations ................................................................................................ 54 Standard Classroom Requirements .......................................................................... 54 Course Syllabus ...................................................................................................... 55 Lesson Plans ........................................................................................................... 57 Substitute Folder ..................................................................................................... 57 Everyday Best Practices ................................................................................................ 59 Modeling Soft Skills ................................................................................................. 59 Classroom, Shop and Building Organization and Cleanliness .................................. 59 Institutes of Higher Education ........................................................................................ 60 Dual Credit ............................................................................................................... 60 Articulated Credit ...................................................................................................... 60 Costs ........................................................................................................................ 60 Benefits of Both Dual and Articulated Credit ............................................................. 60 TISD Higher Education Partners .............................................................................. 61 Operating Guidelines ..................................................................................................... 62 Interdepartmental Communication Practices ............................................................ 62 Purchases ................................................................................................................ 62 Receiving Purchases ................................................................................................ 63 Travel ....................................................................................................................... 63 Credit Card Usage .................................................................................................... 64 Standard Hours and Time-Off Request ..................................................................... 66 Conference Period ................................................................................................... 67 Staff Parking ............................................................................................................. 67 Student Parking ........................................................................................................ 67 Parent Connection ......................................................................................................... 68 Student Involvement ...................................................................................................... 70 COUNSELING .......................................................................................................................... 71 Academic Records Retention ...………………………………………………………………72 Child Protective Services and Mandatory Reporting ...................................................... 74 Harm to Self or Others Procedures................................................................................ 77 Outside Agency Referrals ............................................................................................. 79 Role of Couselor............................................................................................................ 80 Supervision of Counseling Interns ................................................................................ 82 ELEMENTARY EDUCATION .................................................................................................. .84 Assigned Novels……............................................................................................... …..85 District Assessment Review Process ............................................................................. 86 Extracurricular/Co-Curricular – Definition of ................................................................... 88 Field Trips ..................................................................................................................... 89 Request Form .... ..………………………………………………………………………….90 Permission Form for Elementary ............................................................................. 91 Permission Form - Spanish ...................................................................................... 92 Request for Alternate Transportation ........................................................................ 93 Itinerary Form 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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Grades .......................................................................................................................... 95 New Students to District ........................................................................................... 95 Parent Night ................................................................................................................. 98 Progress Reports .......................................................................................................... 99 Promotion of Students ................................................................................................. 100 Report Card Schedule ................................................................................................. 103 RtI Manual . …………………………………………………………………………………….104 Legal Framework...………………………………………………………………………..104 Temple ISD Process Chart ..……………………………………………………………. 106 Academic RtIProcess..……………………………………………………………………107 RtI and Dyslexia . ………………………………………………………………………… 117 Section 504 .. ………………………………………………………………………………118 Campus Based RtI Team .. ………………………………………………………………119 Responsibilities of the Campus RtI ……..……………………………………………...120 Behavioral RtI Process . .………………………………………………………………….121 Temple ISD RtI Workflow ..………………………………………………………………125 Temple ISD RtI Documentation …………………………………………………………126 References/Committee Members ..……………………………………………………..127 Staff Development… .............................................................................................. ….128 Staff Development of Support Personnel ..................................................................... 129 Textbooks: Adoption Procedure ................................................................................... 130 ENGLISH LANGUAGE LEARNERS ...................................................................................... 133 Assessments ............................................................................................................... 134 Early Exit Design ......................................................................................................... 135 Pre-K ..................................................................................................................... 137 Kindergarten .......................................................................................................... 138 First Grade............................................................................................................. 140 Second Grade ....................................................................................................... 144 Third-Fifth Grade ................................................................................................... 147 Early Exit Framework .................................................................................................. 150 English Language Proficiency Standards .................................................................... 156 Exiting Students from the Limited English Proficient (LEP) Services and Monitor ........ 157 How do we Prepare for a Language Proficiency Assessment Committee (LPAC) meeting ....................................................................................................................... 158 Identifying Students as English Language Learners .................................................... 160 Immigrant Students ..................................................................................................... 161 Limited English Proficient (LEP) Services and the Special Education Student ............. 162 Programs Offered In TISD.………………………………………………………………… .. 164 Standards Document ELAR/SLAR TEKS .................................................................... 166 Transitional Bilingual Program .................................................................................... 167 FINE ARTS ............................................................................................................................. 168 Extracurricular/Co-Curricular – Definition of ..………………………………………….…169 Grading ...................................................................................................................... 173 Waiver Form ............................................................................................................ 173 No Pass No Play ..................................................................................................... 174 UIL .......................................................................................................................... 175 Off Campus Physical Education (PE) .......................................................................... 176 SECONDARY EDUCATION ................................................................................................... 178 Abstinence-Based Health & Wellness Curriculum ....................................................... 179 Alternative Education................................................................................................... 180 4
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Edwards – Enrollment/Admissions .......................................................................... 180 Enrollment Application ……………………………………………………………………182 HS Course Completion and Grading Requirements…………………………………...183 Assigned Novels .......................................................................................................... 186 Credits from Non Accredited Schools .......................................................................... 188 District Assessment Review Process ........................................................................... 189 Extracurricular/Co-Curricular – Definition of ................................................................. 191 Field Trips ................................................................................................................... 192 Request Form ......................................................................................................... 193 Permission Form for Secondary .............................................................................. 194 Permission Form – Spanish ................................................................................... 195 Request for Alternate Transportation ....................................................................... 196 Itinerary Form .......................................................................................................... 197 Grades ........................................................................................................................ 198 New Students to District…………………………………………………………………..198 Grading UIL ................................................................................................................. 201 Waiver Form ...…………………………………………………………………………….202 Off Campus Physical Education (PE) ....…………………………………………………...203 Parent Night ............................................................................................................... 204 Progress Reports ........................................................................................................ 205 Promotion of Students ................................................................................................. 206 Class Rank.............................................................................................................. 207 Report Card Schedule ... ……………………………………………………………………..209 RtI Manual ................................................................................................................... 210 Legal Framework ....……………………………………………………………………….210 Temple ISD Process Chart.………………………………………………………………212 Academic RtI Process.……………………………………………………………………213 RtI and Dyslexia …………………………………………………………………………224 Section 504 ………………………………………………………………………………225 Campus Based RtI Team….. ……………………………………………………………226 Responsibilities of the Campus RtI…..………………………………………………….227 Behavioral RtI Process……………………………………………………………………228 Temple ISD RtI Workflow …..……………………………………………………………232 Temple ISD RtI Documentation …………………………………………………………233 References/Committee Members.. ……………………………………………………..234 Scheduling and Grade Reporting Processes………………………………………………235 Secondary Course Catalogs ........................................................................................ 236 Staff Development…………………………………………………………………………….238 Staff Development for Support Personnel.…………………………………………………239 Textbooks: Adoption Procedure................................................................................... 240 SPECIAL EDUCATION .......................................................................................................... 243 Admission, Review and Dismissal (ARD) Types/Graduation ARDs…………………….244 Childfind ...................................................................................................................... 249 Consent.... ……………………………………………………………………………………..250 Disability Criteria ......................................................................................................... 251 Discipline ..................................................................................................................... 252 Field Trips ................................................................................................................... 261 Request Form ..... ………………………………………………………………………… 263 Permission Form..………………………………………………………………………… 264 Permission Form – Spanish.... …………………………………………………………...265 5
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Request for Alternate Transportation…………………………………………………....266 Grading and Reporting ………………………………………………………………………267 Least Restrictive Environment/Instructional Arrangement ............................................ 269 Mutual Agreement ....................................................................................................... 272 Psychological Referrals and Consent .......................................................................... 273 Referral for Possible Special Education Referral Services ........................................... 275 Special Educational Assistants…………………………………………………………….. 279 Timelines ..................................................................................................................... 280 Transfers/New to District ............................................................................................. 281 SPECIAL PROGRAMS ...................................................................................................... 28583 At-Risk ........................................................................................................................ 284 DEIC……………………………………………………………………………………………285 Dyslexia………………………………………………………………………………………..287 Federal Programs ........................................................................................................ 288 Homebound (General Ed)............................................................................................ 290 Library Services ........................................................................................................... 291 Section 504 ................................................................................................................. 292 Summer School ........................................................................................................... 299 TECHNOLOGY………………………………………………………………………………………..300 Administrator Cell Phones ........................................................................................... 301 Computer Use ............................................................................................................. 304 Copyright Guidelines ............................................................................................... 304 Digital Responsibility ............................................................................................... 304 Acceptable Use Policy ............................................................................................ 305 Bring Your Own Device (BYOD).............................................................................. 305 Guidelines for Staff Use of Personal Devices ......................................................... 305 TISD Warranties and Responsibilities .................................................................... 305 Copiers ........................................................................................................................ 306 District Resources ....................................................................................................... 307 Network-WAN ......................................................................................................... 307 Hardware ................................................................................................................ 307 Software/Services ................................................................................................... 307 Instructional Applications ........................................................................................ 307 Purchasing Procedures ............................................................................................... 308 Work Orders and Tech Support……….…………………………………………………….309 NON-DISCRIMINATION STATEMENT……………………………………………………………..310
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Introduction This administrative manual is designed to provide a ready reference for administrators. Although board policy provides the rules and regulations under which any school district operates, there are always variations in practices and procedures within the parameters of board policy. This handbook has been designed as a bridge between policy and practice and is updated annually.
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ACCOUNTABILITY, ASSESSMENT, AND PEIMS
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Attendance Accounting Procedures Reference or Contact
Director of Accountability, Assessment, and
PEIMS Public Education Information Management System (PEIMS)/Texas Student Data System (TSDS) DEPARTMENT TIMELINE FOR PROCESSING SUBMISSIONS DATA August Review Beginning of School Procedures Review First Day Procedures with each campus Train Campus PEIMS/TSDS Staff (Elementary Secretaries, Registrars, Attendance Aides, Principals, Assistant Principals, and Discipline Secretaries) Review Leaver Coding with MS and HS (grades 7-12) campuses Train teachers on importance of attendance accounting by campus registrar Assure each campus access to PEIMS Data Standards(TSDS/Texas Education Directory (TED) and Attendance Accounting Handbook Review local procedural handbook 1st Day/1st Ten Days Obtain accurate first day counts from each campus Campuses will "no show" students in Student Data Management System Verify "no shows" at the campus level Campuses will maintain 3-5 days of hard copy attendance in conjunction with electronic attendance Collaborate with Attendance Officers and Registrars/Attendance Aides for appropriate Leaver coding and documentation of "no shows" September Begin weekly Person Enrollment Tracker (PET) submission Must have appropriate students enrolled (7-12) for dropout and Completion Rate October/November/December Last Friday in October – Fall PEIMS/TSDS Submission (SnapShot) PEIMS/TSDS department works with campuses on “cleaning up” data PEIMS/TSDS Department works with Human Resources to assure accuracy of 030-090 records PEIMS/TSDS due to Region 12 (District File) Assure submission is clean and has been verified by each campus and department with sign off sheets PEIMS/TSDS due to Texas Education Agency 9
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Make corrections to data as required for resubmission Work with campuses to correct the data for resubmission Review all reports for changes made PEIMS/TSDS Fall Resubmission due to Texas Education Agency Compile campus Fall Submission Data books Distribute to Campus Principals through share point
January
Mid Year PEIMS/TSDS Submission (Financial Data)
May/June Mid June – Summer PEIMS/TSDS Submission PEIMS/TSDS department works with campuses on “cleaning up” data PEIMS/TSDS due to Region 12 (District File) Assure submission is clean and has been verified by each campus and department with sign off sheets PEIMS/TSDS due to Texas Education Agency End of Year Procedures Overview Purpose is to: set forth data quality standards establish standard enrollment, withdrawal, and PEIMS/TSDS coding procedures for the Temple Independent School District establish standard attendance accounting procedures for the Temple Independent School District inform of the legal requirements of attendance accounting and recording leavers References: Texas School Law Bulletin, Texas Education Agency The Student Attendance Accounting Handbook, Texas Education Agency Agreed Upon Procedures for Leavers & Underreported Students, Texas Education Agency PEIMS/TSDS PEIMS Data Standards(TSDS /TEDS), Texas Education Agency TISD Student-Parent Handbooks, Temple ISD TISD High School Student-Parent Handbook Supplement, Temple ISD TISD School Board Policy Attendance The Student Attendance Accounting Handbook The submission of Public Education Information Management System/Texas Student Data System (PEIMS/TSDS) data is required of all public school districts and open-enrollment charter schools. Student attendance and contact hours will again be reported at the student detail level, for the entire school year, through the PEIMS/TSDS . The Student Attendance Accounting Handbook (handbook) provides districts and charter schools with the Foundation School 10
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Program (FSP) eligibility requirements of all students and the minimum requirements of all student attendance accounting systems. “The Student Attendance Accounting Handbook contains the official attendance accounting rules and regulation for all public school districts in Texas, and it is the official standard of required information for all attendance responsibility to ensure that the basis used to record and process attendance accounting data meets this standard.” TAC §129.21 (e), 129.1023, and 129.1025. It is the TISD expectation that campus officials and responsible personnel familiarize themselves with the rules and regulations of the Student Attendance Accounting Handbook. The most recent handbook may be viewed or downloaded at the following website: http://www.tea.state.tx.us/index2.aspx?id=7739 State Requirements “Each school district shall use a uniform accounting system adopted by the commissioner for the data required to be reported for the Public Education Information Management System.” TEC §42.006(b) District Requirements The Temple Independent School District has adopted a combination of systems including Skyward Student Management System, EA+ for classroom electronic attendance, TEAL which includes Edit + ( a TEA software product) and TREx (TEA electronic records exchange) as well as hard copy supporting documentation to ensure the accurate taking, recording, and reporting of attendance accounting data. To ensure quality of data, this system is a combination of automated and manual accounting. Responsibilities Monitoring of adherence to established district procedures must occur. Attendance Recording Teachers are responsible for accurate attendance record keeping. Campus-level attendance personnel are responsible for ensuring the maintenance of this process. Principals must enforce campus procedures and support the Attendance Office in performance of their duties. The PEIMS/TSDS Department is responsible for assisting in this process, informing campuses of required procedures, ensuring that mandatory deadlines are met, and that compliance is occurring. The PEIMS/TSDS Department must inform campus principals of non-compliance. “The superintendent of schools is responsible for the safekeeping of all attendance records and reports. The superintendent of schools may determine whether the properly certified attendance records or reports for the school year are to be stored in the central office, on the respective school campuses of the district, or at another secure location. Regardless of where such records are stored, they must be readily available for audit by the TEA division responsible for performing school financial audits.” TAC §129.21(d) Importance of Accurate Attendance Reporting
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
“All public schools in Texas must maintain records to reflect the average daily attendance (ADA) for the allocation of Foundation School Program (FSP) funds and other funds allocated by the Texas Education Agency (TEA). Superintendents, principals, and teachers are responsible to their school boards and to the state to maintain accurate, current attendance records.” TAC §129.21(a) All students must meet the requirements for membership in the District as well as in special programs as defined in Section III of the Student Attendance Accounting Handbook, before they are eligible for Foundation School Program (FSP) funds for attendance and special programs. The only time a student may be coded as an eligible participant in a program/setting, thereby generating state funding, is when that student meets all of the eligibility requirements and all documentation is complete and on file. This documentation is auditable. Incomplete or inaccurate data will result in attendance not being allowed. Non-allowable attendance will result in the revocation of funds. Data Quality Eight Requirements for Data Quality as Established by the Texas Education Agency Security Data is protected against unauthorized access to elements, records, or files Availability Data is present and ready for use Integrity The extent to which data rules are followed Accuracy The extent to which a data value is close to the real value Completeness Suggests having sufficient, but not more than the necessary data or information Clarity Data is readily understood and not open to more than one interpretation Consistency The same results are yielded at a particular time, different times, and longitudinally Timelines Reflects a time that is appropriate for a particular activity or use Additional Requirements A district or charter school must maintain a procedures manual that provides specific, detailed information on the district's school attendance accounting system. This procedure manual must include the following information: how and when teachers are to take official attendance how attendance is entered into the attendance accounting system which position(s) is/are responsible for the coding of special programs (such as Career and Technical, Special Education, Pregnancy Related Services, etc.) how changes to special programs are to be documented how student membership is to be reconciled between the teacher rosters and the attendance accounting database 12
Temple Independent School District Curriculum & Instruction Administrative Guidelines
how your district will maintain attendance accounting records (including computerized records, period absence slips, and official calendar) after the completion of the school year what backup systems are in place to protect the attendance accounting records which position is responsible for the maintenance and security of the attendance accounting records Student Eligibility for Attendance General Eligibility Requirements Student who are at least five years old on September 1 of the current school year, but are less than 21 years old by the same date Students who are at 21 years of age, but are less than 26 years old are admitted by the school district to complete the requirements of a high school diploma Students with Disabilities/Pre-Kindergarten Students with disabilities become eligible on their 3rd birthday Children with serious visual and/or hearing impairments are eligible from the date of birth through age two A student receiving special education services who is 21 years of age on September 1 of a school year shall be eligible for services through the end of the school year or until graduation, whichever comes first. Additionally, students with disabilities who have graduated by an Individualized Educational Plan, and who are still in need of special education services may be served through the age of 21 a student who is eligible for state-funded PK classes and meets the age requirement by September 1 of the current school year (eligible only for half-day attendance) Pre-Kindergarten To be eligible for enrollment in a PK class, a child must be 3 or 4 years of age on September 1 of the current school year and must: be unable to speak and comprehend the English language; or be educationally disadvantaged(eligible to participate in the National School Lunch Program - NSLP (It is not necessary for a student to participate in the NSLP to qualify); or be homeless ( TISD Student Services Offices are responsible to determine that students meet the homeless criteria as defined by defined by 42 USC, §11302, and 42 USC, §11434(a)); or be the child of an active duty member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces, who is ordered to active duty by proper authority; or be the child of a member of the armed forces of the United States, including the state military forces or a reserved component of the armed forces, who was injured or killed while serving on active duty; or have ever been in the conservatorship (foster care) of the Department of Family and Protective Services (DFPS) following an adversary hearing; or because of recent changes in federal law, educationally disadvantaged students, as defined by the TAC §5.001(4), now include all students who are eligible for Head Start Compulsory Attendance
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
A child who is required to attend school under Section 25.085 of the Texas Education Code shall attend school each school day for the entire period the program of instruction is provided. Failure to comply with established requirements is handled within the court system, and could result in prosecution. Campus personnel are required to monitor student attendance for referral to district truancy officers when the student’s lack of attendance indicates truancy intervention. Failure to Attend School As according to TEC §25.094, an individual commits an offense if he or she fails to attend school on ten or more days or parts of days within a six-month period in the same school year or on three or more days or parts of days within a four-week period. “An offense under this section may be prosecuted in a justice court of any precinct in the county in which the individual resides or in which the school is located or in a municipal court in the municipality in which the individual resides or in which the school is located.” TEC §25.094 (b) Warning Notices - TEC §25.095 A parent shall be notified in writing at the beginning of the school year that if the student is absent from school on ten or more days or parts of days within a six-month period in the same school year or on three or more days or parts of days within a four-week period that the parent and/or student could be subject to prosecution. Parents shall also be notified in writing if the student has been absent without excuse under Section 25.087 for three days or parts of day within a four-week period. This notice must:
Inform the parent that it is the parent’s duty to monitor the student’s school attendance and require the student to attend school; and the parent is subject to prosecution under Section 25.093” Request a conference between school officials and the parent to discuss the absences.
A campus-level administrator or counselor should be designated as the campus attendance official and should maintain close, constant scrutiny of students’ attendance. Documented vs. Undocumented Absence As according to Temple Board Policy, “a student absent from school shall provide a note that describes the reason for absence. The note shall be signed by the student’s parent or guardian.” Only a student who has been emancipated by the court or who is 18 or older may sign in place of a parent or guardian. Absences documented by parent note are acceptable in terms of compulsory attendance law; however, Temple Board Policy stipulates that a student may accrue only 10 parent notes in the course of the school year. After ten parent notes, absences may be considered unexcused and subject to truancy guidelines. No notes or documentation regarding absences will be accepted for purposes of attendance accounting beyond the 5th school or working day after the students returns to school, unless the principal approves.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Truancy The Temple Independent School District attendance officials will ensure that the following steps occur in documenting student non-attendance:
It is recommended that the student’s teacher attempt to contact a parent following the second undocumented absence. (Campus) A warning letter will be sent to student’s parent or guardian following the third undocumented absence. (Campus) Upon the tenth undocumented absence the district Attendance Officers will file with the Justice of the Peace to pursue legal action. (District/Campus)
90% Attendance A student must be in attendance 90% of the days the class is offered in order to receive credit. Failure to comply with established requirements is handled by campus-level attendance committees and could result in retention or loss of credit. Campus-level attendance committees are required to keep documentation of committee review and decisions on a student by student basis. Attendance Committees A student may not be given credit for any class unless the student is in attendance for at least 90% of the days the class is offered. As according to TEC §25.092, the board of trustees of each school district shall appoint one or more attendance committees to hear petitions for class credit by students who are in attendance fewer than the number of days required. Each campus shall set up an attendance committee as described in Temple ISD Policy Manual. (FDD Legal) FDD Legal establishes that an attendance committee, comprised predominantly of teachers, may give class credit to a student because of extenuating circumstances according to Board policy. Additionally, ways for a student to make up work or regain credit lost because of absences may be addressed. “The attendance committee may, if the student has established a questionable pattern of absences, also require a physician’s or clinic’s statement of illness after a single day’s absence as a condition of classifying the absence as one for which there are extenuating circumstances.” (FDD Local) A student may appeal the decision by a campus attendance committee to a District Attendance Committee based upon “extenuating circumstances.” (See below) The decision of the District Attendance Committee may be appealed to the School Board. The School Board’s decision may be appealed to the District Court. The Temple ISD School Board has defined extenuating circumstances as:
Board-approved extracurricular activity or public performance Required screening, diagnosis, and treatment for Medicaid-eligible students Documented health care appointed, if the student begins classes or returns to school on the same day as the appointment. Temporary absence resulting from any cause acceptable to the teacher, principal, or Superintendent Juvenile court proceeding documented by a probation officer 15
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Absence required by state or local welfare authorities Family emergency or unforeseen or unavoidable instance requiring immediate attention Approved college visitation
Also, according to Board policy, “When a student’s absence for personal illness exceeds five consecutive days, the student shall present a statement from a physician or health clinic verifying the illness or other condition requiring the student’s extended absence from school.” Acceptable Documentation For students who leave during the school year, leaver reasons apply at the time of withdrawal, and documentation should be obtained at that time For students who fail to return the following fall, leaver reasons apply on the first day of school or its approximation, the school-start window. The school-start window is the period of time between the first day of school and the last Friday in September. Documentation must be signed and dated by an authorized representative of the district. Authorized representatives include Campus Principal, Assistant Principal, or Attendance Officer. Withdrawal documentation should also be signed for the student by a parent or guardian; or responsible adult as recorded in school records, such as a foster parent or a probation officer; or qualified student ( a qualited student is one who, at the time he/she stops attending school) is married, or is 18 years or older, or has established a residence separate and apart from the student’s parent, guardian, or other person having lawful control of the student. An original signature is not required on withdrawal forms received in the district by fax. Withdrawal forms received by e-mail do not need to be signed by the parent/guardian or qualified student. Written documentation of oral statements made in person or by telephone by the parent/guardian or qualified student is acceptable documentation in some situations if it is signed and dated by the district representative. Withdrawal documentation is considered incomplete without a date, signature(s), and destination. Documentation with missing information because the parent refused to provide it will be acceptable with appropriate documentation of a parent refusal. Refusal documentation includes the date, content of conversation, name of person with whom the conversation was conducted, and the signature of the school official verifying the conversation.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Credit by Examination Procedures for Advanced Placement for Kindergarten Eligible Students Reference or Contact
Director of Accountability, Assessment, and
PEIMS Kindergarten Acceleration Procedures 1. Parent or guardian must complete Kindergarten Acceleration Application and submit to campus principal for signature and approval. 2.
If signed and approved by campus principal, application will be sent to the Department of Accountability, Assessment, and PEIMS.
3. As there are no “formal” tests available through the University of Texas Tech or the University of Texas for Kindergarten Acceleration, local testing will be used for determination of appropriateness of potential acceleration. 4. A District reading assessment that correlates to the TEKS and the District’s reading program will be administered (Texas Primary Reading Inventory, Developmental Reading Assessment). 5. A District math assessment that correlates to the TEKS and the District’s mathematics program will be administered (Texas Early Mathematics Inventory). 6. In addition to testing, classroom observations will be used for appropriate grade placement determination. 7. Testing and observation will occur for a four-to-six week period. 8. A campus committee consisting of the parent or guardian, kindergarten teacher, a firstgrade teacher, and a central office representative will review the data collected and make a placement recommendation. 9. If the parent is not in agreement with the recommendation, parent/guardian appeals should be made in writing to the campus principal within 10 calendar days after receiving notice of the placement decision.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Kindergarten Acceleration Application __________________________________ Student Name _________________________________ Parent/Guardian
______________________ Social Security Number ________________ Home/Cell Phone
____________________________ Student Signature
______________ Date
____________________________ Parent Signature
______________ Date
______________ Work Phone
____________________________________________ ___________________ Temple ISD Campus Administrator/Principal Date Date received: __________________ Test dates/Observation window: ________________________________________ ________________________________________________________________________ Test results: Local Test Used Results ________________ __________ ________________ __________ ________________ __________ ________________ __________ Committee Recommendation: Acceleration to 1st Grade
Yes
No
Committee Notes: ____________________________________________________________________________ ____________________________________________________________________________ _______________________________ Committee Signatures: Principal or Designee Parent Kindergarten Teacher 1st Grade Teacher Central Office Rep
_________________________ _________________________ _________________________ _________________________ _________________________
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Credit by Examination Grades 1-8 With & Without Prior Instruction Reference or Contact
Director of Accountability, Assessment, and
PEIMS Grades 1-8 Acceleration Procedures Examination for Acceleration Procedures Without Prior Instruction Examination for Acceleration is an assessment for grades one through eight in which students with no prior instruction at the grade level may be permitted to skip a grade. 10. Parent or guardian must complete Credit-by-Exam Acceleration Application and submit to campus principal for signature and approval. 11. If signed and approved by campus principal, application will be sent to the Department of Accountability, Assessment, and PEIMS. 12. As there are “formal” tests available through the University of Texas Tech or the University of Texas for Credit-By-Examination with no prior instruction, this testing will be used for determination of appropriateness of potential acceleration. Students in grades 1-8 will be considered for acceleration of one entire grade if the student meets the following requirements: ●The student scores 90% on a criterion-referenced test for the grade-level he/she wants to skip in each of the following areas: -Language Arts -Mathematics -Science -Social Studies **Students are allowed a maximum of three hours for each test. 13. In addition to testing, classroom observations will be used for appropriate grade placement determination. 14. A campus committee consisting of the parent or guardian, kindergarten teacher, a firstgrade teacher, and a central office representative will review the data collected and make a placement recommendation. 15. If the parent is not in agreement with the recommendation, parent/guardian appeals should be made in writing to the campus principal within 10 calendar days after receiving notice of the placement decision.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Grades 1-8 Acceleration Application – Without Prior Instruction ____________________________ _ _ _ - _ _ - _ _ _ _ ____________ Student Name
PEIMS Number
_________________________________ Parent/Guardian
________________ Home/Cell Phone
____________________________
______________
Student Signature
Date
____________________________ Parent Signature
______________ Date
____________________________________________ Temple ISD Campus Administrator/Principal
Current Grade ______________ Work Phone
___________________ Date
Date received: __________________ Test dates scheduled: ________________________________________ ________________________________________________________________________ Test results: Grade/Subject Results ________________ __________ ________________
__________
________________
__________
________________
__________
Committee Recommendation: Acceleration to ____ Grade
Yes
Committee Notes:
No
__________________________________________________________________ __________________________________________________________________ ___________________________________________________ Committee Signatures: Principal or Designee Parent Teacher GT Facilitator (if appropriate) Central Office Rep
_________________________ _________________________ _________________________ _________________________ _________________________
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Grades 1-8 Acceleration Procedures Examination for Acceleration Procedures With Prior Instruction Examination for Acceleration is an assessment for grades one through eight in which students with prior instruction at a grade level may be permitted to skip a grade. 1. Parent or guardian must complete Credit-by-Exam Acceleration Application and submit to campus principal for signature and approval. 2.
If signed and approved by campus principal, application will be sent to the Department of Accountability, Assessment, and PEIMS.
3. As there are “formal” tests available through the University of Texas Tech or the University of Texas for Credit-By-Examination with no prior instruction, this testing will be used for determination of appropriateness of potential acceleration. Students in grades 1-8 will be considered for acceleration of one entire grade if the student meets the following requirements: ●The student scores 70% on a criterion-referenced test for the grade-level he/she wants to skip in each of the following areas: -Language Arts -Mathematics -Science -Social Studies **Students are allowed a maximum of three hours for each test. 4. In addition to testing, classroom observations will be used for appropriate grade placement determination. 5. A campus committee consisting of the parent or guardian, kindergarten teacher, a firstgrade teacher, and a central office representative will review the data collected and make a placement recommendation. 6. If the parent is not in agreement with the recommendation, parent/guardian appeals should be made in writing to the campus principal within 10 calendar days after receiving notice of the placement decision.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Grades 1-8 Acceleration Application – With Prior Instruction ____________________________ Student Name
___-__-____ PEIMS Number
_________________________________ Parent/Guardian
________________ Home/Cell Phone
____________________________
______________
Student Signature
Date
____________________________ Parent Signature
______________ Date
____________________________________________ Temple ISD Campus Administrator/Principal
____________
Current Grade ______________ Work Phone
___________________ Date
Date received: __________________ Test dates scheduled: ________________________________________ ________________________________________________________________________ Test results: Grade/Subject Results ________________ __________ ________________
__________
________________
__________
________________
__________
Committee Recommendation: Acceleration to ____ Grade
Yes
Committee Notes:
No
__________________________________________________________________ __________________________________________________________________ ___________________________________________________ Committee Signatures: Principal or Designee Parent Teacher GT Facilitator (if appropriate) Central Office Rep
_________________________ _________________________ _________________________ _________________________ _________________________ 22
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Distribution of Results from Local Curriculum Benchmarks Assessments and Local Benchmark testing Local testing will be administered throughout the year to check for content mastery, growth, and to identify target areas for students. Calendars specifying administration dates will be posted to the Temple ISD webpage under Accountability and Assessment. The following process will be utilized for administration of these assessments: 1. By established due dates, Instructional Coaches will submit tests to the Special Education and Bilingual/ESL departments for modification and translation. 2. By established due dates, the Special Education and Bilingual/ESL departments will submit hard copy tests to be taken to the printer. 3. The Department of Accountability, Assessment, and PEIMS will collect the number of tests to be distributed and will manage the production of the tests. 4. Pending assessments will be activated in Eduphoria by the Director of Accountability, Assessment, and PEIMS one week before scheduled administration. Campuses will print and scan their own answer documents. 5. Instructional Coaches will compile campus/teacher-level data reports that will be due 48 hours (business days) after completion of the last test. 6. The Director of Accountability, Assessment, and PEIMS will compile district-level reports including demographic breakdown and analysis of Student Expectations. All reports will be due 48 hours (business days) after completion of the last test.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Distribution and Filing of Individual Students STAAR Reports Reference or Contact
Director of Accountability, Assessment, and
PEIMS Distribution to Campuses: Test scores are typically posted before the hard copy results arrive. The process for distribution of these scores will be as follows: 1.
Test results will be downloaded by the Director of Accountability, Assessment, and PEIMS.
2. Reports will be shared with campus principals 3. Campus principals will share the results with appropriate personnel (i.e., counselor, assistant principal, instruction coach) 4. Student data will be immediately uploaded into Eduphoria 5. Personnel may verbally share pass/fail status to students and parents before the hard copy results are distributed, but extreme discretion must be practiced. Results should never be shared with a student in the presence of another student or students. Scores should never be shared with parents by phone or in email as there is no way to ensure the confidential data has been shared with the correct individual. Student Distribution: Campuses must comply with the guidelines for the test calendar issued by the Texas Education Agency (TEA) for the distribution of individual student STAAR reports. In regards to the manner of distribution, a campus has two (2) options: 1.
Mail the report to the parent/guardian of the student
2.
Enclose the report in a sealed envelope addressed and send the envelope home with the student
The Texas Education Agency (TEA) also provides Parent Information Guides to be issued with student results to assist parents with the understanding of the Confidential Student Reports that are distributed. Counselors or Counselor’s Designees are responsible for filing the Confidential Student
reports and placing the labels in the students’ permanent folders.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Procedures for Taking Attendance on Testing Days Reference or Contact
Director of Accountability, Assessment, and
PEIMS On testing days, the following procedures will be utilized for taking attendance:
Campus Testing Coordinators or Principal Designee will produce attendance rosters to be given to all Teachers/Test Administrators. Teachers/Test Administrators will use these rosters to mark a student’s absence only. If the roster is not marked, the assumption will be that all are present. Teacher/Test Administrator MUST sign and date the roster before submission to the office. Teachers will NOT take electronic attendance during testing. All absences will be recorded by the Attendance Office ONLY. If students are moved from their original testing room assigned, rosters must be maintained indicating where the student was moved and the time the student reported to the new testing room. All documentation rosters should be submitted to the Campus Testing Coordinator and the Attendance Office. If a campus resumes a “regular” schedule on a testing day with only the few students who must remain in a testing environment, teachers will RESUME taking electronic attendance.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
STAAR Testing and Limitations of Extracurricular Activities Reference or Contact
Director of Accountability, Assessment, and
PEIMS The day before state testing all extracurricular activities should be stopped by 5:00 P.M. No students are to be in the building past that time. There will be no non-district games or competitions the evening before the state mandated tests. It is recommended that all cityleague practices and activities be suspended, as well. A testing schedule will be provided to the City League Parks and Recreation Division by the Director of Accountability, Assessment, and PEIMS.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Wheatley Testing Procedures Reference or Contact
Director of Accountability, Assessment, and
PEIMS Campuses will be expected to provide the pre-coded answer documents and secure test booklets for their students who are serving a placement at Wheatley DAEP. Campus Testing Coordinators will determine which tests need to be administered (STAAR, STAAR-A, etc) and which accommodations need to be utilized. This information will be provided to the DAEP. Campus Testing Coordinators will schedule with the DAEP to deliver books, answer documents, and any manipulatives needed for test administration no later than three days before the test is to be administered. Upon completion of testing, Campus Testing Coordinators will be responsible for picking up all used testing materials from the DAEP. Answer documents must be counted in with the home campus. No student should be attributed to the DAEP for testing, but rather must be counted in at the home campus.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
ADVANCED ACADEMICS
Topic:
Elementary 28
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Executive Director of Elementary Education
Process for identification for gifted services: Each year, all kindergarten students are screened by kindergarten teachers using planned experiences from the Kingore Observation Survey. Nominations are completed by teachers and/or parents and formal testing using a nonverbal ability test is completed by March 1st. Grades 1-5 have an open nomination from parents and/or teachers. Students are tested with a nonverbal ability test and a nationally standardized, norm-referenced achievement test. Parents must give permission for tests to be administered. Students are tested once per year. Service Model: Kindergarten students are served within the kindergarten classroom. All kindergarten teachers are required to have the GT Basic 30 hour training. Grades 1-5 travel once a week to the Little Wildcat GATE Center. It is recommended that students are clustered in their classes at the home campus. The Little Wildcat GATE Center Handbook is distributed to parents attending the GATE Center. Staff Development: KOI training for Kindergarten teachers, 30 hour GT Basic training, and 6 hour GT updates are provided by the district Advanced Academics staff. Forms: Nomination forms are attached.
TEMPLE INDEPENDENT SCHOOL DISTRICT Gifted and Talented Education Program 29
Temple Independent School District Curriculum & Instruction Administrative Guidelines
300 South 27th Street Temple, TX 76504 Referral and Permission for Screening Part 1: To be completed by parent/guardian or teacher (please print): Student: __________________________________________________________________________ ID#: ________________________________ Grade: ______________________________________ Teacher: _____________________________ Campus: ____________________________________ Date of Birth: _________________________ Age: ____________ Gender: __________________ Home Phone: _________________________ Work Phone: ________________________________ Address: _________________________________________________________________________ Referred by: ____________________________ Relationship to child: _______________________ Has this child been screened for the GATE Program in the past? ______yes ______no If yes, when? ___________________________ In what school district? ______________________
Part 2: To be completed by parent/guardian: ______ I give permission to Temple Independent School District to screen my child for the Gifted and Talented Education Program. ______ I do not give permission to Temple Independent School District to screen my child for the Gifted and Talented Education Program. I may consider re-nominating him/her for screening at the next open screening enrollment. __________________________________________ ____________________________ Signature of Parent/Guardian
Date
TEMPLE INDEPENDENT SCHOOL DISTRICT Gifted and Talented Education Program 300 South 27th Street 30
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple, TX 76504 Nominación y permiso para examinación
Parte 1: Para ser completada por el padre o maestro(a): Estudiante: ____________________________________________________________________________ _ Número de identificación de la escuela: ____________________________ Grado: ___________________ Maestro(a): _______________________________ Escuela: ________________________________ Fecha de nacimiento: _______________________ Edad: __________ Género: ___________________ Número de teléfono de la casa: ______________________________________________________________ Número de teléfono del trabajo: _____________________________________________________________ Dirección del niño(a): _____________________________________________________________________ Nominado por: _______________________________ Parentesco con el niño(a): ____________________ ¿Ha sido su hijo evaluado para el prorama de dotados y talentosos en el pasado? _____ sí _____ no Si es así, ¿cuándo? ____________________________ ¿En cuál distrito escolar fue evaluado? ____________
Parte 1: Para ser completada por el padre o maestro(a): _____ Doy permiso al Temple Independent School District para examiner a mi hijo para el programa de dotados y talentosos (Gifted and Talented Education Program). _____ No do permiso al Temple Independent School District para examiner a mi hijo para el programa de dotados y talentosos (Gifted and Talented Education Program). Puede que consider evolver a nominar a mi niño(a) para la próxima vez que se abran inscripciones para la examinación.
_______________________________________________ __________________________________ Firma del padre o persona a cargo
Topic:
Secondary 31
Fecha
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Executive Director of Secondary Education
Process for identification for gifted services: Students in grade 6-12 have an open nomination from parents and/or teachers. Students are tested with a nonverbal ability test and a nationally standardized, norm-referenced achievement test. Parents must give permission for tests to be administered. Students are tested once per year. Service Model: Students self select to enter Pre-AP/AP, or IB courses at the high school level. Middle school students must meet the requirements in order to enroll in Pre AP/IB courses. The enrollment is open with applied Pre-AP criteria to remain successful or exit the program. Identified gifted students must be enrolled in an advanced academic course to remain in the gifted program. Staff Development: Pre-AP/AP teachers must attend the 30 hour GT Basic and College Board training in their content area. Training must be complete within the first semester of teaching a Pre-AP/AP course. College Board training is current for five years and then the teacher must attend again to update their training. Six hour GT updates are required each year. International Baccalaureate teachers must complete IB training as appropriate. Forms: Pre-AP Criteria are attached.
Temple ISD Middle School Pre-AP Identification, Maintenance and Exit Criteria
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Target Identification #1
Identified as gifted/talented
Target Identification #2
Student must meet both of the following criteria: 1. Score equivalency of Level III on the subject area state assessment (or closely related area for grade levels without a current subject area state assessment) AND 2. Grade average of 85 (regular class) or 75 (advanced class)
Automatic enrollment in Pre-AP Automatic enrollment in Pre-AP
Closely related subject area: Reading Social Studies (grades 6, 7 and 8) Math Science (grades 7 and 8)
Less Than Target Identification
Student must meet #1 PLUS either #2 or #3 criteria below:
Appeal
The appeal committee will consist of the campus principal and the Executive Director of Secondary Education. The appeal must be in writing and will be submitted to the Executive Director of Secondary Education within 10 days of notification of the Pre-AP placement decision.
Maintenance
A student must maintain a cumulative yearly average of 75 or higher in a Pre-AP class each six weeks in order to remain in the class. Students with a 74 and below yearly average will be reviewed at the end of each grading period to determine the appropriate placement. PreAP enrollment is reviewed annually.
Exit
Students are expected to seek assistance when needed to be successful in the course and remain in the PreAP course at least one full semester. A student may request to exit a course during the first five weeks of the first semester. After this period, a student will not be allowed to exit a course until the end of the semester. Before exiting, a student must attend required tutorials, complete all coursework, and conference with the teacher. Schedule changes are contingent upon the availability of space in an equivalent content area classroom and may result in the student’s entire schedule being rearranged. Students who earn an “F” at the end of a grading period will be removed from the class unless otherwise recommended by the teacher and administrator. The student’s unadjusted grade in the original class as of the transfer date will be transferred to the newly scheduled class and will be used to compute the student’s final average. Gifted and Talented students who exit all PreAP courses must complete the furlough procedure.
1. State assessment score in the district top 20% of the most current subject area state assessment (or closely related) 2. Teacher input from current subject area teacher (baseline score on Purdue Academic Rating Scale) 3. Parent recommendation
Conditional enrollment in Pre-AP
*6th and 7th grade Pre AP Math students who pass the above grade level STAAR and pass their coursework will be automatically enrolled in subsequent math course.
Temple ISD Middle School Pre-AP Teacher Input – Current Year 33
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Purdue Academic Rating Scale: Social Studies Name of Student _____________________________________ Date ______________ Name of Teacher _____________________________________Grade_____________ Campus ___________________________________Course______________________ Read each item and rate the student according to this scale. 1. Rarely, seldom, or never 2. Occasionally, sometimes 3. Quite often or frequently 4. Always or almost always DK Do not know or have never observed 1. Reads widely on social issues from a variety of books, magazines, or newspapers. 2. Becomes absorbed in the investigation of topics. 3. Displays intellectual curiosity; becomes interested in a variety of topics not required or assigned. 4. Skilled in analyzing topics, finding the underlying problem, questioning, Investigating. 5. Attracted to cognitive complexity; enjoys puzzles, paradoxes, mysteries. 6. Asks questions that are open-ended or philosophical. 7. Has a wide vocabulary, which is used precisely and appropriately. 8. Enjoys language, reading, conversation, listening, and verbal communication. 9. Sensitive to social issues; sees ethical and moral questions. 10. Suspends judgment; entertains alternative explanations or points of view while exploring a question. 11. Engages in intellectual play; enjoys puns, play on words, language games. 12. Enjoys the processes of research and investigation for their own sake. 13. Recalls details about social science topics; makes unusual connections. 14. Interested in social themes, complex public issues, explanations, and theories of causations. 15. Curious about many things; “goes off on tangents.”
Total Points (Sum of points/number of items rated. Do not count any items marked with “DK”.) Temple ISD Middle School Pre-AP Teacher Input – Current Year 34
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Purdue Academic Rating Scale: Mathematics Name of Student _____________________________________ Date ______________ Name of Teacher _____________________________________Grade_____________ Campus ___________________________________Course______________________ Read each item and rate the student according to this scale. 1. Rarely, seldom, or never 2. Occasionally, sometimes 3. Quite often or frequently 4. Always or almost always DK Do not know or have never observed 1. Generalizes mathematical relationships; relates concepts in various applications. 2. Organizes data to discover patterns or relationships. 3. Persistent in learning math; concentrates; works hard; motivated; interested. 4. Analyzes problems carefully; considers alternatives; does not necessarily accept first answer. 5. Resourceful in seeking ways to solve a problem. 6. Interested in numbers and quantitative relationships; sees usefulness or application of math concepts; processes math concepts faster than other students. 7. Good at verbalizing math concepts, processes, and solutions. 8. Identifies and restates problems; good at formulating hypotheses. 9. Reasons effectively. 10. Enjoys trying to solve difficult problems; likes puzzles and logic problems. 11. Visualizes spatially; can create visual images of problems. 12. Develops unique associations; uses original methods for solutions. 13. Sometimes solves problems intuitively; cannot always explain why the solution is correct. 14. Recalls relevant information or concepts in solving problems; recognizes the critical elements. 15. Extends math concepts naturally; goes a “step farther.” Total Points Temple (Sum of points/number of items rated. Do not count any items marked with “DK”.) ISD Middle School PreAP 35
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Teacher Input – Current Year Purdue Academic Rating Scale: Science Name of Student _____________________________________ Date ______________ Name of Teacher _____________________________________Grade_____________ Campus ___________________________________Course______________________ Read each item and rate the student according to this scale. 1. Rarely, seldom, or never 2. Occasionally, sometimes 3. Quite often or frequently 4. Always or almost always DK Do not know or have never observed 1. Good at verbalizing science concepts; makes good oral presentations. 2. Interested in science books and television programs; enjoys science fiction. 3. Has science hobbies; is a collector; likes gadgets. 4. Good at planning, designing, decision-making. 5. Sees connections; sees relationships of science to real world. 6. Organizes experiments; capable of separating and controlling variables. 7. Comes up with good questions or ideas for experiments. 8. Good at exploring, questioning, investigating; studies things in detail. 9. Good at visualizing; able to see complex patterns in ideas or dates. 10. Interested in numerical analysis; good at measurement and data analysis. 11. Understands scientific method; able to form hypotheses and conduct experiments. 12. Prefers science related classes and careers. 13. Persistent; sticks with investigations in spite of difficulties or problems; has high levels of energy. 14. Knows a lot of science information. 15. Skillful in using lab equipment; able to improvise for experiments. Total Points (Sum of points/number of items rated. Do not count any items marked with “DK”.) 36
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple ISD Middle School Pre-AP Teacher Input – Current Year Purdue Academic Rating Scale: English Name of Student _____________________________________ Date ______________ Name of Teacher _____________________________________Grade_____________ Campus ___________________________________Course______________________ Read each item and rate the student according to this scale. 1. Rarely, seldom, or never 2. Occasionally, sometimes 3. Quite often or frequently 4. Always or almost always DK Do not know or have never observed
1. Interested in words, definitions, derivations; has extensive vocabulary. 2. Sees details; is a good observer; sees relationships; makes connections. 3. Organizes ideas and sequences well in preparation for speaking or writing. 4. Has a good sense of humor; uses and understands satire, puns, and second meanings. 5. Reads widely in a variety of types of literature; may focus on one type for a period of time, then switch and focus on another.
6. Original and creative; comes up with unique ideas in writing or speaking. 7. Develops convincing characters and situations in writing. 8. Withholds judgment while investigating a topic; willing to explore a topic in greater depth than other students; curious.
9. Recognizes author’s or speaker’s point of view, mood, or intention. 10. Elaborates well when speaking or writing; uses vivid expressions which make words “come alive.” 11. Visualizes and translates images into written or spoken forms. 12. Likes independent study and research in areas of interest. 13. Motivated to write even when writing is not assigned; writes stories, poems, or plays; keeps a journal or diary. 14. Sees relation between literature and other art forms. 15. Uses words effectively in writing descriptions and communication emotions. Total Points (Sum of points/number of items rated. Do not count any items marked with “DK”.) 37
Temple Independent School District Curriculum & Instruction Administrative Guidelines
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Placement Status of Student Temple Independent School District Pre-Advanced Placement Program Date: Student: Grade: Campus: Dear Parent(s) or Guardian(s): Pre-Advanced Placement courses at the middle school level are designed to challenge motivated students and prepare them for success in college level course work in high school and in college. These advanced or above grade level courses typically move at a faster pace, are more academically challenging and require more independent learning and homework than other academic courses. Temple ISD has developed identification, maintenance and exit criteria for middle school PreAP in order to assure that students who are both willing and academically prepared have the opportunity to participate in PreAP. Our objective is to assure that each student is placed in the proper schedule to assure his or her academic success. Based on the district criteria, your child will be placed in the following course(s): PreAP English Language Arts PreAP Science PreAP Social Studies PreAP 6th Grade Math PreAP 7th Grade Math Algebra I Geometry If you have questions regarding this process, or would like to appeal this placement decision, please contact the Executive Director of Secondary Education at Freeman Heights Academic Offices within 10 days of receiving this notice. Lisa Adams Executive Director of Secondary Education
[email protected] 215-6922
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
CAREER & TECHNICAL EDUCATION
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Introduction Reference or Contact
Director of Career & Technical Education
DESCRIPTION The Temple Independent School District (TISD) Career & Technical Education (CTE) Department educates today’s students to become leaders in tomorrow’s workforce using:
integrated instruction and curricula current technologies and state-of-the-art equipment and, most importantly, business partnerships
to create learning environments that empower students to enter the constantly changing workforce. TISD CTE courses integrate academic rigor, technical, and employability skills thus preparing students for the highly technological and competitive workplace of the 21st century. Our programs are strategically designed to train students for life-long success in high-wage, high-skill, and high-demand occupations and career fields. Many TISD CTE programs allow students to earn college credit in escrow through Articulated Credit, as well as direct college credit through Dual Credit agreements with area colleges, including Temple College and Texas State Technical College. TISD CTE Programs:
Provide rigorous instruction through hands-on, problem solving projects Teach and reinforce state and national academic standards Provide instruction and training in high-demand career occupations Link to local and regional businesses and industries Prepare students for workforce success locally, regionally, and globally Prepare students for post-secondary education Offer career development activities Provide opportunities to earn industry recognized certifications
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
VISION To inspire, engage, and prepare students in order to promote success in the constantly changing workforce. The CTE vision is defined by five guiding principles.1 Collectively, they serve as guideposts for CTE leaders and partners to set priorities and make decisions affecting CTE programs, policies and priorities—and to chart a new course for CTE in the 21st century.
Principle 1: CTE is critical to ensure local, regional, state, national and global competitiveness for TISD students Principle 2: CTE actively partners with employers to design and provide high-quality, dynamic programs Principle 3: CTE prepares students to succeed in post-secondary education and careers Principle 4: CTE delivers comprehensive courses incorporating academic rigor as well as technical and employability skills and aligns programs of study to The National Career Clusters® Framework Principle 5: CTE is a results-driven system that links to greater earnings, improved employability, and positive cost-benefit ratio
MISSION To prepare students for workforce readiness and lifelong learning by providing real-world business and industry experiences as well as exposing students to post-secondary education opportunities as a part of their high school experience PURPOSE To promote post-secondary readiness, Career and Technical Education Classes will inspire, engage, and prepare students.
Adapted from the National Association of State Directors of Career and Technical Education Consortium (NASDCTEc) 1
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
EXECUTIVE SUMMARY OVERVIEW Temple Independent School District (TISD) Career and Technical Education (CTE) provides students across the district with academic rigor, technical training and employability skills necessary to succeed in future careers and to become lifelong learners. These academically rigorous, integrated and sequenced career-themed programs of study align with post-secondary education and workplace readiness. Students in CTE courses experience opportunities to acquire the competencies required in today’s workplace – critical thinking skills, collaboration, problem solving abilities, innovation and communication. Of the 16 federal career pathways outlined in House Bill 5, TISD offers courses and pathways associated with 15. HOUSE BILL 5 House Bill 5 (HB5) has significantly impacted education in several key areas: First, the number of required credits a student must earn to be on the “Foundation” graduation plan is 22. This decrease, coupled with an emphasis on career endorsements, creates more opportunities for students to participate in CTE courses. Second, students graduating under the HB5 “Distinguished” plan must select at least one endorsement associated with a career path – Arts and Humanities, Business and Industry, Public Service, STEM, and Multidisciplinary. Third, CTE has become a part of the State’s accountability system as related to post-secondary readiness. PARTNERSHIPS Educators and business leaders share common goals as well as common challenges – both manage complex operations; both want to ensure that students graduate high school prepared with the skills necessary to succeed in the workplace and in further educational opportunities. By working together, schools and businesses can achieve far more than by tackling the goals and challenges independently. Together, education and businesses partnerships:
Create strong advocacy teams to drive purposeful initiatives impacting student learning and thus preparing the future workforce Develop an educated workforce by offering real-world opportunities for student engagement through job-shadowing experiences, internships, mentoring programs, business tours, and serving as guest speakers Generate positive publicity and brand awareness for both entities through partnership success and improved student outcomes Establish additional funding streams for programs, including in-kind contributions 43
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Expand corporate citizenship engagement – by providing volunteer opportunities to employees, businesses can increase employee motivation and retention rates while also providing a dedicated and skilled volunteer base for schools.
In short, education and business partnerships produce a more skilled and better prepared workforce that enhances economic stability and growth. TISD CTE invites you to partner with us to prepare and equip your needed employees.
PARENT and COMMUNITY COMMUNICATION AND INVOLVEMENT TISD CTE is committed to providing relevant and needed information regarding our CTE programs with open and direct communication practices. Why? Because together we are better and our students are more equipped to succeed. Methods of communication include the TISD website, email, mail, phone calls, text messages, mobile applications, etc. I invite you to contact CTE staff or leadership with any questions, thoughts, ideas, or concerns that you may have or to find out how you can become more involved. Denise Ayres, Director of CTE ·
[email protected] · 254.215.7030 PROGRAM PLANNING GOAL TISD CTE aims to empower students to enter the constantly changing workforce. To prepare students for workforce readiness and lifelong learning, TISD CTE will provide real-world business and industry experiences as well as expose students to post-secondary education opportunities as a part of their high school experience. In short, TISD CTE will inspire, engage and prepare students for life after high school. ACTION In order to effectively inspire, engage and prepare students for post-secondary success, TISD CTE programs are designed and implemented based on three key factors: 1. Labor Market and Workforce Data 2. Advisory Council Input 3. Student Career Interest Survey Results
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
PROGRAMS OF STUDY CAREER PATHWAYS AGRICULTURE, FOOD & NATURAL RESOURCES – Careers relating to plant and animal systems, food production and processing, natural resources systems and power, structural and technical systems ARCHITECTURE & CONSTRUCTION – Careers in designing, planning, managing, building and maintaining the build environment ARTS, A/V TECHNOLOGY & COMMUNICATIONS – Careers in designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services BUSINESS MANAGEMENT & ADMINISTRATION – Careers in planning, organizing, directing and evaluating business functions EDUCATION & TRAINING – Careers relating to the planning, managing and provision of education and training services, and related learning support services FINANCE – Careers in financial and investment planning, banking, insurance and business financial management GOVERNMENT & PUBLIC ADMINISTRATION – Careers relating to Governance, National Security, Foreign Service, Planning, Revenue and Taxation, Regulation, and Management and Administration at the local, state, and federal levels. HEALTH SCIENCE – Careers relating to the planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development HOSPITALITY & TOURISM – Careers involving the management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel related services HUMAN SERVICES – Careers relating to family and human needs such as early childhood development and services, counseling and mental health services, family and community services, personal care services, and consumer services
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
SCIENCE TECHNOLOGY, ENGINEERING & MATHEMATICS (STEM) – Careers in planning, managing, and providing scientific research and professional and technical services including laboratory and testing services, and research and development services INFORMATION TECHNOLOGY – Careers in design, development, support and management of hardware, software, multimedia and systems integration services LAW PUBLIC SAFETY, CORRECTIONS & SECURITY – Careers in planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services MANUFACTURING – Careers in planning, managing, and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering TRANSPORTATION, DISTRIBUTION & LOGISTICS – Careers relating to various vehicle systems, the logistics used to move goods and services to consumers, and the components of transportation infrastructure
For specific course information, refer to the TISD Middle School and High School Course Catalogues: Middle Schools: http://tinyurl.com/qbznxxj High School: http://tinyurl.com/nz34re8 ____________________________________________________________________________ _________ *The 16th career cluster, Marketing, relates to careers in planning, managing and performing marketing activities to reach organizational objectives. Current labor market and workforce data shows that this career area is not in high-demand or high-growth. Therefore, TISD chooses not to offer this career cluster at this time.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Admission Guidelines Reference or Contact
Director of Career & Technical Education
ELIGIBILITY TISD CTE offers an equal education opportunity. We admit students and make available to them all of the program advantages, privileges and courses of study without regard to race, color, national origin, sex, handicap or age in its programs, services or activities. If there is a student with limited English proficiency, a qualified TISD staff member will assist the student in completing the necessary forms, as applicable, and assist in interpreting during the application process, as needed, upon the request of the student. Disabled students may voluntarily self-identify for the purpose of requesting reasonable accommodations during the admission process. Information on limited English Proficiency and/or disability submitted voluntarily by the applicant, for the purpose of receiving assistance and accommodations during the entire admission process, will not affect his/her admission to any CTE program. Any student enrolled in TISD is eligible to register and/or apply for fall admission or admission during the school year to CTE programs. The student must be eligible to be promoted into the grade that they seek to enter for fall admission. Transfer students from other districts, charter schools, private schools, and/or home school settings may also apply for fall admission or admission during the school year provided they expect to be promoted to the grade they seek to enter by their current school. All students will be evaluated according to the selection criteria contained in these guidelines; however, qualified TISD students will be given priority. RECRUITMENT TISD disseminates information about CTE programs and courses offered through a variety of methods, including: Student centered career day events targeted to applicable incoming grade levels Student tours of community businesses Open house events for students and parents Student course catalog, annually updated and distributed as well as posted to the website 47
Temple Independent School District Curriculum & Instruction Administrative Guidelines
One-on-one student meetings with counselors Parent conferences/meetings ADMISSION PROCESS TISD counselors review Career Cruising and/or student interest inventories in order to place students into courses according to their area(s) of interest. TISD offers CTE programs in: Agriculture, Food & Natural Resources Architecture & Construction Arts, A/V Technology & Communications Business Management & Administration Education & Training Finance Government & Public Administration Health Science Hospitality & Tourism Human Services Science Technology, Engineering & Mathematics (STEM) Information Technology Law Public Safety, Corrections & Security Manufacturing Transportation, Distribution & Logistics Admission to these programs is based on four components: 1. Aptitude as evidenced in successful completion of prerequisite courses 2. Interest 3. Age appropriateness 4. Class space available During one-on-one student-counselor meetings, students identify and register for courses of interest, such as CTE program courses, as well as other necessary courses to meet graduation requirements. Some CTE courses require job-shadowing and internship experiences with area businesses. For example, the Health Science program frequently requires students to participate in clinical rotations at various local health care facilities. Additionally, the Veterinary Technician Assistant program and the Manufacturing program both have regular interaction with partnering businesses. Since students in such programs have direct contact with patients and/or businesses, these programs have an application and interview process required for admission.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
English as a Second Language (ESL) services are offered to students who are English Language Learners (ELLs). Program qualification is based on an oral language proficiency test and Language Proficiency Assessment Committee recommendation. A Newcomer program is available for students who are new to the country and meet qualification criteria. All ELLs are assessed each year with a state assessment called Texas English Language Proficiency Assessment System (TELPAS) to measure English acquired in the domains of Reading, Writing, Speaking and Listening. ESL curriculum and strategies are embedded and taught by ESL certified teachers across the district to meet each student’s needs. Special education courses for students who qualify for special education services will be determined by the student’s admission review and dismissal (ARD) committee. An ARD Committee meeting must be held when considering an initial placement or a continued placement in a CTE course. A representative from CTE, preferably the teacher, is a required member of this ARD. 19 Texas Administrative Code §75.1023(d)(1), 20 United States Code §2301. The student’s ARD committee will meet annually to develop an Individualized Education Plan (IEP) and develop a schedule of courses, including applicable CTE courses, for each school year. Transition ARDs for current 8th graders will be held in the spring to develop an IEP and course schedule for the student’s 9th grade year. Students with disabilities who are unable to be appropriately served in inclusive CTE courses, even with modifications, may be served in specialized, self-contained CTE courses for students with disabilities. These are general education courses in which content and instruction may be adjusted to accommodate the needs of students in specialized CTED classes. SELECTION PROCESS Upon the completion of student registration for current TISD students, a vetting process is followed for courses with an overflow of student requests. Steps to this process include: 1. Remove students who have not met any prerequisite criteria as identified in the course catalog. 2. Remove students who do not have opportunity or schedule space to complete required classroom hours for an industry recognized license and/or certification, as outlined by that licensing or certifying authority. For example, a senior registering for Cosmetology 1 does not have the years needed to complete the licensure requirements. Therefore, this student may be removed from the class. 3. Apply a random number generator for remaining students to determine which students are removed using a fair and equitable method. Counselors meet with students transferring into TISD to examine courses taken at their previous school and to align their schedule based on these courses, student interest and graduation requirements. Transfer students are vetted for overflow classes following the same processes outlined for currently enrolled TISD students. 49
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Practicum level courses require that specific learning be achieved and specific criteria be met. Therefore, all students registering for a practicum course must meet the required standards: 1. Be eligible to be promoted into the grade that they seek to enter for fall admission or admission during the school year 2. Meet defined criteria as identified by program specific applications and rubrics 3. Successfully complete course prerequisites GRADUATION CORDS Students are eligible to earn a graduation cord in recognition their longevity and success in a program of study. To earn a cord, these four requirements must be achieved: 1. 2. 3. 4.
Students must have 3 years in a coherent course-sequence Students must earn 4 credits in a coherent course sequence Students must be in a senior level class of this course sequence during their senior year Students must complete a capstone project during their senior year that relates to the coherent course-sequence; the capstone experience may include one of the following options: a) An internship experience b) A research project c) A senior project with a presentation to a teacher and members of the community d) Participation in at least one dual credit course with an end of year presentation given e) Cross-curricular research project f) Digital portfolio – a collection of high school successes and Endorsement experiences g) An approved competitive event or certification with an external presentation and evaluation Note: Capstone projects are designed and developed collaboratively with the student and with their program of study teacher, or, with an assigned faculty member. In addition, seniors earning a graduation cord must be articulated and matriculated into post high school education or workforce. Students are responsible to notify their program of study teacher that they are eligible to receive a graduation cord in January.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Business & Industry Advisory Council Reference or Contact
Director of Career & Technical Education
MISSION To analyze educational choices in order to make strategic decisions that lead to successful opportunities for students and business
PURPOSE The TISD CTE Business & Industry Advisory Council exists to advise, assist, support, and advocate for Career and Technical Education programs.
FUNCTIONS The Council will: Link education with business and industry Enable the District to glean feedback and insight from business experts in order to implement relevant and innovative CTE initiatives Provide opportunity for business and industry leaders to gain knowledge about CTE options, programs and legislation Cultivate a collaborative, cross-beneficial relationship with TISD and local businesses The Council serves solely in an advisory capacity in order to aid the District in providing meaningful, forward-thinking education. The Council works cooperatively with school personnel in reviewing and providing feedback regarding educational initiatives. Members are volunteers who agree to share expert knowledge associated with Career and Technology Education. Additional industry specific committees may be established as needed. The Council forms four functions: (1) Advise, (2) Assist, (3) Support, and (4) Advocate.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Career and Technical Student Organizations (CTSOS) Reference or Contact
Director of Career & Technical Education
Student organizations play a vital role in the education of TISD CTE learners. These organizations enhance the curriculum thus supplementing the knowledge and skills students learn in their CTE courses. Benefits of these organizations include:
Building leadership Utilizing team work Practicing time management Developing interpersonal skills and networking Improving self-esteem, and Establishing a sense of accomplishment
Through these organizations, students have the opportunity to compete at district, state and national levels. Career and Technical Student Organizations offered to TISD CTE students include:
Family Career and Community Leaders of America (FCCLA) Future Farmers of America (FFA) Junior Future Farmers of America (Junior FFA) Skills USA o Automotive o Cosmetology o Criminal Justice o Health Science o Human Services Technology Student Association (TSA) Texas Association of Future Education (TAFE)
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
FUNDRAISING Like CTSOs, student fundraising activities and events play an important role in the development of the whole learner. Such activities: teach the importance of goal setting develop customer service skills encourage creativity promote communication and selling skills build and support teamwork Guidelines 1. All Temple High School (THS) CTE fundraising activities must be pre-approved by the Dean of Student Discipline. 2. It is the responsibility of the CTSO advisor or class instructor overseeing the fundraising activity a. to act in the best interests of the students and to represent the CTE department, school, and district responsibly b. to plan, coordinate and implement fundraising activity and/or event details in collaboration with THS CTE students c. to oversee and be responsible for related expenditures as well as profits d. to ensure all students participating in fundraising activities and/or events represent the CTE department and TISD respectfully and responsibly e. to emphasize to the student group that money raised by the group belongs to the group and not to any one individual. 3. All money raised by the fundraising activity or event shall be deposited in the appropriate school account as they are received 4. No money may be disbursed from non-deposited receipts; no transactions will be done with cash 5. No money may be placed in the advisor or teacher’s personal account for “safekeeping” 6. The advisor or teacher shall have personal responsibility for the funds collected until they are submitted for deposit
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
COMMUNITY SERVICE2 Research indicates that student participation in community service projects result in:
Improved personal, interpersonal and social development Increase motivation, engagement, and school attendance Development of new perspectives More positive lifestyle and behavior choices
A common challenge for many students to overcome is a lack of motivation. This, combined with boredom, is probably a function of what seems to many students to be an unfathomable gap between the curriculum and everyday life. Community service can often provide the missing link – an opportunity to apply academic learning to real human needs. Putting this research into practice, practicum level students will be expected to complete 10 hours of community service in the first semester of the course. Students are encouraged to choose an area of interest and will be required to report on the community service experience as outlined by the course instructor.
Topic: 2
Benefits of Student Participation in Community Service: What are the Benefits of Service Learning? (n.d.). Retrieved August 9, 2015. 54
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Classroom Expectations Reference or Contact
Director of Career & Technical Education
STANDARD CLASSROOM REQUIREMENTS Posted Teaching Schedule Use the TISD template provided. Complete the table with your teaching schedule and post it outside of your classroom door Tutoring Schedule
Post your tutoring schedule both outside your classroom door and inside your room, preferably at your information station
Procedures, Expectations, Consequences, Rewards
Post your classroom procedures, expectations, consequences and rewards in your classroom so that they are visible to students and visitors to your classroom
Tardy Log
Place your tardy log in a location near your door so that tardy students can easily sign the log without disruption to class. It is also helpful to have pens/pencils near the log to minimize disruption
Information Station
Create a bulletin board or binder where students can quickly access information about your class; include tutoring schedule, assignments and homework, upcoming tests and quizzes and other important information and dates
Parent Contact Log
With your log, include behavioral expectations with details specific to your class rules and consequences
Substitute Folder
Leave your substitute folder on your desk where it can be easily seen and located by a substitute teacher in your absence (see page 31-32 for specific substitute folder details)
Bulletin Boards
Bulletin boards in and outside the classroom serve multiple functions: they help establish a positive school climate; they add personality and personalization to a school and/or department; they set the stage for learning; and, they reinforce learning. To better accomplish these achievements, CTE bulletin boards should be updated at the beginning of EACH six weeks.
To begin the school year efficiently, prepare EACH of these standard classroom requirements by or before the first day of school. Discuss and practice implementation within the first week. 55
Temple Independent School District Curriculum & Instruction Administrative Guidelines
For assistance preparing any these standard classroom requirements, see the CTE department lead teacher. COURSE SYLLABUS Syllabi serve several important purposes, the most basic of which is to communicate the instructor’s course design. Other functions commonly served by a syllabus include:
To convey enthusiasm for the topic and expectations for the course To show how this course fits into a broader context ("the big picture") To establish a contract with students by publicly stating policies, requirements, and procedures for the course To set the tone for the course, and convey the role of the teacher and the role of the students To help students assess their readiness for the course by identifying pre-requisite areas of knowledge To help students manage their learning by identifying outside resources and/or providing advice To communicate course goals and content to colleagues
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
REQUIRED ELEMENTS TO INCLUDE IN EACH TISD CTE SYLLABUS ARE:
Course Introduction
A general introduction and welcome to the course
Overview
A general overview to include major topics, units, books to be read and/or studied, and a general sequence of topics
Materials List
Outline materials, supplies and necessary equipment to be used in class. Include related student costs.
Classroom Policies
Rules and policies that govern expectations for routines and procedures within your class
Tardy Policy
Outline expectations and specifically state your definition of tardiness (In the door? In your seat? Etc.)
Electronic Device Policy
The use of cell phones, mp3 players, iPods and other unapproved devices are not permitted. (Continue with your consequences for the unapproved use of electronic devices.)
Behavior Management
Outlined expectations including details specific to your class rules, rewards and consequences
Grading Guidelines
Grading policy including the weighted breakdown of tests, quizzes and class work as well as job shadowing and internship participation as applicable
Late Work/Retesting
TEA, TISD and campus policies concerning retesting as well as acceptance of late work
Skyward Grades
Include statements explaining how to access students’ grades online and note that grades will be updated weekly
Academic Integrity
State your answer to the following question: What constitutes cheating in your classroom?
Contact Information
Full name, room number, email, classroom telephone number and any other contact information you wish to provide
Tutoring Times & Location
Tutoring times and instructions for participating in tutoring
Acceptable Format
Ensure that your syllabus is in good form – easy to read and understand. This is a professional document!
Additional considerations to professionally develop your course syllabus: 57
Temple Independent School District Curriculum & Instruction Administrative Guidelines
This is a professional document. It should be POSITIVE and outline your expectations for the course as well as inform the student about your course. Make sure that your name and contact information are easy to find, and your document is well organized and generally easy to understand. All syllabi for identical courses must have the same grading, retake and late work policies (if it affects a student’s grade, it needs to be identical). Syllabi that are for separate vertically aligned courses taught by the same teacher should look similar (font, format, content, etc). Unless you teach a standalone course, it is nearly impossible to complete this task without collaboration. Talk to your colleagues! Finally, do NOT use an antiquated syllabus that does not include current policies.
A professional syllabus must be completed for each course. Save each course syllabus in your personal lesson plan folder by or before the first day of school.
LESSON PLANS The 2015-2016 lesson plan template has been shared with each teacher via Google Drive. Further, a personal lesson plan folder has been created for and shared with each teacher. Lesson plans must be saved in your personal lesson plan folder on Google Drive by 8am each Monday identifying lessons for the week. If the first teaching day of the week falls on a Tuesday, lesson plans for that week must be saved in your personal lesson plan folder by 8am on Tuesday. One lesson plan template must be used for each course taught. Weekly lessons need to be added as a new tab within the same sheet. For further assistance or explanation about using the lesson plan template and individual lesson plan folder on Google Drive, please contact the CTE department technology liaison, the CTE department lead teacher or the Temple High School Instructional Technologists.
SUBSTITUTE FOLDER Current Class Roster
Include a roster for each class. This roster should be updated at least every six weeks.
Seating Chart
Include a seating chart for each class. This seating chart should include student pictures and should be updated at least every six weeks. See your technology liaison if you have questions about printing seating charts.
Policies and Procedures
Include your policies and procedures for your class, along with the name of a trusted student and nearby teacher that can assist the substitute teacher if necessary. 58
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Information Regarding Students with Special Circumstances
Make a note of students with special medical needs or students who have a pass to visit the nurse, use the restroom or drink water in class. If you have students with IEPs, 504 plans, or Behavior plans, provide instructions for working with these students. It is not necessary to provide extensive detail about the student’s situation. Example: Mary may go to Content Mastery to work on her assignment.
Emergency Procedures
Provide directions for Fire Drills, Evacuations, Tornado Drills, Soft and Hard Lock Downs and all other emergency procedures.
Emergency Lesson Plans
Provide TWO days of emergency lesson plans. This should be an assignment that will take students more than fifty minutes to complete. Please provide copies of the assignment for each student along with instructions for how they should be turned in. In your subfolder, indicate the location of your student copies. Do NOT ask your sub to make copies.
While we hope that emergencies do not arise, it is often when we are unprepared that they do. To be prepared, substitute folders need to be prepared, including any necessary copies for students, by or before the second Monday of the school year.
Topic:
Everyday Best Practices 59
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Director of Career & Technical Education
MODELING SOFT SKILLS Soft skills are the abilities and traits that pertain to personality, attitude and behavior. These employability skills differ distinctly from academic knowledge and technical proficiency yet must also be taught and demonstrated. Because CTE programs of study and career pathways are centered around rigorous academics, technical knowledge and employability skills, it is the expectation that CTE educators will teach, practice and, thus demonstrate exceptional soft skills. In addition to courteous practices such as greeting students at the door, shaking their hands, addressing them by name, and making eye contact, CTE educators will teach, practice and demonstrate:
Customer service Oral and written communication Teamwork and collaboration Work ethic, self-motivation, dependability and honesty Critical thinking, questioning, problem solving Leadership and influencing Ability to work under pressure Creativity, innovation and resourceful Organization and time management Attention to detail
CLASSROOM, SHOP and BUILDING ORGANIZATION and CLEANLINESS Organization and cleanliness play a significant role in the ability to reach goals. It is a priority soft skill desired by employers and one that demonstrates respect and responsibility for the space around us. Further, an organized, clean space allows for increased productivity and a more relaxed work-space. As a standard practice, CTE educators will maintain an organized, clean classroom, shop and building. Work orders will be submitted through School Dude when necessary to address and resolve needed issues.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Institutes of Higher Education Reference or Contact
Director of Career & Technical Education
Because of purposeful partnerships with area Institutes of Higher Education, including Technical Schools, Community Colleges and Universities, TISD CTE is proud to offer students opportunities to earn both dual credit as well as articulated credit. DUAL CREDIT High School courses offered for dual credit enable high school students to enroll in a college course and simultaneously earn high school credit AND college credit for the course. This course structure enables high school students to earn college credits hours before graduating from high school, making their transition to the collegiate campus smoother and their likelihood of graduating from college greater.
ARTICULATED CREDIT Articulated credit is “college credit in escrow.” Articulation agreements, like dual credit agreements, give students the opportunity to simultaneously earn high school credit AND college credit for the course. However, students must graduate high school THEN enroll in the collaborating college to earn the articulated college credit. COSTS While there is a student cost associated with earning Dual Credit, there is no cost to the student to earn Articulated Credit
BENEFITS OF BOTH DUAL AND ARTICULATED CREDIT
Seamless transition from high school to college Greater likelihood of success in subsequent collegiate work Greater likelihood of earning a high school diploma and a college degree Reduced cost of enrolling in higher education courses Opportunity to access college facilities and resources such as tutoring services, computer labs and counseling services Enhances skills required to be successful at the collegiate level such as time management skills, critical thinking skills, study skills and following directions and procedures
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
TISD HIGHER EDUCATION PARTNERS Specific TISD Technical College, Community College and University partners include: Temple College Texas State Technical College Central Texas College McLennan Community College Approximately 25 CTE Courses give students a choice of dual or articulated college credit. TISD routinely examines programs and reviews partnerships to update and add opportunities for continued student success.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Operating Guidelines Reference or Contact
Director of Career & Technical Education
INTERDEPARTMENTAL COMMUNICATION PRACTICES Open communication is practiced across the CTE department in order to provide relevant and needed information. Methods of communication include one-on-one meetings, group meetings, department meetings, email, text messages, phone calls, mail, the TISD website, etc. Foundational expectations: The CTE department will practice direct, timely, efficient, and professional communication. The CTE department will keep parents and students informed; when grades drop below a 75, parents will be notified. I invite you to contact me at any time with any questions, thoughts, ideas, or concerns. If you stop by my office and I am unavailable at that time, please let my secretary know. I will then follow up with you as soon as possible. It is the CTE department expectation and District practice that all personnel respond to messages – email, phone calls, and/or texts – within 24 to 48 hours.
PURCHASES To purchase needed supplies and materials for your class or program: 1. Complete the updated CTE purchase order request form prior to making any purchases (this form can be found in the shared CTE Department folder in Google Drive). 2. Turn in or email the completed purchase order request to the CTE department secretary. 3. PLAN AHEAD – Purchase requests need to be submitted two weeks ahead of the desired purchase date. 4. Once approved, you will be notified that the purchase may be made using a purchase order or the department credit card.* *NOTE: The department has just two credit cards to share amongst 28 educators. When checking out a credit card to use for a purchase, cards must be picked-up between 4:15am – 4:30pm and returned the following morning between 7:45am – 8:10am. Credit cards will not be checked-out over a weekend unless special circumstances exist. 5. When checking out a credit card, sign the credit card check out log. Sign the log again when turning in the credit card WITH the needed receipts. ALL RECEIPTS MUST BE TURNED IN WITH THE CREDIT CARD. 63
Temple Independent School District Curriculum & Instruction Administrative Guidelines
6. A sales tax exemption form must be used with each credit card purchase. If sales tax is charged, the person making the purchase will be personally responsible for paying the sales tax or getting a refund for the tax charged. 7. Itemized receipts are needed for all purchase. Place receipts AND a copy of the approved purchase request in an envelope marked with – a) Your name; b) Vendor – and submit to the CTE department secretary for reimbursement or appropriate processing. 8. If items are purchased with personal funds before pre-approval is given, risk of nonreimbursement is assumed. Please plan ahead and utilize a department credit card or purchase order to avoid this risk. 9. Failure to follow these guidelines could result in loss of credit card privileges.
RECEIVING PURCHASES To ensure all purchases are received and paid for in a timely manner, follow these procedures: 1. Open packages as soon as they are received. 2. Review the order to verify that it has shipped correctly. 3. Highlight any items on the packing skip that were not received or that are on back order. 4. Turn-in the ORIGINAL copy of the packing slip with needed highlights to the department secretary within 24 hours of package receipt. TRAVEL School Sponsored Trips
Students who participate in school-sponsored trips shall be required to ride in transportation provided by the school to and from the event. An exception may be made if the student’s parent or legal guardian personally requests that the student be allowed to ride with the parent or presents a written request to the principal before the scheduled trip that the student be allowed to ride with an adult designated by the parent. The District shall not be liable for any injuries that occur to students riding in vehicles that are not provided by the school.
Elementary School
Elementary school students shall not be allowed any overnight trips unless approved by the Superintendent or designee.
Middle School
Middle school students shall not be allowed any overnight trips unless approved by the Superintendent or designee.
High School
High school trips may not exceed three consecutive days without Board approval. All out-of-state trips shall have prior approval of the Board. Trips that are longer than 150 miles one way must be approved by the Superintendent or designee. Out of state trips may not be made during non-school hours unless an invitation has been extended to compete in a nationally recognized contest. 64
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Non-Curricular
School transportation shall not be provided for non-curricular or pleasure trips.
To schedule travel, follow these steps: 1. Complete the updated travel request form prior to making any travel arrangements, including conference registrations* (this form can be found in the shared CTE Department Folder). *NOTE: All travel should be pre-approved. If registrations are made utilizing personal funds before receiving travel approval, the risk of non-reimbursement is assumed. 2. Include a conference or workshop agenda with each travel request pertaining to a conference or workshop. 3. Once you are notified of travel approval, make conference reservations using a department credit card. 4. Once travel is approved, the department secretary will add it to the shared department calendar. If dates change, pre-approval must be given. 5. All hotel reservations will be made by the department secretary and secured with a department credit card. 6. Requests for specific hotels are welcome. However, if that particular hotel does not fall within the designated budget guidelines or if they are not an approved TISD vendor, an alternate hotel will be selected at the discretion of the department secretary. 7. Hotel arrangements are made based on two same-sex adults per room and four samesex students per room. If a single adult room is preferred, the additional cost must be paid personally. 8. PLAN AHEAD. Travel requests must be submitted at least one month prior to the first travel day. 9. When utilizing TISD transportation: a. Departure times must be after 8:30am.* b. Return time is 2:30pm. (This is the time transportation arrives back to the campus so the actual departure time from your travel location will be earlier.)* c. No field trips will be scheduled on early release days NOTE: Time restrictions vary when scheduling travel related to practicum courses. 10. When traveling in groups of two or more, plan to carpool. Mileage will be reimbursed for one car per four people. When reserving a TISD vehicle, the type of vehicle will be determined based on the number of travelers. 11. Itemized receipts must be turned in for all meals when traveling. Place receipts in an envelope marked with – a) Your name; b) Dates of travel; c) Destination; d) Reason for travel – and submit to the CTE department secretary for reimbursement. CREDIT CARD USAGE 65
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Overview – Each campus or department is issued a MasterCard to use when immediate purchases are necessary. This Purchasing Card is a corporate charge card, which will not affect the Cardholder’s personal credit; however, it is the Cardholder’s responsibility to ensure that the card is used within stated guidelines. Since it is a corporate card, any person in possession of the card is authorized to use it. Cardholder Responsibilities – The principal or department head is responsible for the security of the card. Responsibilities may be delegated to others, but understand that except for theft or similar circumstances, any charges to this card will be charged to the cardholder’s budget. The credit card should be kept at the campus/department level; responsibility for the card should be placed with one person. The card should be locked in a secure location when not in use, and access should be limited. When issued to staff, there should be a strict limit on return time to prevent loss or misplacement. A check-out log is to be maintained to know who is in possession of the card at any given time. A sales tax exemption certificate must be used for every MasterCard purchase. Both the credit card and a tax-exemption certificate need to be given to the cashier at the time of purchase. *Note – Some vendors have tax-exemption cards specific to their store. This must be used in such situations in order to receive the tax exemption. Making Purchases – A properly completed and approved purchase order request form is required before receiving the card. Before or directly after card use: A properly completed Direct Payment Requisition should be completed. Three items are required in the description field of the Direct Payment Requisition: o Date of purchase o Vendor name where the purchase was made o Purpose of the purchase with enough information to verify the correct budget code An itemized sales receipt will be issued with purchases. This receipt and properly completed paperwork must be turned in WITH the return of the credit card. Approval & Billing – Completed Direct Payment Requisitions (with receipt(s) attached) are due in the Business Office within 5 working days of purchase. Restrictions The Purchasing card is to be used only to make purchases for the legitimate benefit of Temple ISD. The card is not to be used for travel-related expenditures, such as registration fees, hotels, airline tickets, etc. until a completed and approved travel form is in place. 66
Temple Independent School District Curriculum & Instruction Administrative Guidelines
If you check out a district card for travel-related expenses, you will need to maintain records as to individual amounts that make up group purchases (i.e. meals, etc.). Absolutely no personal purchases should be made on these cards. Employees who are found to have inappropriately used the Purchasing Card will be required to reimburse the District for all costs associated with such improper use. They will also be subject to revocation of use privileges and/or disciplinary action, up to and including termination of employment.
Disputes and Billing Errors – The Cardholder should notify the Executive Director of Finance and/or the accounting supervisor of any disputed purchase. The following information will be required: Transaction Date Merchant Name/Description Dollar Amount Reference Number Reason for Dispute Notification can be accomplished by email or phone. Credits – Vendors will issue credits to the Purchasing Card account for any item they have agreed to accept for return. This credit will appear on a subsequent statement. Under no circumstances should an employee accept cash or gift cards in lieu of a credit to the Purchasing Card account. Spending Limits – Card spending limits have been set based on historical spending habits. Requests for adjustments to these limits (either permanently or temporarily) may be sent to the executive director of finance. Lost, Misplaced, or Stolen Cards – Cardholders are required to immediately report any lost, misplaced, or stolen cards to the executive director of finance at 215-6772 or the accounting supervisor at 215.6767 at the first opportunity during normal business hours. STANDARD HOURS and TIME-OFF REQUESTS Standard hours are 8am to 4:30pm. Exceptions include hours necessary for assigned teacher duty responsibilities, department and/or faculty meetings, and other duties as assigned. To request time-off, email the CTE director BEFORE submitting the request in Aesop. AFTER you receive a reply giving approval, submit the needed time-off in Aesop. If you are sick or have an emergency, submit the absence in Aesop immediately then send an email to the CTE director regarding the absence. ALL time off except for illness and emergencies must have preapproval from the CTE director before submitting in Aesop. 67
Temple Independent School District Curriculum & Instruction Administrative Guidelines
If you will be out for a brief time and need a class covered, please collaborate coverage with your colleagues. When a plan is in place, email the CTE director AND secretary to inform them of the absence and the coverage. Per District policy, discretionary leave may not be taken on the following days: 1. 2. 3. 4. 5.
The day before a school holiday The day after a school holiday Days scheduled for end-of-semester or end-of-year exams Days scheduled for STAAR or TAKS tests Professional or staff development days
CONFERENCE PERIOD All teachers are given a 45+ minute conference period and a 30 minute lunch hour. While infrequent, it may be necessary for teachers to attend a student Admission-Review-Dismissal (ARD) meeting or to cover another teacher’s classroom. Therefore, pre-approval must be given before teachers leave campus during this time. To gain pre-approval, email the CTE Director at least 24 hours in advance. STAFF PARKING TISD Temple High School CTE teachers and staff may utilize parking in front of or behind the CTE building as long as a faculty parking permit is clearly displayed from the rearview mirror. See the assigned campus designee to be issued a valid staff parking permit.
STUDENT PARKING Student parking is located in the front of the Temple High School campus. Students are not permitted to park in front of or behind the CTE building at any time.* *Note: Automotive Technology students may utilize identified parking in front of the CTE building as marked – “Automotive” – WITH a valid 2015-2016 Automotive parking sticker.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Parent Connection Reference or Contact
Director of Career & Technical Education
Research tells us3 that the most accurate predictor of a student's achievement in school is not income or social status but the extent to which that student's family is able to: 1. Create a home environment that encourages learning 2. Express high (and realistic) expectations for their children's achievement and future careers 3. Become involved in their children's education at school and in the community It continues to show that parent involvement activities that are effectively planned and well implemented result in substantial benefits to students, parents, educators, and the school. THE STUDENT BENEFIT
Higher achievement demonstrated by better grades, higher test scores, and better attendance More consistent completion of homework Increased self-esteem, more self-disciplined, and higher aspirations and motivation toward school Improved behavior in school and less suspension for disciplinary reasons Less stressful transitions from junior high to high school to work and/or college Decreased likelihood of dropping out of school
THE PARENT BENEFIT
Increased interaction and discussion with children Increased awareness, responsiveness and sensitivity to children's social, emotional, and intellectual developmental needs Increased confidence in parenting and decision-making skills Increased understanding of the teacher's job and school curriculum Increased awareness of and thus greater involvement in policies affecting their child’s education
THE EDUCATOR BENEFIT
Increased morale for teachers and administrators Increased professional respect Improved communication and relations between parents, teachers, and administrators
The Benefits of Parent Involvement: What Research Has to Say. (2010, July 20). Retrieved August 9, 2015. 3
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Increased understanding of families' cultures and diversity Deeper respect for parents' abilities and time Increase in job satisfaction
THE SCHOOL BENEFIT
Improved community reputation Greater community support Increased student success and overall performance across higher quality programs
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Student Involvement Reference or Contact
Director of Career & Technical Education
Meaningful student involvement ultimately equates to “the process of engaging students as partners in every facet of school change for the purpose of strengthening their commitment to education, community and democracy.”4 Now, more than ever before, it is imperative that students take an active role in their own learning. As education moves toward more rigorous programs of study and creates greater opportunities for student choices through the implementation of HB5, it is incumbent upon the student to take an active role in his/her education and ultimately, his/her future. Student best practices include:
Remain focused toward success Make a point to complete all assignments Read often! Reading is the foundation for nearly all subject areas Challenge themselves – set goals as well as milestones and then re-evaluate as often as necessary in order to adjust goals as needed Consider what you want to do in life
In addition to classroom lessons and participation, students have opportunities to support and extend learning by:
Participating in Career and Technical Student Organizations Serving as a Student Ambassador to engage in selected activities Serving on the CTE Director Student Advisory Council (application process required) Participating in Community Service projects and activities Etc.
Fletcher, A. (2008, November 1). Educational Leadership: Giving Students Ownership of Learning: The Architecture of Ownership. Retrieved August 9, 2015. 4
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COUNSELING
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Academic Records Retention Reference or Contact
Director of Counseling
Our district's "Record Management Officer" is the Assistant Superintendent of Curriculum and Instruction. Principals are considered to be the "Custodians of Records." The Director of Counseling works collaboratively with the Director of Accountability, Assessment, and PEIMS under the direction of the Assistant Superintendent of Curriculum and Instruction to maintain and disseminate the information regarding the retention of records for schools. The campus Professional School Counselor will work with the campus registrar to maintain the school records. The Professional School Counselor will conduct regular audits of students’ permanent records to assist the Principal in monitoring compliance with District procedure regarding Permanent Folder maintenance. The TISD Records Control Schedule is maintained as submitted to the state. The TISD Permanent Folder Order was revised on May 23, 2013 and is available from the Director of Counseling. If the record is listed on the Permanent Folder Order schedule, then it can be destroyed at the retention schedule date. The Permanent Folder Order document follows.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple ISD Permanent Folder Order File labeled with Name (Last, First Middle); Birthdate; Student ID Birthdate written in top right corner of Perm Folder Home Language Survey Card—stapled to inside left cover of the folder (keep oldest) LEP Folder (Red Folder)—right side, first item on top (updated annually) Statistical Record—right side, second item—attach all state testing labels (complete by end of year) Birth Certificate (copy) Social Security Card (copy) Enrollment/ Withdrawal Packets (Keep packets together, most current on top) a. Withdrawal Form b. Registration Form c. Federal Ethnic Survey d. State Mandated Verification Form (with attached copy of driver’s license) e. Proof of Residency f. Student Residency Form g. Allergy Document Assessments a. b. c. d.
TAKS CSR (Confidential Student Report) STARR Testing DRA, TPRI Assessment (ELA K-5 assessment) Math Assessment
Keep all (with most current on top) Keep all (with most current on top) Remove after 5th Grade Remove after 5th Grade
End of Year Report Card (copy)
Keep all (with most current on top)
Records from Previous Schools
All out of district records
Exhibits and Non-promotion Reports
Remove after 8th Grade
Summer School Information
Maintain summary reports
Other Programs TELPAS Envelope SCE At-Risk Indicator Special Education Dyslexia 504
White Folder Green Card Orange Card Yellow Card
Removal directions on Envelope Updated documentation Records in separate folder Records in separate folder Records in separate folder
Legal Documents and other documents (last items in perm folder) Court Documents Keep until superseded Power of attorney Guardianship/Foster Care Documents Restraining Order Fax Requests (example: Disability Determination, CPS, Release of Information, etc.)
Insert Health Folder in Perm Folder when student withdraws from TISD Notify appropriate Program Contact when student withdraws from TISD
Topic: 74
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Child Protective Services and Mandatory Reporting Reference or Contact
Director of Counseling Services
Mandatory Reporting Law and False Reporting Texas law requires that any person who has cause to believe that child abuse has occurred must report it. An oral report by the person who suspects the abuse shall be made within fortyeight (48) hours. The report should be made to any local or state law enforcement agency and the Texas Department of Family and Protective Services branch, or a state agency involved with the facility in which the abuse or neglect occurred. The report must contain the name and address of the child, the name and the person responsible for the care of the child, if available, and any other pertinent information. A person who fails to report child abuse is committing a Class B misdemeanor offense punishable up to six (6) months in jail and a $2,000.00 fine. A person who reports child abuse is immune from either civil or criminal liability. On the other hand, a person who knowingly makes a false report of child abuse (maliciously), one which lacks a factual foundation, is guilty of a Class A misdemeanor offense punishable up to one (1) year in jail and/or up to a $4,000.00 fine. However, being “wrong” about abuse is not a punishable offense. The purpose of the Texas Department of Family and Protective Services (DFPS/CPS) is to identify, treat and prevent child abuse and neglect, and to insure that reasonable efforts are made to maintain and protect children in their own homes. The DFPS/CPS program: protects children from abuse and neglect helps rehabilitate abusive or neglectful parents helps children recover from abuse or neglect works to insure safe families finds permanent homes for children who cannot safely live with the parents DFPS is the civil agency mandated under Title 2, Section 34, of the Texas Family Code to protect children from abuse and neglect in their families and homes. When to Report Child has disclosed abuse of any kind. School personnel suspect that abuse has taken place without disclosure from the child. Report should be made within forty-eight (48) hours of knowledge of abuse or suspected abuse. To Whom to Report Reports may be made to any of the following: A law enforcement agency. The Child Protective Services (CPS) division of the Texas Department of Family and Protective Services (1-800-252-5400) has designed a Web site for school professionals to report suspected child abuse/neglect in non-emergency situations. The Web site should not be used for reporting a life-threatening/emergency situation. 75
Temple Independent School District Curriculum & Instruction Administrative Guidelines
The link to the reporting Web site is: https://reportabuse.ws/. Users will be prompted for a login and a password. The login ID. is “educator”. The password is “report1”. CPS asks that the login information not be shared with the general public in order to maintain the integrity of the school reporting Web site. Once you have filed a report through the School Internet reporting system, CPS’s Statewide Intake staff will send you an e-mail response acknowledging receipt of the information and will provide the intake number (i.e., call identification #) for your files. Should school staff need further assistance, please do not hesitate to call the hotline number, or direct dial 1-512-834-3784 (DFPS), and ask for assistance with Internet reporting. Beginning March 1, 1998 in Bell County, all allegations of abuse or neglect to children, all reports of abuse, neglect or exploitation to disable adults or the elderly, and all reports of abuse/neglect in regulated child care centers and family homes should be directed to: Statewide Intake (SWI) of the Texas Department of Family and Protective Services Phone 1-800-252-5400 (This number is available 24 hours a day and 7days a week.) Fax 1-800-832-2090 Using the number listed above to report alleged abuse and neglect will enable CPS, APS, or CCL Specialist in the local offices to concentrate their efforts on investigations and service delivery. Reporting suspicion to a school counselor, a principal, or to another school staff member does NOT fulfill a school employee’s responsibilities under the law. Furthermore, the district cannot require a school employee to report their suspicion first to a school administrator. Information CPS Requests at Time of Referral Child's name and address Child's birth date, age, sex, and race Child's grade and school hours or special circumstance, i.e. Special Ed or special physical/mental challenge Child's parents'/guardians' names, addresses, and telephone numbers at home and at work Names and relationships of others living in the home Names of relatives who may live in the area Any other information that may strengthen the case for CPS Other referrals on the child to CPS Your name, position, and the name of the school This information is held in the strictest confidence and is protected by law Information Person Calling Should Request from Children's Protective Agency at Time of Referral Intake worker's name or ID number Call identification number After Calling the Children's Protective Services Agency 76
Temple Independent School District Curriculum & Instruction Administrative Guidelines
School staff shall not notify the parents of the child that an allegation of abuse has been made. School staff shall not be responsible for validating the report. The CPS caseworker must be given access to the child at school once the investigation has begun. Due to confidentiality issues, it is required that the CPS caseworker interview the child alone. A Child May be Removed from School by a CPS Caseworker when a court order to that effect is presented When the child's physical health or safety is believed to be in immediate danger or if the child is believed to be a victim of sexual abuse, the CPS caseworker (as well as law enforcement and juvenile probation officers) may take custody of the child without a court order. The CPS caseworker as well as law enforcement and juvenile probation officers must show identification before taking a child into custody. The school must record the identification information and submit to the principal. This information must also be given to the supervising Assistant Superintendent or Superintendent.
According to Lauren Crim, CPS Assistant Supervisor, when a CPS worker comes to a campus and states he/she is there to take a child into custody, a court order is not necessary for the principal to allow the caseworker to take the child. When a child is taken by CPS, CPS must request an initial hearing no later than the first working day after the date the child was taken into possession. When CPS asks to take a child the principal is to: Verify and record the name and identification badge number of the caseworker. Ask the caseworker if the parent may be contacted. If there is reasonable objection, do not contact the parent. Note the stated objection on the same document on which you recorded the identification information. Ask the caseworker to write and sign reasons for the objection. Ask the caseworker if the child is going to be attending another school. If so, expect the child to be formally withdrawn soon and prepare for that occurrence. If not, do nothing but allow the child to leave with the caseworker. Tell the caseworker that the child will not be officially withdrawn until the school has a court order. The principal can expect CPS to quickly enroll the child in another school district and, thus, a signed withdrawal form and request for records will be forthcoming. The principal will get a court order from CPS within 24 no later than the first working day after the date the child is taken into custody. At the time of the receipt of the court order, the child is to be withdrawn. The court order gives the same rights to CPS as held by the parent. Therefore, all requests for information and records (even special education information) are to be honored. Unless otherwise stated, the parent maintains all the rights they had before the custody. (The parent can be told that CPS took the child and be given the name and office phone number.)
Topic: 77
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Harm to Self or Others Procedures Reference or Contact
Director of Counseling Services
Procedures for Dealing with Students Suspected of Self Harm or Harm to Others Identification of a Student with Potential for Self Harm or Harm to Others Suicidal ideation may become apparent to teachers in a number of ways. Direct threats:
“I’m going to kill myself.”
Veiled threats:
“I just don’t feel like going on.” “Soon you won’t have to worry about me anymore.”
Behavioral signs:
Setting one’s affairs in order (i.e., giving away prized possessions) Marked or sudden changes in attitude and behavior (i.e., excessive irritability, complaining of small annoyances, inability to concentrate, crying, difficulty making decisions)
Situational signs:
End of serious relationship, divorce or death of parent, family financial difficulties, moving to new location
Syndromatic signs:
Social isolation, depression, disorientation, changes in sleeping and/or eating patterns, dissatisfaction (i.e., constant complaining, helpless-hopeless feelings, family history of suicide)
Dealing with Expressed Self Harm or Harm to Others A student has probably picked you to express their feelings because they feel that you care about them. By stating their feelings to you, or anyone else, they are making a plea to stay alive, to get help. Realize that you will be referring this student to the counselor and therefore will not be taking on the responsibility for this student. Still, try to express your concern to the student for their painful feelings. Also, Listen and hear. It is vitally important to a person in an emotional crisis to have someone available who will listen and hear what he or she is saying. Avoid false reassurances that “everything will be okay” and never demean suicidal expressions Do not be judgmental or moralizing Tell them that you are concerned and care about them Tell them you want them to have some help and trained who can help them Escort them to the counselor’s office. Talk to the counselor about your concerns. As much as possible, include the student in this conversation Do Not Leave a Person Alone if You Believe That They Are Seriously Suicidal or Expressing the Desire to Harm Others If a student shows outward signs of depression or has changed in his social or academic habits, you may: Take the student aside and discuss your observations and concerns with him. 78
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Discuss visiting with one of the counselors Walk the student to the counselor’s office or call the counselor to your office if the student is with you
Professional School Counselors are trained, state certified professionals. District Professional School Counselors utilize a clearly defined, written district procedural protocol for identification and referral of students in danger of self-harm or harm to others. The Professional School Counselor is to be notified immediately of any information related to a student in danger of hurting themselves or others.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Outside Agency Referrals Reference or Contact
Director of Counseling Services
Each student being referred to outside agencies for mental health related services will be staffed with the Director of Counseling prior to completion of the referral. The Professional School Counselor will request a Release of Information (ROI) from the parent, legal guardian, or adult student at the time of the referral for the purpose of providing continuity of psychoeducational support for the student. The original signed ROI will remain secured by the Professional School Counselor with the counselor’s records and a copy of the ROI will be sent to the Director of Counseling Services.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Role of Counselor Reference or Contact
Director of Counseling Services
The role of the professional school counselor is codified in the Texas Education Code, reading in part as follows: EDUCATION CODE TITLE 2. PUBLIC EDUCATION SUBTITLE F. CURRICULUM, PROGRAMS, AND SERVICES CHAPTER 33. SERVICE PROGRAMS AND EXTRACURRICULAR ACTIVITIES SUBCHAPTER A. SCHOOL COUNSELORS AND COUNSELING PROGRAMS Sec. 33.006. COUNSELORS. (a) The primary responsibility of a school counselor is to counsel students to fully develop each student's academic, career, personal, and social abilities. (b) In addition to a school counselor's responsibility under Subsection (a), the counselor shall: (1) participate in planning, implementing, and evaluating a comprehensive developmental guidance program to serve all students and to address the special needs of students: (A) who are at risk of dropping out of school, becoming substance abusers, participating in gang activity, or committing suicide; (B) who are in need of modified instructional strategies; or (C) who are gifted and talented, with emphasis on identifying and serving gifted and talented students who are educationally disadvantaged; (2) consult with a student's parent or guardian and make referrals as appropriate in consultation with the student's parent or guardian; (3) consult with school staff, parents, and other community members to help them increase the effectiveness of student education and promote student success; (4) coordinate people and resources in the school, home, and community; (5) with the assistance of school staff, interpret standardized test results and other assessment data that help a student make educational and career plans; and (6) deliver classroom guidance activities or serve as a consultant to teachers conducting lessons based on the school's guidance curriculum. Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff. May 30, 1995. Amended by Acts 2001, 77th Leg., ch. 1487, Sec. 3, eff. June 17, 2001. Sec. 33.007. COUNSELING REGARDING HIGHER EDUCATION. (a) Each counselor at an elementary, middle, or junior high school, including an open-enrollment charter school offering those grades, shall advise students and their parents or guardians regarding the importance of higher education, coursework designed to prepare students for higher education, and financial aid availability and requirements. 81
Temple Independent School District Curriculum & Instruction Administrative Guidelines
(b) During the first school year a student is enrolled in a high school or at the high school level in an open-enrollment charter school, and again during a student's senior year, a counselor shall provide information about higher education to the student and the student's parent or guardian. The information must include information regarding: (1) the importance of higher education; (2) the advantages of completing the recommended or advanced high school program adopted under Section 28.025(a); (3) the disadvantages of taking courses to prepare for a high school equivalency examination relative to the benefits of taking courses leading to a high school diploma; (4) financial aid eligibility; (5) instruction on how to apply for federal financial aid; (6) the center for financial aid information established under Section 61.0776; (7) the automatic admission of certain students to general academic teaching institutions as provided by Section 51.803; (8) the eligibility and academic performance requirements for the TEXAS Grant as provided by Subchapter M, Chapter 56; and (9) the availability of programs in the district under which a student may earn college credit, including advanced placement programs, dual credit programs, joint high school and college credit programs, and international baccalaureate programs. (c) At the beginning of grades 10 and 11, a school counselor certified under the rules of the State Board for Educator Certification shall explain the requirements of automatic admission to a general academic teaching institution under Section 51.803 to each student enrolled in a high school or at the high school level in an open-enrollment charter school who has a grade point average in the top 25 percent of the student's high school class. Added by Acts 2001, 77th Leg., ch. 1223, Sec. 1, eff. June 15, 2001. Amended by: Acts 2007, 80th Leg., R.S., Ch. 973, Sec. 2, eff. June 15, 2007. Acts 2009, 81st Leg., R.S., Ch. 1342, Sec. 4, eff. June 19, 2009.
The Role of School Counselors and Response to Intervention (RtI) The Texas Education Agency publically posts on their website that: School counselors play a vital role in the process of RtI. However, it makes the most sense for the instructional leader (i.e. principal) to direct RtI efforts. School counselors should be team members, not directing the RtI effort. Response to Intervention (RtI) is not a program that consists of a set of pre-established procedures, and the implementation of an RtI model involves aspects that may exceed the role and authority of the school counselor.
Topic: 82
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Supervision of Counseling Interns Reference or Contact
Director of Counseling Services
The District follows guidelines based on The ASCA (American School Counselors Association) National Model: A Framework for School Counseling (ASCA, 2005) as referenced by the Texas Education Agency in serving as a practicum site for professional school counselors in training. ASCA states that “professional school counselors have a positive impact on student achievement through programs and services that are a part of a comprehensive school counseling program.” ASCA further states that the “development and implementation of programs requires a collaborative effort among well-trained, highly competent professional school counselors”. Supervision of counseling interns is a structured process that requires a focused balance on the needs of the District’s students and the professional growth needs of the intern. Placement of all counseling interns is initiated and coordinated through the Human Resources Department. The Director of Counseling serves as the liaison between the district and the university or ESC Regional Service Centers Counselor Education Programs. The Director of Counseling works closely with the campus principal to secure appropriate placements and monitor progress. The Director of Counseling serves as the District Supervisor as agreed upon with the partnering universities and ESC Regional Service Centers and has authority in establishing district program expectations and recommendation of dismissal from the internship, if warranted, under the direction of the Assistant Superintendent of Student Services. A criminal history check is processed on all counseling interns. Role of the School Counseling Intern 1. To apply for inclusion in the district School Counseling Intern program, the individual must: 2. Hold a valid Texas teaching certification 3. Meet with the Director of Counseling, the University Counseling Supervisor, and the Site Supervisor to plan school counseling tasks approved by both the school district and the university. 4. Participate in one hour of face-to-face supervision each week with the Site Supervisor in structured supervision. 5. Participate in school counselor meetings. 6. Participate in evening parent involvement and college/career development activities sponsored by the District Professional School Counselors. 7. Keep and present weekly a log of the activities previously agreed upon. 8. Be prepared to demonstrate an understanding of the theory and the research related to the modalities of school counseling.
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Role of the Director of Counseling 1. Serve as the liaison for the District with University/counselor educator program upervisors. 2. Interview prospective counseling interns and make notifications of program acceptance status. 3. Provide a wide range of school counseling experiences for the intern consistent with the district expectations of interns and the university/counselor education program internship agreement. 4. Serve as the District Supervisor for the internship program. 5. Provide a structured supervisory experience that supports district expectations and needs while providing a Best Practice school counseling internship experience that encourages professional growth of the intern. 6. Consult with the District Site Supervisor to review the intern’s progress and program needs. (Evaluation for internship graduate credit will be accomplished by the University.) 7. Support the school counseling intern in attending internship seminars and professional development activities as specified by the internship agreement. 8. Pair the intern with a Site Supervisor who is a certified Professional School Counselor with a minimum of three (3) years of experience as a Professional School Counselor and one (1) year of employment in the District. 9. Provide input on professional activities including orientation to services available from professional associations and resources. 10. Participate in ongoing assessment of the District program. Role of Professional School Counselor as Site Supervisor 1. Share with the intern his or her professional expertise and provide counsel as needed. 2. Confer with Director of Counseling in evaluating progress and recommending adjustments to the activities of the intern. The Director of Counseling will share the recommendations with the University/Counselor Education Program Supervisor. 3. Provide input on professional activities including orientation to services available from professional associations and resources. 4. Serve as the contact person for the University/Counselor Education Supervisor when the Supervisor is on campus to meet with the intern. 5. Provide ongoing assessment of the District program to the Director of Counseling
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Elementary Education
Topic:
Assigned Novels Reference or Contact
Executive Director of Elementary Education 85
Temple Independent School District Curriculum & Instruction Administrative Guidelines
All novels that are associated with the current textbook adoption are acceptable for classroom use and should be considered on the approved novel list. Additionally, the District maintains an approved novel list which is accessible through the TEKS Resource System under the elementary tab, then grade level tab, and finally, novel list tab. Each grade level will honor the grade level lists and refrain from studying novels specified for a grade level other than their own. The purpose of these lists is to insure alignment across the District and to insure our students have a rich exposure to a variety of literary works. Teachers may submit a request to add a novel to the grade level list to the campus instructional coach. The campus instructional coach will bring the recommended addition to the elementary curriculum director, and the instructional coach team in collaboration with the elementary curriculum director will consider the addition of the novel to the District list. Considerations for addition will include the reading level of the novel, the appropriateness of content for the grade level, library data banks as well as the inclusion of the novel on other grade level novel lists within the District. When a parent has a complaint about a novel being used in the classroom, the teacher or campus administrator should choose to allow an alternate novel for study for the involved student. The student may be asked to submit assignments and complete assessments to verify content and TEKS-based skills in an alternate way from the remainder of the class participating in a novel study. If a campus administrator does not wish to allow the student to use an alternate novel, the decision must be based on compelling evidence of inability to teach a state standard by other means.
Topic:
District Assessment Review Process Reference or Contact
Executive Director of Elementary Education 86
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Process for Review and Distribution of District Curriculum Based Assessments (CBAs) Instructional Coach to Assigned Curriculum Director 1. CBAs should be turned in by 1:00 p.m. on the due date (Identified on the District assessment calendar) to the department secretary. 2. All assessments must be uploaded to Eduphoria. If this is not possible, communicate the “why” to your director. Any previously published tests that have been revised must be removed from Eduphoria. The passing rate should be checked to insure it is set at 70. Instructional Coaches will never activate the assessment. Activation is done in a separate communication between curriculum and assessment. 3. Instructional Coaches will turn in one single-sided hard copy of the assessment and all keys to the department secretary for filing. 4. The expectation is that assessments are in final copy form when turned in, and every Instructional Coach should read through every assessment before submitting an assessment for publishing to the department secretary. The proofing process should be done while looking on the Eduphoria screen, so the coach can see if the assessment posted as expected. 5. Every assessment should have a cover, instructions, and page numbers. Assessments should take not longer than 45 minutes for secondary students and 90 minutes for elementary students. 6. Each test should include an answer key, a standard’s key and an original resource key for use in facilitating Bilingual/ESL and Special Education. The resource key will be used when the assessment is modified and or converted to Spanish by the directors in those departments. Elementary Curriculum Office to Directors 1. The Elementary Curriculum Office will submit an electronic folder containing all elementary assessments for the cycle to the special education office and to the bilingual office. Along with the assessment, the file will contain the answer key, the standard’s key and the resource key. In addition, these two departments will receive a folder with a paper copy of the electronic file in the case of writing only. The hard copies will be one sided and not stapled. All other assessments can be accessed through Eduphoria. Curriculum Office to Assessment 1. The Elementary and Secondary Director will remind assessment to activate the assessments as per the assessment schedule. 2. The Elementary and Secondary Directors will deliver a hard copy of the assessment to the assessment office and assessment will send the assessment to be printed and have them delivered to the campus. 3. Special Education and Bilingual will deliver their tests to assessment by the required date. Assessment Office to Campus Instructional Coach 3. Assessments will be delivered to the campus Instructional Coach who will keep the assessment secure until the test date. The Instructional Coach will distribute the assessment at the campus level no earlier than the afternoon before the assessment. Operational Guidance 1. CBAs are administered per the assessment schedule set forth in the District Assessment Calendar. 2. CBA administrations include ensuring that accommodated CBAs are administered for special education students. As part of sound instructional practice, it is imperative we monitor their progress accurately during the CBA process. 87
Temple Independent School District Curriculum & Instruction Administrative Guidelines
3. When administering CBAs, the ARD STAAR testing recommendations need to be followed for students in special education, i.e., reading the CBAs for content areas during administration. The only ARD recommendation we will forego relates to the amount of time for administration, particularly if it is longer than one regular class period (addressed in next item). 4. CBAs are administered during one class period to preserve instructional time for teachers, prepare students for pacing during a timed test, and preserve the formative nature of the CBA. 5. Scantrons will be printed on campus. At the Elementary level, the ICs will print scantrons. At the middle and high school levels, the teachers will print scantrons. ICs will train our secondary teachers in this process. 6. Data reports will be run no later than 48 hours after the CBA is administered. If students were absent during the CBA, they can take it upon return and data can be modified later if need be. 7. The district will run data reports utilizing a foundational template. The template will provide a minimum for campus and classroom level reports. ICs and teachers may go above and beyond these foundational templates in data reporting to inform instruction. Cut points will be run at final phase in as determined by the state. Review Process Post CBA, a Google form will be distributed to teachers to collect feedback about the CBAs. At the end of the designated time period, the IC’s will review all feedback and make determinations about revisions and future implications.
Topic:
Extracurricular/Co-Curricular – Definition of Reference or Contact
Executive Director of Elementary Education 88
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Definition of extracurricular activities shall be as follows: Extracurricular 19 Texas Administrative Code Chapter 76. Extracurricular Activities (a) An extracurricular activity is an activity sponsored by the University Interscholastic League (UIL), the school district board of trustees, or an organization sanctioned by resolution of the board of trustees. The activity is not necessarily directly related to the essential knowledge and skills but may have an indirect relation to some areas of the curriculum. Extracurricular activities include, but are not limited to, public performances, contests, demonstrations, displays, and club activities, with the exception of public performances specified in paragraph (2) of this subsection. (1) In addition, the activity shall be subject to the provisions for an extracurricular activity if one of the following criteria applies: (A) the activity is competitive; (B) the activity is held in conjunction with another activity that is considered to be extracurricular; (C) the activity is held off campus, except in a case in which adequate facilities do not exist on campus; (D) the general public is invited; or (E) an admission is charged.
(2) A student ineligible to participate in an extracurricular activity, but who is enrolled in a state-approved course that requires demonstration of the mastery of the essential knowledge and skills in a public performance, may participate in the performance subject to the following requirements and limitations. (A) Only the criterion listed in paragraph (1)(D) of this subsection applies to the performance. (B) The requirement for student participation in public is stated in the essential knowledge and skills of the course.
Topic:
Field Trips Reference or Contact
Executive Director of Elementary Education 89
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Field trip sponsors should complete the request for field trip form (attached) and submit the form to the campus principal at the beginning of the semester in which the field trip is requested. The principal or designee should review and approve or decline the field trip request. The principal or designee will review and approve the parent permission slip for the student field trip. Parent permission slips must also be sent home for field trips inside the boundaries of Temple ISD. The principal or designee should ensure that teachers have called parents who did not send student permission slips back to the teacher in order to verify that the parent does not want the student to attend the field trip. All field trips will be scheduled with the director of transportation so as not to interfere with routine district bus service. Relevant academic arrangements will be made for the students who must stay behind at the school because they do not have parent permission to attend the trip. In addition, the field trip sponsor must coordinate with the cafeteria to insure all students have access to lunch. Additionally, the school nurse should advise the field trip sponsor of all medical accommodations and arrangements for students taking medication or with other medical needs. In some cases, a nurse may need to accompany students on a field trip. This should be discussed and arranged at least two days in advance of the field trip and include planned departure and return to campus times. A list of all students attending the field trip should be sent to the nurse for review in case a medical need is not apparent to staff. The person who is administering medication should be the one who coordinates with the nurse, so any special instructions can be given and medical logs passed on to staff at that time. Medication should be picked up at least 15-30 minutes before leaving on a field trip but not earlier than the prior dose is be given. During the field trip medications should be carried by designated staff members only, unless the student is authorized to self medicate with emergency medications, such as asthma inhalers, insulin, glucometer, epi-pens, etc. Medical logs must be maintained with the date and time give as well as the initials of the person giving the medication. If medical problems arise, staff should contact the campus nurse or in the event of an emergency call 911. Upon return to campus medication logs and medication should be returned to the campus clinic. Medication may not be kept in the classroom or left unsupervised overnight. Parents must sign an alternate transportation form if the child will be traveling to or from an authorized field trip in a method other than the school provided method. The sponsor or principal may decide to not allow alternate travel.
Kindergarten through Fifth Grade Field Trip Request Form Date of Trip:
Number of Children:
Teacher(s):
Number of Adults:
Grade:
Transportation Cost of Trip:
Fee Paid by Student $______ Campus $______
Other Expenses _______________________
90
Temple Independent School District Curriculum & Instruction Administrative Guidelines Educational Goal of Trip:
Destination Name: Destination Address/Location:
Destination Phone #:
Teacher/Trip Leader’s Cell #:
Arrival Time at School:
A.M./P.M.
Departure Time from School:
A.M./P.M.
Arrival Time at Trip Site:
A.M./P.M.
Departure Time from Trip Site:
A.M./P.M.
Return Time to School:
A.M./P.M. (must be in time for afternoon bus routes.)
Transportation Available (Check with Transportation)
Yes
No
Parent Permission slip attached for approval
Yes
No
Parents will be contacted if no slip is returned
Yes
No
Sack lunch arrangements made for students
Yes
No
School nurse notified and following student accommodations: Student: Student: Student:
(example: Joe Smith)
Accommodation: Accommodation: Accommodation:
(ex: Medication sent with teacher)
Academic plan for students not attending:
Comments:
Teacher Signature:
Date:
APPROVED
DISAPPROVED
Principal Signature: Date: The campus principal is the final authority on whether a field trip is permissible or not and as to whether all field trip arrangements are satisfactory. Elementary students may take no more than two field trips per year: one in the fall and one in the spring. Non-testing grades in elementary may have outings as needed on testing days within the city. 91
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Field Trip Permission Form The following permission forms are recommended by the district and will be used whenever students travel outside the district on field trips and other school-sponsored events. _____________________________, a student in the Temple Independent School District is now under my control and in my custody. I hereby give my consent for the above-named student to participate in the trip to ________________________________ (destination), sponsored by ________________________________ (name of organization), which will take place from ______________ (date) to __________________ (date). It is understood that neither the Temple Independent School District, nor any of its trustees, officers, employees or organization sponsors are liable for any accident or injuries that may occur to the above-named student as a result of any aspect of his or her participation on this trip. It is understood that neither the Temple Independent School District, nor any of its trustees, officers, employees or agents are liable for injuries or damages caused by the above-named student on this trip. I agree to indemnify and hold the Temple Independent School District harmless from all claims made against the Temple Independent School District, its trustees, officers, employees, and agents from any and all claims made by third parties which result from the above-named student's actions while on the trip. In consideration of the above-named student being permitted to participate in this trip, I expressly waive all claims to which I may otherwise be entitled, including but not limited to, claims for medical expenses and wages. I recognize that the Temple Independent School District, its trustees, agents, and employees have sovereign or governmental immunity under Texas law. I understand that the Temple Independent School District, its trustees, agents, and employees are not waiving any sovereign or governmental immunity that it or they have under Texas or other applicable law. I, the undersigned, have read this Permission Slip and Release and understand all of its terms. I have executed it voluntarily and with full knowledge of its significance. This Permission Slip and Release is executed on my behalf and on behalf of my child/ward, ________________________________________. This Permission Slip and Release is effective while my child/ward is participating in the trip to __________________________. SIGNED this __________________________ day of ________________________, 20______. ________________________________________ Parent/Guardian's Signature
STUDENT FIELD TRIP PERMISSION FORM – SPANISH _____________________________, estudiante en el Distrito Escolar Independiente de Temple está ahora bajo mi custodia y control. Por medio de esta carta doy mi consentimiento para que el estudiante nombrado anteriormente participe en un viaje a _____________________ 92
Temple Independent School District Curriculum & Instruction Administrative Guidelines
(destination), patrocinado por __________________________ (name of organization), el cual tendrá lugar desde el _____________ (date) hasta el ___________ (date). Está entendido que ni el Distrito Escolar Independiente de Temple, ó ninguno de sus consignatarios, oficiales, empleados y organizaciones patrocinadoras son responsables de cualquier accidente, ó daños que pueda ocurrirle al estudiante nombrado anteriormente como resultado de cualquier asunto relacionado con su participación en este viaje. Se da por entendido también que ni el Distrito Escolar Independiente de Temple, ó ningunos de sus consignatarios, oficiales, empleados ó agentes son responsables por heridas ó daños que hayan sido causados por el estudiante nombrado anteriormente en este viaje. Estoy de acuerdo en indeminizar y no hacer ningún cargo al Distrito Escolar Independiente de Temple de todas y cada una de las reclamaciones hechas en su contra ó en contra de sus consignatarios, oficiales, empleados y agentes por parte de terceras personas las cuales sean resultado de las acciones del estudiante anteriormente nombrado durante el viaje. En consideración de que el estudiante anteriormente mencionado tenga permiso para participar en este viaje, renuncio expresamente a todas las reclamaciones a las cuales podría tener derecho incluyendo, pero no limitándose a todas las reclamaciones para gastos médicos y salarios. Reconozco que el Distrito Escolar Independiente de Temple, sus consignatarios, agentes y empleados tienen inmunidad soberana y gobernamental bajo las leyes de Texas. Entiendo también que el Distrito Escolar Independiente de Temple, sus consignatarios, agentes y empleados no están renunciando a ninguna immunidad soberana ó gubernamental que tengan bajo las leyes de Texas ó cualquier otra ley aplicable. El suscrito ha leído este Permiso y Liberación de Responsabilidad y entiende todas sus condiciones. Le he firmado voluntariamente y con todo conocimiento de su significado. Este Permiso y Liberacion de Responsabilidad es firmado en mi nombre y a nombre de mi hijo(a)/custodia. Este permiso es válido solo mientras mi hijo(a)/custodia participa en este viaje.
FIRMADO este dia _________ de__________________________, de _______________.
__________________________
Firma del Padre/Tutor
REQUEST FOR ALTERNATE TRANSPORTATION NOTE: THE PRINCIPAL OR SCHOOL SPONSOR MAY CHOOSE TO NOT ALLOW ALTERNATE TRANSPORTATION OPPORTUNITIES TO PARENTS. ACTIVITIES SOMETIMES HAVE PRE- AND POST- PLANS RELATED TO PARTICIPATION IN THE FIELD TRIP OR ACTIVITY INVOLVED.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
I understand that my child has been offered school transportation between Temple Independent School District and (place)_____________________________ on the following date(s):___________________________. Instead of using district transportation, I am requesting that my child, (child’s name) __________________ _________________________________, be allowed to use alternate transportation. My child will (specifics of alternate plan) _________________________________________________________________________ ____________________________________________________________________________ _________ ____________________________________________________________________________ _________ ____________________________________________________________________________ _________ I am fully responsible and release the school district and employees, officers, and agents from any liability for any incident that occurs as a result of this alternate transportation. _____________________________________________ _______________________________________ Parent/Guardian Signature
Date
Optional Itinerary Form: If Required by Campus Administration
Itinerary for School Trip
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Event __________________________________
Location
________________________
Date
Time
Activity
Topic:
Grades Reference or Contact
Executive Director of Elementary Education 95
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Grading in Temple ISD It is the responsibility of the staff in Temple ISD to insure compliance with the District’s Grading Procedure. (See Grading Procedure) New Students to District When a new student is enrolled in Temple ISD after school begins, it is very important to follow up on the grades that the student received from his/her previous school and enter them into the teacher grade book and Student Information System Database to assure that Temple ISD has accurate calculations and averages on the report card and transcript.
Scenario
Recommendation
A student transfers to a Temple ISD school from home school and has marking period grades or has no documented grades.
Do not enter home school marking period grades into the teacher grade book or the Student Information System Database. The student will receive a T on his/her Temple ISD report card for the marking periods that the student was in the home school environment.
A student transfers to a Temple ISD school from any U.S. non-accredited private school and has marking period grades
Do not enter non-accredited private school marking period grades into the teacher grade book or the Student Information System Database. The student will receive a T on his/her Temple ISD report card for the marking periods that the student was in the non-accredited private school.
A student transfers to a Temple ISD school from any U.S. accredited private school and has marking period grades.
Enter accredited private school marking period grades into the teacher grade book and the Student Information System Database. The student will receive the prior school grades on his/her current year Temple ISD report card. If questions arise concerning the appropriate conversion of courses (ex. Language versus English) consult the appropriate administrator or course department leader.
A student transfers to a Temple ISD school from a school in a country other than the U.S. and has marking period grades.
Do not enter marking period grades from another country into the teacher grade book or the Student Information System Database. The student will receive a T on his/her Temple ISD report card for the current year marking periods that the student was in school in another country.
A student transfers from a Temple ISD school to another Temple ISD school
Enter Temple ISD marking period grades into the teacher grade book and Student Information System Database. The student will receive the prior Temple ISD school grades on his/her receiving Temple ISD school report card.
A student transfers from any U.S. public school to a Temple ISD school, but the prior school used a 9-week
Enter the 9-week marking period school grades into the teacher grade book and the Student Information System Database. The student will receive the prior grades on his/her current year Temple ISD report card. Use the 1st nine week grade for the 1st six-week marking period. Use the 2nd nine week grade for the 3rd six-week marking period. 96
Temple Independent School District Curriculum & Instruction Administrative Guidelines
marking period grading system.
Use the average of the two 9 week grades for the 2nd six-week marking period. This process makes the semester average the same at both schools (9 weeks vs. 6 weeks). (Ensure that when the teacher inputs the grade into the grade book that the semester average rounds correctly.) Use the 3rd nine-week grade for the 4th six-week marking period. Use the current marking period transfer grades in combination with the Temple ISD grades for the current six weeks. If no current grades exist duplicate the 3rd nine-weeks marking period grade into the 5th or 6th sixweek marking period. For example: English (9 wks) 88 92 English (6 wks) 88 90 92 If it isn’t even, error in favor of the student (or round up): English (9 wks) 88 93 English (6 wks) 88 91 92
A student enrolls in a Temple ISD school. Grades are never received from the previous school.
The student will receive a T on his/her Temple ISD report card the marking periods that grades were not received from the previous school. No grades will be entered into the teacher grade book or the Student Information System Database. Documentation should reflect the efforts taken to obtain the grades from the other school.
A student enrolls in a Temple ISD school from a Department of Defense (DOD) school
Enter the marking period grades into the teacher grade book and the Student Information System Database. The student will receive the DOD grades on his/her Temple ISD report card.
A student enrolls in a Temple ISD school with grades earned in Texas and in another U.S. state in the current school year.
Enter the transfer marking period grades into the teacher grade book and the Student Information System Database. The student will receive the prior school grades on his/her current year Temple ISD report card.
A student enrolls in a Temple ISD school and has not been in attendance in Temple ISD for the majority of the marking period and has not received assignment grades.
The student will receive a T for the current marking period if the student was not present to receive grades. For example the student enrolls in a middle school the day before the end of a 6-week marking period. The student will receive the grades from the prior school district once they have been received by Temple ISD.
A student enrolls in a Temple ISD school and has not been required to a take a semester test at a previous U.S. public school.
For students coming from a U.S. public school that did not take a semester exam in a course that Temple ISD requires a semester exam, use the special grade EX. EX=exempt. Enter the EX grade in the teacher grade book and the Student Information System Database.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
This keeps school personnel from having to calculate a semester exam that will work towards the previous school’s semester average.
*When transferring letter grades to numeric grades, use the following conversion table: A+ = 98
B+ = 88
C+ = 79
D+ = 74
E = 95
A = 95
B = 85
C = 77
D = 72
S = 85
A- = 92
B- = 82
C- = 75
D- = 70
N = 75
F = 65
U = 65
A =4
B = 3
C = 2
D = 1
F = 0
+ A or 95
= B or 85
- = C or 77
P = P or 75
X = F or 60
=
Topic:
Parent Night 98
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Executive Director of Elementary Education
Elementary campuses have two mandatory parent meetings per year. Meet the Teacher Night Elementary campuses will host a parent night on the week before school begins each year. During this meeting parents will be given an opportunity to meet the teachers and acclimate themselves to the campus. Campuses will provide informational materials such as pick up and drop off procedures. The Campus AEIS Night Annually, the campus will host a parent night after receiving the annual campus AEIS report. The purpose of the meeting will be to report accountability information. The campus AEIS night will comply with all legal requirements and notice will be given to parents of the night selected and the content in advance of the meeting.
Topic:
Progress Reports 99
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Executive Director of Elementary Education
Grade reports, to include Progress Reports, shall be on the District forms approved by the Assistant Superintendent of Curriculum. Progress reports must be sent home with all students on the Wednesday following the conclusion of the third week of each grading period. The parent is encouraged to sign progress reports and return progress reports to the school for the purpose of filing. All progress reports should be kept in the teacher’s files or collected by the campus until the beginning of the next school year in case documentation is needed to justify grading and/or retention or promotion decisions. When a student fails to return a signed progress report, the parent will be contacted to verify that the parent has seen the report and a notation made to the progress report file. Progress reports must be sent home at any time between the third week and sixth week of each grading period if the student’s grade drops below passing or if the student did not receive a three-week progress report. The purpose for progress reports is to give the parent and student time to remediate weaknesses before the end of a six weeks. Three-week progress reports will include at least half of the student’s grades for each grading period with the exception of the District’s first grading period which may have less due to time used to establish routines at the beginning of the year. Conferences may be requested by a teacher or parent as needed throughout the school year. If a parent requests a conference, the teacher should make every attempt to work out a mutually satisfactory meeting time. When this does not happen, the teacher should notify the campus administration who will try to find a suitable meeting time.
Topic:
Promotion of Students 100
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Executive Director of Elementary Education
General Education For more detailed information, please reference the District Grading Procedures. Course assignments and unit evaluations shall be given to determine student grades in a subject. The number and types of assignments for each grade are outlined in the District grading procedure. An average of 70 or higher shall be considered a passing grade. Mastery of skills necessary for success at the next level shall be validated by assessments that may either be incorporated into unit, six weeks, or final examinations or may be administered separately. Mastery of 70 percent of the objectives shall indicate mastery. The student’s mastery level shall be a major factor in determining the grade for a subject or course. Each teacher must be able to justify student grades using valid, District curriculum-related criteria. As the instructional leader of the school, the principal has the ultimate responsibility to enforce fair and consistent grading procedures that are consistent with District policies and procedures. Grade level teams should work to ensure consistency across the campus. Special Education Promotion standards and appropriate assessment and acceleration options are established by the individual education plan (IEP), taking into account the grade-level classification of a student eligible for special education. These requirements are determined by the ARD committee. There should be no designation on the report card that the student is special education. English Language Learners In assessing students of limited English proficiency for mastery of the essential knowledge and skills, the District shall be flexible in determining methods to allow the student to demonstrate knowledge or competency independent of their English language skills. Attendance for Credit A student and the student’s parent or guardian shall be given written notice prior to and at such time when a student’s attendance drops below 90% but remains at least 75 percent of the days the class is offered. The principal may provide a plan whereby the student may earn credit for the class. This plan must provide for the student to meet the instructional requirements of the class as determined by the principal. If the student fails to complete the plan, or when a student’s attendance drops below 75 percent of the days the class is offered, the student, parent, or representative may request award of credit by submitting a written petition to the appropriate attendance committee. Petitions must be filed no later than 30 days after the last day or class. The attendance committee can review attendance whether or not a petition has been filed. The committee will determine if the student should receive credit for the course due to extenuating circumstances. The committee can implement a plan for the student to regain credit if they feel this is an appropriate remedy.
Enrollment and Grading Students, who, through no fault of their own, are not enrolled for an entire grading period, semester, or course shall be provided opportunities to earn credits for the semester or course or 101
Temple Independent School District Curriculum & Instruction Administrative Guidelines
a grade for the grading period. Teachers shall take into consideration the students’ particular circumstances in determining appropriate opportunities, which shall include, but not be limited to: Testing to verify mastery of essential knowledge and skills. Tutoring sessions for students who enroll late to receive instruction in essential knowledge and skills already covered in class. Individualized work to ensure exposure to and mastery of essential knowledge and skills for students, such as migrant students, who must withdraw early. Promotion/Retention Process Every effort should be made to identify areas of student non-mastery early in the school year through the use of diagnostic techniques. This will allow the placement of students in the appropriate learning situation and allow for early intervention. Campus administrators should routinely review campus failure rates by grade level and individual teacher and troubleshoot problem areas as necessary to consider scheduling, curriculum related issues and instructional delivery issues to include proper lesson planning. Each teacher will compile and present to the principal a list of students who might be retained in the spring on a timeline determined by the director of programs. Teachers will use the criteria of promotion/retention appropriate for the grade level. Conference notification EXHIBIT 1* should be placed in the student’s permanent folder. All students in grades K and 1, who are being considered for retention, must be recommended to and approved by the Executive Director of Elementary Education. Teachers should maintain the cumulative student portfolio to be reviewed as documentation when considering retention. All Parents should be notified prior to retention. * Exhibits can be located in the TEKS Resource System under District Resources. Promotion to the next grade level shall be based on an overall average of 70 on a scale of 100 based upon course-level, grade-level standards (essential knowledge and skills) for all subjects areas and a grade of 70 or above in language arts (reading and grammar/composition), mathematics, and either science or social studies. In kindergarten, the District may grant promotions using assessment methods other than numerical scores. Student Success Initiative A student may not be promoted to the sixth grade program to which the student would otherwise be assigned if the student does not perform satisfactorily on the fifth grade STAAR mathematics and reading assessment instruments. EIE (Legal) unless the student is considered for an exception based on the legal requirements under the Student Success Initiative.
Topic:
Report Card Schedule 102
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Reference or Contact
Executive Director of Elementary Education
Grade reports shall be issued every grading period for all students in the District on forms approved by the Assistant Superintendent of Curriculum. Report cards must be signed by the parent and returned to the school. Parents and teachers should schedule conferences as needed to address students who are consistently unsatisfactory. The teacher must make reasonable attempts to work within the parent’s schedule. When a teacher and parent cannot work out a reasonable meeting time, the teacher must involve the campus administration. Each teacher must be able to justify student grades using valid, District curriculum-related criteria. As the instructional leader of the school, the principal has the ultimate responsibility to enforce fair and consistent grading procedures that are consistent with District policies and procedures and standardized by the elementary grade level team. There should be no designation on a student’s report card as to placement in special education.
Six Weeks Grading Periods & Report Card Issue Dates 2016-2017
Fall Semester 1st Grading Period (28 days) August 23 – September 30 2nd Grading Period (24 days) October 3 – November 4 3rd Grading Period (24 days) November 8 – December 16 Spring Semester 4th Grading Period (32 days) January 4 – February 17
Elementary Teacher’s Grade Submission Due by 4:00 P.M.
Elementary Report Card Issue Dates
Secondary Final Grade Verification (Hard copy signed by Teacher) Due by 4:00 P.M.
Secondary Report Card Issue Dates
October 3
October 5
October 3
October 5
November 7
November 9
November 7
November 9
January 2
January 4
December 16
January 4
February 20
February 22
February 20
February 22
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
5th Grading Period (33 days) February 21 – April 13 6th Grading Period (31 days) April 18 – June 1
April 17
April 19
April 17
April 19
May 30
June 1
June 2
June 2
Topic:
RtI Reference or Contact
Executive Director of Elementary Education
RtI Manual
Legal Framework for Response to Intervention (RtI) What is Response to Intervention (RtI)? Response to Intervention (RtI) is an approach used to increase the opportunity for all students to meet academic achievement standards through early identification of students whose academic and/or behavioral needs place them at risk. RtI ensures that resources and interventions are appropriately targeted to serve all struggling learners as early as possible 104
Temple Independent School District Curriculum & Instruction Administrative Guidelines
through high-quality instruction. Temple ISD implements RtI through its campus-based intervention teams. What are the major components of Response to Intervention? Universal screening: Universal screenings are assessments administered to all students to determine as early as possible which students are at risk of not meeting academic or behavioral benchmarks. Data-based decision making: Critical educational decisions should be based on assessment results. Data should be carefully analyzed to determine why academic or behavioral problems exist. Tiered levels of intervention: Provision and implementation of intervention that are appropriately targeted to serve struggling learners and by the district Curriculum and Instruction department. (See district intervention chart.) Progress monitoring: Progress monitoring is a scientifically research-based practice that shows data about student growth over time. Progress monitoring should be used to determine the effectiveness of instruction and/or interventions. Fidelity of implementation: Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered. Fidelity must also address the integrity with which screening and progress monitoring procedures are completed. How does the core curriculum relate to RtI for academics? As a result of the core program, students are expected to know and be able to perform specific standards. The core curriculum should demonstrate evidence-based research practices and contain the essential elements necessary for effective instruction. The core curriculum must be sufficient to meet the needs of the majority (80-90%) of the students. If the core curriculum appears sufficient, but the needs of the majority of students are not being met, then the campus may need to evaluate the delivery of instruction. When large numbers of students are not meeting proficiency targets, the core curriculum and core instruction are the places to begin problem solving. It would not be feasible or practical to serve large numbers of students in supplemental and intensive instruction. If significant numbers of students are identified as at risk, then the core must be addressed.
How does the Student Code of Conduct relate to RtI for behavior? The Temple ISD Student Code of Conduct establishes behaviors that are barriers to student learning and safety, and as such, all students are expected to follow the Code of Conduct. Students exhibiting chronic misbehavior may need additional planning and support to change inappropriate and ineffective behavioral choices. The purpose of the Temple ISD behavioral RtI Process is to maintain students at the lowest level of intervention needed to ensure student success. This process does not supersede the Temple ISD Student Code of Conduct or the consequences for violating it.
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Temple ISD’s Response to Intervention Process Referral (SPED, Other)
Students who meet any of the following criteria may need Tier 3 interventions: 13 + referrals 3 + ISS placements 2 + OSS placements
Students who meet any of the following criteria may need Tier 2 interventions: 7-12 referrals 1-2 ISS placements 1 OSS placements
Students served through Tier 1 interventions typically meet the following criteria: 0-6 referrals 0 - ISS placements 0 - OSS placements
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple ISD Elementary Academic Response to Intervention * Available for ELL’s
**Exclusive for ELL’s
+Dyslexia Only
Math (Begins in K)
Science (Begins in Grade 4)
Curriculum
Curriculum
Curriculum
TEKS Resource System* Fundations (K-2) Journey’s – Houghton Mifflin Harcourt (Senderos)* AR 360 – Independent and Instructional components ESPERANZA (Aligned with TEKS Resource System)** Empowering Writers Literacy Groups (Guided & Sharing Reading, Running Records, Daily Five and Café Strategies)* TPRI IAG and Grouping Mats (K-2) Tejas LEE IAG and Grouping Mats (K2) ** Florida Center for Reading Research Materials Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* Texas Reading Academy Strategies Motivation Writing (4) Imagine Learning (English & Spanish Component)** English Language Proficiency Standards (ELPS)** Reading A-Z, Vocabulary and Razz Kids PA All Day or Phonologico Todo El Dia* Brain Pop and Brain Pop, Jr. K-2 Center Activities 3-5 Journaling Ideas
TEKS Resource System* enVision Math - Pearson TEKSING TOWARD STAAR warm-ups Accelerated Math Motivation Math (2-5) Vocabulary A-Z Reflex Math Compass Learning Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* English Language Proficiency Standards (ELPS)** TEKSING TOWARD STAAR Curriculum Support Math TEK Transitional Charts TEKSING 3-5 Complete Curriculum Brain Pop and Brain Pop, Jr.
TEKS Resource System* Texas Science Fusion – Houghton Mifflin Harcourt Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* Science Starters Motivation Science Science A-Z Vocabulary A-Z Gateway Science Books English Language Proficiency Standards (ELPS)** ETA Cuisenaire Science Consumables and NonConsumables Discovery Science Techbooks (Campus Purchase) Brain Pop and Brain Pop, Jr.
Assessment TPRI/Tejas LEE** – BOY, MOY, EOY (K-2) Star Enterprise, Star Early Literacy DRA/EDL** TBD by Campus District CBAs* District Benchmarks* TEKS Resource System Unit Assessments* STAAR (3-5)* TEKS Resource System Rubrics for Writing* Motivation Writing Rubrics Reading A-Z Fluency Assessments Understanding Drama
Assessment
Assessment
Star Enterprise, Star Math mClass Math (K) enVision unit assessments District CBAs* District Benchmarks* Star Enterprise, Star Math Reflex Math Wild Facts TEKS Resource System Unit Assessments* Teacher Designed Assessments* STAAR (3-5)*/STAAR LAT (35)** TEKSING TOWARD STAAR Open Ended
District CBAs* District Benchmarks* TEKS Resource System Unit Assessments* Teacher Designed Assessments* STAAR (5)/STAAR LAT (3-5)** Science Starter Assessment Banks Brain Pop and Brain Pop, Jr.
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DISTRICT RESOURCES
TIER 1
ELAR (Begins in K)
Temple Independent School District Curriculum & Instruction Administrative Guidelines Understanding Poetry Brain Pop and Brain Pop, Jr.
TEKSING TOWARD STAAR Blueprint Assessments
Brain Pop and Brain Pop, Jr.
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Curriculum (Additional 90 minutes per week in groups of < 16)
Curriculum (Additional 90 minutes per week in groups of < 16)
More time and smaller groups of Tier I instruction (see list above)* Headsprout Compass Learning Leveled Literacy Intervention Kits* Fundations Kits Exemplars (K-4) ESTRELLITA (K-2)** Study Island Reading and Writing (35)* Motivational Reading (3-5) Step Up to TEKS (3-5) Measuring Up
More time and smaller groups of Tier I instruction (see list above)* Reflex Math Compass Learning TEKSING TOWARD STAAR Tutorials (Grade 5) TEKSING Mini Assessments Study Island (3-5)* Wildcat Math Facts Motivational Math Measuring Up
Assessment (at least once per grading period)
Assessment (at least once per grading period)
Assessment (at least once per grading period)
Refer to assessments in Tier I* At least one other assessment within a grading period aligned with the intervention strategy (i.e., Compass Learning, Headsprout, or Study Island assessment tools if using those interventions)* DRA DIBELS easyCBM.com
Refer to assessments in Tier I* At least one other assessment within a grading period aligned with the intervention strategy (i.e., Compass Learning, Headsprout, SuccessMaker (3), or Study Island assessment tools if using those interventions)* easyCBM.com
Refer to assessments in Tier I* Previously given District CBAs* Previously given TEKS Resource System unit assessments* Study Island progress monitoring tools* easyCBM.com
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA)
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA)
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA)
All Tier I and Tier II instruction in greater amounts of time and smaller groups with the exception of Study Island which would not be an appropriate Tier III intervention for math instruction.* If a strategy has been tried at Tier II and the student is not showing student achievement gains, select another Tier II strategy.*
All Tier I and Tier II instruction in greater amounts of time and smaller groups.* If a strategy has been tried at Tier II and the student is not showing student achievement gains, select another Tier II strategy.*
Assessment Tier III (once a week)
Assessment Tier III (once a week)
All Tier I and Tier II instruction in greater amounts of time and smaller groups with the exception of Study Island which would not be an appropriate Tier III Intervention for reading instruction.* If a strategy has been tried at Tier II and the student is not showing student achievement gains, select another Tier II strategy.* Dyslexia Therapy+
Assessment Tier III (once a week) Refer to Tier I and II assessments* Assessment at least once a week aligned with intervention strategy* Dyslexia Therapy Assessments+
Any Tier I or II assessment* Assessment at least once a week aligned with intervention strategy*
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Curriculum (Additional 90 minutes per week in groups of < 16) More time and smaller groups of Tier I instruction (see list above)* Study Island (K-5)* Exemplars (K-5) Measuring Up
District CBAs* District Benchmarks* easyCBM.com Study Island Reports*
DISTRICT RESOURCES
TIER 3
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
All above/Modified or at student’s instructional level Handwriting without Tears Unique Learning/STAR Autism Support CM/Resource Support Additional supports to curriculum unique to campuses. Supplemental aids to support general ed curriculum
All above/Modified or at student’s instructional level Saxon Math Unique Learning/STAR Autism Support Starfall CM/Resource Support Additional supports to curriculum unique to campuses. Supplemental aids to support general ed curriculum
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All above/Modified or at student’s instructional level Unique Learning/STAR Autism Support CM Support Additional supports to curriculum unique to campuses. Supplemental aids to support general ed curriculum
DISTRICT RESOURCES
SPECIAL ED
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Tier 1 – Core Instruction Tier 1
Provide high-quality core instruction and behavioral supports by highly-qualified teachers. Conduct universal screenings. Analyze student data and make recommendations. Provide whole or small group differentiated instruction. Implement scientifically research-based interventions and monitor progress regularly. SIT plans are not required at the Tier 1 level. 80-90% of all students.
What does Tier 1 mean? Tier 1 refers to the core curriculum and differentiated instruction available to all students. The majority (80 to 90%) of school-aged students respond successfully to quality core instruction in the general education classroom. A teacher may recognize that a student is either struggling to learn the core curriculum or having difficulty maintaining appropriate behavior in the general education classroom. In addition, universal screenings may identify students in need of intervention. At this point, the teacher implements classroom interventions for the identified students. In some cases, a student demonstrates little or no positive response to these interventions. If classroom documentation of progress monitoring indicates a need for more intensive interventions, a Tier 2 intervention may be considered. What is the focus of Tier 1? All students are provided high-quality instructional and behavioral supports in the general education setting. Universal screening of academics is administered and behavioral data is collected for all students, and reviewed by a team of school personnel and/or the classroom teacher to determine each student’s level of proficiency. Academic growth of all students is recorded. A team approach is used to analyze data (teacher, grade level team, Instructional Coach) at the beginning of the year, following universal screening/benchmarks, and at the end of each grading period. The problem is defined in concrete, measurable terms. Differentiated instruction is used. Student response to the instruction is monitored and assessed. Adjustments in instructional strategies for all students in the classroom are reflected through whole and small group differentiated instruction and implemented with fidelity. What is universal screening? Universal screening is the process by which all students are assessed in order to measure current levels of achievement and progress and to identify individual student needs in a variety of areas. All students, including new students and transfer students, are screened for current levels of performance in academics, vision, hearing, language proficiency, general health, behavior, and socioeconomic status.
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If a student is demonstrating significant speech/language difficulties (not related to second language learners),serious ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months, or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, or the student lives with any ongoing threat to his or her continued well-being, special education office should be consulted [Child Find]. Tier 1 Core Instruction:
Focus
High quality instructional and behavioral supports are provided to all students.
Program
Scientifically-based curricula (see approved district intervention chart).
Grouping
Whole class with multiple grouping formats to meet student needs.
Time
Regular core curriculum classroom period.
Assessment
District assessments at beginning, middle and end of year.
Interventionist
Classroom teacher.
Setting
General education environment.
Decision Point
Identify students who continue to fall below cutoff score (25th percentile) and demonstrate a lack of progress, falling within the bottom percentage of students based on district norms.
Time frame
On-going.
Documentation
Classroom teacher.
Percentage
Eighty to ninety percent (80 to 90%) of all students.
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Tier 2 – Targeted Strategic Intervention Tier 2 Provide small group targeted skill instruction that supplements and reinforces high-quality core instruction and behavioral expectations. Provide small group interventions in 6-12 week cycles. Document interventions and monitor progress. 5-15% of all students. What does Tier 2 mean? Tier 2 is designed to provide targeted strategic interventions through early identification and assistance for a small percentage (5 to 15%) of students who are performing below standards in academic and/or behavioral domains. Interventions for these students are provided either as targeted individual interventions in one or more areas or through a specialized school program that includes small group instruction. Tier 2 interventions are provided in addition to the quality instruction provided in Tier 1. The interventions are designed to prevent or alleviate challenges a student may be facing. What is the focus of Tier 2? Tier 2 instruction/interventions are delivered inside the classroom or outside the classroom in a pull-out setting to students who are not achieving state and grade-level standards through core instruction and universal interventions (see approved district intervention chart). Identified students are provided scientifically research-based interventions based on data from ongoing assessments that target their individual needs. Small, flexible instructional groups are formed based on student data and observations. General education teachers, intervention specialists, Instructional Coaches, or paraprofessionals with specialized training can assist in the intervention implementation. Students with similar instructional needs are grouped together, limiting the size of the group based on the intensity of instruction needed. Identified students receive interventions in small groups of sixteen or fewer students during the regular school day ranging from 6 to 12 weeks. Academic instructional time is increased. How often and how long the teacher meets with each small group varies depending on student needs. Students who are more at risk meet more frequently and for longer intervals of time (e.g., 2-5 sessions per week at 30-60 minutes per session; minimally 90 minutes per week). Campus administrators monitor fidelity of classroom and pull-out instruction/interventions. Students’ progress is monitored and recorded more frequently to determine intervention effectiveness and the students’ responsiveness to the interventions. Instruction is adjusted based on each student’s response to the provided intervention. Parents are informed of their child’s progress. The collaborative campus-based intervention team analyzes assessment data, determines the progress that has or has not been made, develops individualized 113
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interventions, monitors interventions, and identifies students who need further support provided at Tier 3. Tier 2 Targeted Strategic Intervention:
Focus
Targeted strategic intervention services are provided to students with marked difficulties, and who have not responded to Tier 1 strategies and differentiated instruction (5 to 15% of all students).
Program
Programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1 activities.
Grouping
Homogeneous small group instruction (up to 16 per group).
Time
2 to 5 times per week in small group (minimally 90 minutes per week), in addition to core instruction.
Assessment
Progress monitoring every one to three weeks.
Interventionist
Personnel determined by the school (classroom teacher, specialized teacher, trained assistant, external resource).
Setting
Appropriate setting designated by the SIT; and may be within or outside of the classroom.
Decision Point
Weeks 4-6: Use a 3- or 4-data point decision rule to monitor progress and problem solve if interventions needs to be altered. Weeks 9-12: If learning rate improves according to aimline, continue intervention. If not, change intervention and monitor for a repeat of weeks 912; or if learning rate continues to fall significantly below that of peers (10 th percentile), refer student to Tier 3.
Time frame
Documentation
Percentage
Movement through the tiers is a dynamic process with students entering and exiting according to their progress data. Typically a student would receive interventions and be monitored for progress during a 6 to 12 week time frame depending on number of target objectives and complexity of the intervention(s). Tier 2 may be repeated or extended. Teacher or administrator (as appropriate) documents Tier 2 intervention plan in Skyward. Intervention plans are viewable in Skyward by all teachers responsible for the student. Supporting paper documentation should be kept in a student SIT folder. Five to fifteen (5 to 15%) of all students.
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Tier 3 – Targeted Intensive Intervention Tier 3 Provide intense, individualized interventions in addition to core instruction delivered by highly trained staff. The interventions target skill deficits. Provide intense, individualized interventions in 6-12 week cycles.
What does Tier 3 mean? Students who are not successful in Tier 2 and show little or no progress are provided more individualized, intensive interventions at Tier 3, targeting the skill deficits for a longer time period that previously provided. What is the focus of Tier 3? Individualized instruction is provided in addition to core instruction. Multiple interventions and services are delivered by specially trained staff. Student-teacher ratio is reduced (e.g., groups of less than 7 or less than 11 with a teaching assistant). The intensity and/or support services are adjusted as students achieve targeted skills. Students continually move fluidly between and among the tiers. Students’ progress is closely monitored to determine intervention effectiveness and the students’ responsiveness to the intervention(s). Campus administrators monitor fidelity of classroom instruction and interventions. When is the decision made to move a student to Tier 3? The decision to move a student to Tier 3 is made during a collaborative team meeting. Statistically, less than 5% of all students need Tier 3 interventions. When this is out of statistical range, a review of Tier 2 interventions and fidelity should occur. How is it determined if a student should continue with interventions in the student intervention process or be referred for special education? The ultimate goal is to assist the student in succeeding within the general education setting with the standard curriculum. In spite of a school’s best efforts at delivering quality Tier 1 instruction and Tier 2 and Tier 3 interventions, a few students may not demonstrate a significant and positive response to intervention. In this case, those students may remain in Tier 3 for continued support. If a student demonstrates severely limited progress, the team determines if a referral to Section 504, special education, or other district options is warranted. Placement options after Tier 3 interventions Is the student making sufficient progress after Tier 3 interventions? YES – If the student achieves the benchmark goal(s) for the targeted skill(s), he/she may exit to Tier 2 or remain at Tier 3 and target different skills. SOME – If the student is making some progress yet remains below grade-level expectations, he or she remains at Tier 3. The intervention remains the same or another intervention is implemented or time increased based on progress monitoring data. 115
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NO – If the student demonstrates severely limited progress, the team determines if a referral is warranted to the following: Section 504, special education, or other district options. Tier 3 Targeted Intensive Intervention: Focus
Program Grouping
Targeted intensive intervention services are provided to students who have not responded to interventions in Tier 2 and whose behavior or performance and rate of progress exhibits difficulty to a marked degree. 1% to 5% of all students. Sustained, intensive, scientifically-based interventions. Tier 3 interventions differ in their increased intensity, frequency, and length. This is the last stage of the intervention model and is the most intensive. Typically homogeneous small group instruction (less than 1:7 elementary or 1:8 secondary, or less than 2:11 with a teacher and a teaching assistant).
Time
150 minutes per week in addition to core instruction.
Assessment
Weekly progress monitoring aligned with intervention strategy to ensure adequate progress and learning.
Interventionist
Personnel determined by the school (classroom teacher, specialized teacher, external resource).
Setting
Appropriate setting designated by the SIT; may be within or outside of the classroom.
Decision Point
Time frame
Weeks 9-12: If learning rate increases, continue intervention. If learning rate does not increase or if intensity of intervention is judged to be long-term based upon resources, refer student for a comprehensive evaluation through Special Education, Section 504, or other district options. Progress monitoring continues. Movement through the tiers is a dynamic process with students entering and exiting according to their progress data. Typically a student would receive interventions and be monitored for progress during a 9 to 12 week time frame depending on number of target objectives and complexity of the intervention(s). Tier 3 may be repeated or extended.
Documentation
Teacher or administrator (as appropriate) completes a Tier 3 referral in Skyward. RtI coordinator works with the Student Intervention Team to develop and document the Tier 3 intervention plan in Skyward. Supporting paper documentation should be kept in a student SIT folder.
Percentage
One to five (1 to 5%) of all students.
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Referral (Special Education, Other Options) When should a student be referred for specialized education? After careful discussion and review of the data collected during Tiers 1, 2 and 3, the team may decide that there is sufficient information to warrant a referral for special education evaluation or other district program option. In this case, the Student Intervention Team lists the reason they suspect a disability and completes the appropriate referral steps as dictated by district policy. The discussion must involve assessment personnel. Low incident disabilities (i.e., deaf, blind, auditorily impaired, medically fragile) will not follow the RtI process. Upon enrollment, these students will be automatically referred to special education. If a student is demonstrating significant speech/language difficulties (not related to second language learners),serious ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months, or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, or the student lives with any ongoing threat to his or her continued well-being, special education office should be consulted. Please note – if a parent requests a special education referral, the request must be considered by the student intervention team. If campus data does not support the need for a special education referral (i.e., tiered interventions have not been delivered, student is responding to tiered interventions), the campus must issue a written statement informing the parents that a special education referral will not be initiated and the basis for that decision (use the Notice of Refusal form). Parents should be given a copy of the procedural safeguards and instructed on the process for appealing this decision to the special education office.
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Dyslexia The Temple ISD Dyslexia Program is designed to provide assessment of those students at risk for dyslexia, as well as appropriate reading and spelling instruction for students who meet federal, state, and district criteria as dyslexic. Dyslexia therapy is a Tier 3 intervention. Appropriate reading and spelling instruction is characterized by the descriptors found in The Dyslexia Handbook, a publication of the Texas Education Agency. Assessment and instruction are provided by Certified Academic Language Therapists or Academic Language Therapists in training. The reading program used is Take Flight, an OrtonGillingham-based multi-sensory approach developed by Scottish Rite Children’s Hospital. Take Flight meets all of the descriptors for effective instruction found in The Dyslexia Handbook. A copy of The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders can be obtained by writing to the Texas Education Agency (TEA) in Austin, Texas or downloading it at the TEA website. Laws and Definition of Dyslexia and Related Disorders Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (International Dyslexia Association, 2002). The Texas Education Code (TEC) 38.003 defines dyslexia and related disorders, mandates testing students for dyslexia and providing instruction for students with dyslexia, and establishes standards for administering testing and instruction. Texas law requires that all students who are identified as dyslexic to be served on their home campus. The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination. Eligibility for Services Students who may qualify for services for dyslexia or related services are identified through the district Response to Intervention process. The campus Certified Academic Language Therapist should be part of the Student Intervention Team beginning at Tier 2 to review current data and determine appropriate screening. Permission is required for screening and parents are informed of their rights through the Section 504 evaluation process. Members of the Temple ISD dyslexia team review all collected data and ultimately decide if the student meets the criteria, established by the State of Texas, for being identified as a child with dyslexia. Curriculum For those children who are identified as dyslexic and attend school in the Temple Independent School District, intervention is provided in a small group setting (Tier 3) by trained language therapists utilizing Take Flight: A Comprehensive Intervention for Students with Dyslexia. The 118
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Take Flight Curriculum was developed at the Luke Waites Child Development Center of the Texas Scottish Rite Hospital for Children to be used by academic language therapists with children who are 7 years of age or older and have been identified with developmental dyslexia.
Section 504 Section 504 Defined The purpose of Section 504 is to eliminate discrimination on the basis of disability in any program or activity provided by school districts and other educational providers that receive federal financial assistance. No qualified student with a disability may, solely on the basis of a disability, be excluded from a district’s programs and activities. Stated another way, the purpose of Section 504 is to ensure that students who are Section 504 eligible have educational opportunities equivalent to those of their nondisabled peers. School districts are required to provide appropriate general education or appropriate special education and related aides and services. This means that school districts may be required to provide accommodations to ensure that equal educational opportunities are available to eligible students with disabilities. Under Child Find requirements, districts are required to identify, locate and evaluate qualified disabled students residing within district boundaries. Additionally, public schools are required under this statute to provide a free, appropriate public education, or FAPE, to individuals who qualify as persons disabled under Section 504. FAPE, under Section 504 regulations, consists of a program of general and/or special education and related aids and services that are designed to meet the education needs of a disabled student as adequately as the educational needs of a nondisabled student. The U.S. Department of Education’s Office for Civil Rights (OCR) is charged with enforcing this statute. Also, it is important to note that while recipients of federal funds are required to comply with Section 504, the cost of complying with these requirements is not federally funded. Eligibility To become eligible for services and protection against discrimination on the basis of disability under Section 504, a student must be determined, as a result of an evaluation, to have a “physical or mental impairment” that “substantially limits one or more major life activities” [29 USC 705(20)(B)]. In addition, a student is protected from discrimination on the basis of disability under Section 504 if a school district treats the student as if he or she has such an impairment, even if he or she no longer has such an impairment or never had one in the first place. Interaction of Section 504 with Response to Intervention The Temple ISD RtI process is designed to assist students struggling for any number of reasons (family issues, lack of motivation, poverty, etc.) and in any numbers of ways (academically, behaviorally) by providing, appropriate to the student’s needs, differentiated instruction, as well as additional regular education intervention programs, services and opportunities. Data from these efforts is shared with the parent and will become part of any Section 504 or special education evaluation. These efforts are available to all students, including students with disabilities. Should regular education, together with these early intervention efforts be insufficient to meet the needs of the struggling student, or there are grounds to suspect that the student has a physical or mental impairment, the District should consider seeking parental consent for an evaluation under Section 504 or special education, as appropriate to the student. Further, students with physical or mental impairments whose needs are addressed through 119
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early intervention and RtI will not be excluded from consideration for possible Section 504, even when current interventions, services or health plans successfully address their impairmentrelated needs.
Campus-Based Response to Intervention Team What is a Student Intervention Team? A Student Intervention Team is a campus-based, cooperative, problem-solving group that assists students, parents, and teachers in developing solutions for concerns about individual students at Tier 2 or Tier 3. Beginning at Tier 2, a campus-based team works with the classroom teacher(s) to develop a plan of intervention for the student that is documented in Skyward. This process is established by the campus leadership, and may be accomplished through grade level or department meetings, and often will occur when the team is reviewing universal screening data. The student’s classroom teacher’s input is required as part of the intervention process, whether directly or indirectly. Tier 3 SIT meetings are more individualized and specific, and should include members that directly relate to the student’s specific needs (see the list below). The responsibility of the campus-based intervention team is to be a support and resource to the teacher – not to replace or relieve the teacher of responsibility for educating the student. Although the team may make referrals to special education and other special programs, the intervention team is not part of the special education process but rather a general education responsibility. Who is on the Campus-Based Intervention Team? The campus intervention team is made up of a core group of members. Core members must have a solid working knowledge about a variety of supports, and should include administrative staff, general education teachers, special education teachers, and content specialists. As appropriate, other individuals may be a part of the team or provide input: Parent/guardian of referred student (signature may be required at Tier 3) Counselor Nurse Bilingual/ESL representative or LPAC member Intervention teacher Diagnostician/LSSP Language therapist /dyslexia teacher Reading specialist Math specialist Speech language pathologist Related service personnel (occupational therapy, behavior specialist) Disability specialist (vision, deaf, autism) Other individuals with knowledge or expertise regarding the child
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Responsibilities of the Campus RtI Coordinator: Provide training for all staff members in the academic and behavior RtI process. Oversee the RtI process on the campus. Verify Skyward documentation and run reports. Coordinate Tier 3 meetings and documentation. Responsibilities of the Campus Administrators: Designate the RtI Coordinator. Determine the campus Response to Intervention Process. Develop clear operating procedures for the campus intervention team (create a document or flow chart to share with campus personnel). Lead the campus in the process of implementing the district approved tiered model of interventions for behavior and academics with fidelity. Review progress monitoring data in Skyward to assure intervention implementation. Ensure that all members of the campus-based intervention team adhere to their responsibilities. Responsibilities of the Campus Counselor: Lead psychoeducational groups. Send and receive confidential information, including medical or treatment information. Participate in the campus RtI process as appropriate to recommend behavioral interventions and assist with progress monitoring. Assist with behavioral interventions. Responsibilities of the Campus Instructional Coach: Develop a master plan and schedule for universal screening and progress monitoring. Collect and coordinate data analysis after universal screenings have been conducted. Participate in the campus RtI process as appropriate to recommend appropriate interventions and assist with progress monitoring. Responsibilities of the Teacher or Intervention Specialist: Use data to determine whether or not a student needs academic or behavioral interventions. Utilize interventions and progress monitoring tools that comply with the approved district intervention chart. Document Tier 2 and Tier 3 for the student in the Skyward module. Monitor student progress to determine intervention effectiveness.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines TISD BEHAVIORAL RtI (RtI-B) PROCESS
PURPOSE – To maintain students at the lowest level of intervention needed to ensure student success.
TIER 1 STAFF: Campus Administration (Principals, Asst. Principals, and Counselors)
All Staff
TIER 2 STAFF: Assistant Principal/ Principal
Campus SIT TEAM (COORD, Admin, Teachers, Student, parent, other staff as appropriate)
TIER 3 STAFF: Assistant Principal/ Principal
SIT TEAM (see above for members) and Outside agencies as appropriate
Services and Support to ALL students to reduce the number of students needing Tier 2 and 3 interventions. SIT plans are not required at this level. RESPONSIBILITIES: USE TISD BEHAVIORAL RTI RESOURCE DOCUMENT – TIER 1 AS A GUIDE o Ensures that appropriate staff are TBSI and CPI certified/trained to assist in managing escalating behavioral situations, whether they are chronic or single episodes. o Ensures that Foundations and CHAMPS are being implemented with fidelity. Through the Foundation Team reporting process, they will look for and address patterns of interaction to ensure a safe, structured learning environment for all students. o Ensures that Character Education and Counseling Curriculum components are being implemented. o Implement CHAMPS classroom management strategies o Implement campus Foundations strategies Services and Support provided to all Students who are “YELLOW” for Disciplinary reasons on the RYG monthly data report. All students at this level will have a SIT plan. RESPONSIBILITIES: USE TISD BEHAVIORAL RTI RESOURCE DOCUMENT – TIER 2 AS A GUIDE o Notifies Campus SIT Coordinator when a student reaches the 4th referral, or second placement in ISS/OSS to begin the SIT process. If all referrals are from the same staff member, additional classroom support may be needed. o Utilizes discipline Options ( see PG 3 from TISD Behavioral RTI Resource Document) as appropriate o Ensures staff compliance with SIT plan o Conducts SIT meeting, completes appropriate paperwork/documentation. BEHAVIORAL RTI Form can be used as supplemental documentation. o Establishes Behavior Plan/Contract and documents appropriate academic and instructional interventions as necessary using supports/resources from Pg 2 of the TISD Behavioral RTI Resource Document as a guide. o Establish evaluation timelines (3-6 week intervals) o Determine who is responsible for monitoring and documenting SIT plan, behavior contract, and provision of positive reinforcement/rewards. Services and Support provided to all students who are “RED” for Disciplinary reasons on the RYG monthly data report. All students at this level will have a SIT plan. RESPONSIBILITIES: USE TISD BEHAVIORAL RTI RESOURCE DOCUMENT – TIER 3 AS A GUIDE o Notifies Campus SIT Coordinator when a student reaches the 7th referral, 3rd placement in ISS/OSS, or when DAEP placement is being considered to review the SIT plan. If all referrals are from the same staff member, additional classroom support may be needed. o Continues to utilize discipline Options ( see PG 3 from TISD Behavioral RTI Resource Document) as appropriate o Works with Campus SIT Coordinator/Counselor to include outside agency participation in student planning as appropriate o Ensures staff compliance with SIT plan o Reconvenes SIT, completes appropriate paperwork/documentation. BEHAVIORAL RTI Form can be used as supplemental documentation. o Updates Behavior Plan/Contract and documents appropriate academic and instructional interventions as necessary using TIER 3 TISD Behavioral RTI Resource Document as a guide. o Update evaluation timelines (3-6 week intervals) o Determine who is responsible for monitoring and documenting SIT plan, behavior contract, and provision of positive reinforcement/rewards. o Establish and communicate plan for provision of services at DAEP to DAEP staff.
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Tier 1 Universal Interventions
Temple ISD Behavioral Response to Intervention TBSI (Texas Behavior Support Initiative) – Each campus has a team trained in the TBSI Modules and Non-Violent Crisis Intervention (CPI) Foundations – Campus-wide o Common area expectations with active supervision and monitoring o Hall sweeps (Start on Time!) o Restorative Discipline o Positive reinforcement systems (A/B Honor Roll, Perfect Attendance, Principal’s 200 club, etc.) CHAMPS – Classroom o Effective classroom management o Effective instruction/academic supports o Explicit instruction of expectations o Positive reinforcement systems (classroom or student based) o Firm and fair corrective responses to problem behavior Comprehensive Guidance Curriculum – K-2 Kelso, 3-5 Bully Blockers, 6-8 Second Step, 9th grade MAPS, Why Try? Community and Service Learning Activities
Tier 2 Targeted Interventions
All Tier 1 Strategies continue plus consideration of the following: Increased Academic Supports (See Academic RtI Chart) Instructional Accommodations Develop informal behavior contracts/plans and implement precision requests using resources such as: o TBSI training modules o Safe and Civil Schools materials–100 Problems/500 Plans, CHAMPS/DSC, Administrator’s Desk Reference, Interventions (A-F) o Consult with District staff (Coordinator of Intervention Services, District Foundations Team, Communities in Schools) Small group interventions to target specified behaviors (social skills, anger management, bullying, etc.) with Counselor or other identified staff – parent permission needed. Mentoring – Wildcat Mentor program @ 5th grade Parent collaboration including conferences or parent education Community and service learning – restitution, natural consequences, meaningful work Individual or small group counseling with school counselor Assessment
Tier 3 Intensive Interventions
Monthly Foundations report RYG Discipline Report Number of office referrals, ISS and OSS placements All Tier 1 and 2 Interventions continue plus consideration of the following: Increased academic supports (see elementary and secondary academic RtI Charts) Behavior Intervention Plan, including FBA (Formal Behavior Assessment), use resources listed in Tier 2 and Interventions G-F Individual counseling with school counselor – parent permission needed Referral for outside mental health services – parent permission needed Interagency collaboration with Juvenile Probation, CPS, Municipal or Truancy Courts, SRO’s/PD – parent permission needed Increased parent collaboration and parent education and parent-teacher-administration-counselor meeting Consultation with Behavioral Specialist/Diagnostician/LSSP/TISD Resource Coordination Group (TRCG) Assessment Number of ISS/OSS placements Foundations team individual student data disaggregation RYG Discipline Report (student data disaggregation)
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District – Supported Interventions
Assessment Monthly Foundations report RYG (Red, Yellow, Green) Discipline Report (PBMAS) Performance Based Monitoring Analysis System Reports
Special Ed
Temple Independent School District Curriculum & Instruction Administrative Guidelines All above/modified or at student’s instructional level
Tier 1: Faculty CM Supportor staff member expresses concern about a student’s behavior, repeated office referrals, a first referral that is of significant concern or absences to Principal, Assistant Principal or School Counselor
Behavior Intervention Plan PASS/OASIS Support
Tier 1: Principal and/or Assistant Principal and School Counselor consult with faculty or staff member expressing concern about Behavioral to Intervention student to develop intervention plan: Teacher ClassroomResponse Intervention Strategies, Student Conference, Parent/Student Conference, CHAMPS, Why Try?, Daily Check In, Informal Behavior Contract, Weekly Summary sent home, etc
Mental Health Concern
Tier 1: Consultation results in referral to Tier 2 Behavioral RtI Interventions
Initiate Tier 2 Behavioral RtI Process Tier 2: Campus RtI Team (Principal, AP, Counselor, Teachers, IC, ACE Coordinator) meet to develop Tier 2 Behavioral Interventions and develop Behavioral Plan of Action, Considerations: Restorative Discipline, Behavioral Contract, Small Group Counseling, Individual Counseling, referral to CIS, referral to Bell County Juvenile Services Community Education Team, referral to Skills Trainer (K-5only), etc.
School Counselor or Campus Administrator staffs student with TISD Director of Counseling, follows TISD Counseling
Tier 2 Parent Conference Recommended: AP meets with parent, explains purpose of Tier 2 Behavioral RtI, offers parent opportunity to address student’s behavior through counseling program and Tier 2 interventions, obtains signed permission for participation in counseling interventions. Alternative: School Counselor meets with parent, explains purpose of Tier 2 Behavioral RtI, offers parent opportunity to address student’s behavior through counseling program and Tier 2 interventions, obtains signed permission for participation in counseling interventions.
Tier 2: Tier 2 interventions implemented as written in the Behavioral Plan of Action developed for the student. School Counselor staffs student’s progress regularly with Campus Behavioral RtI Team and updates Behavioral Plan of Action as needed. School Counselor consults with Coordinator of Student Interventions Services. School Counselor reviews student progress with TISD Director of Counseling.
Tier 2: Student does not respond to Tier 2 interventions
Tier 3: Campus RtI Team meets with Foundation Team to develop Tier 3 Intervention Plan, to include a BIP. School Counselor staffs regularly with TISD Director of Counseling and TISD Coordinator of Student Intervention Services.
Tier 3: Student responds to Tier 3 interventions. School Counselor meets with RtI Team to develop monitoring plan, consider return to Tier 2.
Tier 2: Student responds to Tier 2 interventions
Tier 2: School Counselor meets with RtI Team to evaluate student’s return to Tier 1, RtI Team develops monitoring plan
Tier 3: Student does not respond to Tier 3 interventions. School Counselor or Campus Principal contacts Director of Counseling to request consultation with Temple ISD Resource Coordination Group (TRCG). TRCG’s purpose is to collaborate with campus admin to ensure that District behavioral intervention options are maximized.
Tier 3: Student responds. Monitor with Foundation Team, Director of Counseling, TRCG
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Tier 3: Student does not respond to Tier 3 interventions. TRCG meets again with campus team to consult, adjust interventions, invite outside MH agencies to TRCG and consider a referral to the Bell County Community Resource Coordination Group (CRCG).
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple ISD RtI Workflow Tier 1: Differentiated instruction, universal interventions and strategies, accommodations, and progress monitoring in the classroom. Teachers consider not only allowable academic accommodations and physical accommodations, but also pre-requisite skills. No formal intervention plan. Tier 2: Student level data analysis reveals concerns and/or unsuccessful Tier 1 strategies/interventions. Data review occurs in a team setting (i.e., grade level or departmental team, PLC, campus intervention team). Interventions and progress monitoring tools used must be on the district approved district intervention chart appropriate for the tier. Teacher or administrator (as appropriate) develops Tier 2 intervention plan in Skyward. Intervention plans are viewable in Skyward by all teachers responsible for the student. Tier 3: Student level data analysis reveals concerns and/or unsuccessful Tier 2 strategies/interventions. Data review occurs in a team setting (i.e., grade level team, PLC, campus intervention team). Interventions and progress monitoring tools used must be on the district approved district intervention chart appropriate for the tier. Teacher or administrator (as appropriate) completes a Tier 3 referral through Skyward. RtI Coordinator receives referral and solicits academic and behavioral input from other teachers and administrators. Intervention team meets to discuss the student and review data in the referral form. Intervention team develops student intervention plan using district RtI forms (provided in this manual and electronically at Eduphoria: Formspace). Referral (Special Education, Other): Follow-up Intervention Team meeting documentation demonstrates that interventions were implemented with fidelity but student progress is not meeting expectations. Teachers and administrators may submit to the Executive Director for Elementary Education any intervention or progress monitoring tool for review and consideration to add to the district approved list.
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Temple ISD RtI Documentation Tier 1: Universal screening and high quality instructional and behavioral supports are documented by the classroom teacher and student team as appropriate.
Tier 2: Student referral and documentation completed by classroom teacher or administrator (as appropriate) in Skyward. See the Skyward Quick Reference Chart.
Tier 3: Tier 3 requires a formal student intervention team meeting and documentation. Forms should be completed as appropriate. Tier 3 interventions must comply with the approved Temple ISD intervention chart. Placement into Tier 3 interventions must be approved by the campus administrator.
TIER 3 RTI FORMS Use only the forms required to make an informed and appropriate intervention decision. Student Health Information – completed by the school nurse. Functional Behavioral Assessment – completed by the assistant principal or counselor. Classroom Observation – completed by the SIT Coordinator, assistant principal, or counselor. SIT PARENT INFORMATION FORM The SIT PARENT INFORMATION FORM is sent home to the parents to be completed, or completed with the parent during a conference. SIT NOTIFICATION FORM The SIT NOTIFICATION FORM is available to inform parents of SIT meetings scheduled for their child. CONSENT TO REQUEST/RELEASE CONFIDENTIAL INFORMATION The CONSENT TO REQUEST/RELEASE CONFIDENTIAL INFORMATION form may be used to acquire necessary medical or treatment information. This form is required to access data necessary to determine Section 504 eligibility, and must be signed by the parent. SIT MEETING REPORT/INTERVENTION PLAN The SIT MEETING REPORT/INTERVENTION PLAN is the documentation of the SIT meeting.
Section A: Review of Data – completed by the SIT Coordinator at the initial, review and exit meetings. Progress monitoring charts should be attached to this form. The form includes a section for team members’ signatures. Section B: Academic Intervention Plan – documents the academic interventions designed for the student with timelines and fidelity checks. Up to two 127
Temple Independent School District Curriculum & Instruction Administrative Guidelines
concerns can be address for each evaluation period. All teachers who serve the student should review the Academic Intervention Plan. Section C: Behavioral Intervention Plan – documents the behavioral interventions designed for the student with timelines and fidelity checks. Up to two concerns can be address for each evaluation period. All teachers who serve the student should review the Behavioral Intervention Plan. References Knoblock, K. (2004). The state of New Mexico student assistance team manual. Santa Fe, New Mexico: New Mexico Public Education Department. Lujan, M. L., Love, S., & Collins, B. (2008). Response to intervention implementation guide. Tyler, Texas: Mentoring Minds. Ogonosky, A. (2008). The response to intervention handbook: Moving from theory to practice. Austin, Texas: Park Place Publications. Region 4 Education Service Center (2008). Hallways and blackboards: A practical approach to RtI. Houston, Texas: Region 4 Educated Solutions. Sprick, R., Garrison, M., & Howard, L. (2001). Foundations: Establishing positive discipline policies and schoolwide behavior support. Longmont, CO: Sopris West Educational Services. Sprick, R., Sprick, M. & Garrison, M. (1993). Interventions: Collaborative planning for students at risk. Eugene, OR: Safe and Civil Schools Pacific Northwest Publishing. Sprick, R. & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students. Eugene, OR: Safe and Civil Schools Pacific Northwest Publishing.
Committee Members Lisa Adams, Executive Director of Secondary Education Tina Coppin, Principal Christine Parks, Executive Director of Elementary Education Melinda Deckman, LSSP Tammy Earl, Counselor Kelli Frisch, Assistant Principal Luann Hughes, Director of Technology and Media Kevin Korompai, Assistant Principal Adrian Lopez, Assistant Principal Jennie Mathesen, Director of Student Intervention and Support Services Elaine McSpedon, Coordinator of Special Education Services Scott Moger, Assistant Superintendent of Student Services Karen Morgan, Director of Special Programs Marsha Noonan, Special Education Coordinator Bobby Ott, Assistant Superintendent of Curriculum and Instruction Carl Pleasant, Principal Nancy Preston, Director of Counseling Nichole Riley, Coordinator of Student Services Connie Sisneros, Director of Bilingual/ESL John Stumph, Counselor Jennie Mathesen, Director of Special Education Donna Wallace, Principal
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Topic:
Staff Development Reference or Contact
Executive Director of Elementary Education
Whether staff development is campus-based or District-based is at the discretion of the Superintendent or designee. Once the days have been designated, staff development should be planned based on the needs of the District and/or campus respectively based on data disaggregation, campus needs, and instructional observations. District-Based Staff Development Teachers must attend all District-Based staff development that occurs in the District during their contract time unless prior approval has been given by the Executive Director of Elementary Curriculum or Assistant Superintendent of Curriculum and Instruction. Staff development for which a teacher would like to be used to count for Earned Off days which are District days require approval. The curriculum office provides a pre-approved list for principal consideration each year. A staff development considered for earned off which is on the approved list may be approved by the campus principal. When a staff development is not on the pre-approved list, the principal must receive the endorsement of the Executive Director of Elementary Education or the Assistant Superintendent of Curriculum and Instruction before giving permission for a teacher to miss District earned off days. District staff development will be targeted to Districtwide needs as identified by formal and informal collection methods in the District. District work days are designated on the District calendar and are not synonymous with staff development. Campus-Based Staff Development Campus-based days are at the discretion of the campus principal. The principal is free to consult or ask that the curriculum office in the District assist with planning and trainers as needed. Consideration should be given to the fact that the District level budget for annual staff development is submitted in the Spring for the preceding year and that there are limited personnel in the curriculum office to address the needs of all the elementary campuses if each campus has a different plan for the day. Although collaboration with the curriculum office is a good practice, the principal may use campus days in a manner consistent with campus rather than District needs. All days designated for staff development should be used for training and improvement in instruction and not used as work days or routine tasks such as grading, lesson planning, etc.
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Topic:
Staff Development of Support Personnel Reference or Contact
Executive Director of Elementary Education
On District staff development days, the District retains the right to ask all support personnel to attend staff development targeted for their needs. This may include instructional support staff as well as clerical support staff. When the District plans staff development for support personnel, the training should be designed to improve job performance, efficiency or customer service on our campuses. The District may determine that the best use of support personnel on any given day is to complete major projects for the District and/or the campus.
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Topic:
Textbooks: Adoption Procedure Reference or Contact
Executive Director of Elementary Education
Teacher Eligibility Any teacher who attends a publisher-sponsored textbook adoption event held after the first reporting day of the school year is ineligible for nomination to serve on the Textbook Adoption Committee. Members shall be professional teaching staff with experience teaching the subject area up for adoption. Teachers who have engaged in the following activities within the last three years will be prohibited from serving on the Textbook Adoption Committee. Reviewed the adoption materials from a publisher on the adoption list prior to the district adoption process; Delivered professional learning to other districts or educational entities using materials from publishers on the adoption list; Worked, collaborated or have been affiliated in any other manner with publishers on the adoption list; and/or, Interacted with publishers or publisher materials in any way that can be construed as a conflict of interest. Any teacher who has engaged in the events listed above will be required to disclose their involvement or activity on a District Disclosure Form attached. Interested, qualified teachers must complete the Teacher Textbook Committee Nomination form below. The campus principal must sign the completed form. The form will then be submitted to the Executive Director of Elementary Education prior to the deadline established and communicated to principals.
Textbook Committee Makeup The committee will contain one representative from each elementary campus in the District. The final committee size shall be between 5 and 15 members and at least two alternate members will be selected. Other members on the committee may include representative instructional coaches, other Directors, a parent or community representative, a librarian or other professional staff member within the District relative to the content being considered All staff selected to serve on the Textbook Adoption Committee must be board approved. Until Board approval, teachers must abide by the established prohibitions. All approved teachers will be notified the first school calendar day following Board approval. 131
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Textbook Committee Prohibitions Committee members shall have no contact with any publisher since the first day teachers report back to duty for the current school year. Committee members shall not accept meals, entertainment, gifts, or gratuities in any form, or any promises thereof, from any publishers or their agents at any time, including publisher or publisher-sponsored textbook adoption events. Committee members shall not disseminate any e-mail, announcements, flyers, invitations, letters, or other publisher information. Committee members shall have no communications with any publisher representative/agent via e-mail, phone, face-to-face meetings, text messages, etc.
Voting Requirements Review the guidelines for interactions with publishers and submit a statement of disclosure for any violations. The committee will select a chairperson. Members will support the committee by attending and participating in meetings. In order to vote, committee members must attend 80% of the meetings to remain eligible to vote. Each member will have one vote. The Executive Director of Elementary Education will count the votes with the Director of Special Education to determine which textbook will be recommended to the Board. The results of the ballot will be unofficial until the Board of Trustees approves the recommendation. Publishers will not be notified prior to Board approval.
Reference for Committee Members Board policy shall serve as a basis for all proceedings. To reference all guidelines and specifics of the textbook adoption process: Read District Policy EFAA (LOCAL) Read District Policy EFAA (LEGAL
Textbook Selection Each school year in December and/or January, the Division of Textbook Administration, Texas Education Agency (TEA), will send sample textbooks to the District for review, selection, and adoption. Once received, these samples become the property of the Temple Independent School District. District and/or campus textbook committees are formed to review, select, and evaluate for adoption the textbooks received by the District. The majority of the committee members must be classroom teachers with representation by the technology contact, campus administration and parents. Each teacher involved in the subject/grade where a textbook is being considered is encouraged to review the sample textbooks and participate in the selection process by influencing voting members. The Temple Independent School District is a closed District. Publishers are not allowed to visit campuses or contact teachers by telephone at school or at home for any reason. Publishers will work through the Executive Director of Elementary Education or designee (chair of the Textbook Adoption Committee) at designated times. The Executive Director of Elementary Education will coordinate meetings after school with representatives of the publishing companies for the purpose of presenting the books and/or systems. Each campus administration will be notified in writing of the meeting(s). 132
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The Executive Director of Elementary Education will facilitate the selection process by scheduling meetings of the District textbook committee. The District textbook custodian will complete the appropriate TEA reports.
TISD DISCLOSURE AND NOMINATION FORM (RELATING TO TEXTBOOK ADOPTION) NAME:
DATE:
CAMPUS:
COMMITTEE:
ADDRESS:
HM TEL: WK TEL:
Are you an employee of Temple ISD?
YES or NO (circle one)
Have you ever entered into a business agreement with any publisher that will be presenting materials for adoption consideration? YES or NO (circle one) If YES, please explain in detail (date, type of agreement, name of publisher, and details of compensation). If you answered YES above and are an employee of Temple ISD, have these transactions been reported in writing to the superintendent? YES or NO (circle one) INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION TEXTBOOK SELECTION AND ADOPTION
EFAA (LEGAL)
CRIMINAL OFFENSE: A Trustee, administrator, or teacher commits an offense if the person receives any commission or rebate on any textbooks used in the schools with which the person is associated. A Trustee, administrator, or teacher commits an offense if the person accepts a gift, favor, or service that: 1. Is given to the person or the person’s school; 2. Might reasonably tend to influence the person in the selection of a textbook; and 3. Could not be lawfully purchased with funds from the state instructional material fund. “Gift, favor, or service” does not include: 1. Staff development, in-service, or teacher training; or 2. Ancillary materials, such as maps and worksheets that convey information to the student or otherwise contribute to the learning process. Education Code 31.152 DATE ISSUED: 2/04/2013 UPDATE 83 ---Excerpt from TISD Board Policy The information provided above is true and correct to the best of my knowledge, and I have read and understand the above excerpt from Temple ISD Board Policy. I would like to be considered as a member of the Textbook Adoption Committee in the District.
NAME:_______________________________
SIGNATURE:________________________________ 133
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SUBMIT COMPLETED FORM TO: PRINCIPAL’S SIGNATURE:________________________________ Executive Director of Elementary Education
ENGLISH LANGUAGE LEARNERS
Topic:
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Assessments Reference or Contact
Director of Bilingual/ESL
Oral Language Proficiency Test (OLPT) used in PK-12 for identification and placement is the Woodcock- Muñoz Language Survey (WMLS). Students in grades 2-12 will also be assessed with the Iowa Test of Basic Skills (ITBS) in grades 2-12. Texas English Language Proficiency Assessment System (TELPAS), the state assessment, is administered to all ELLs in the spring to measure English growth in the areas of Reading, Speaking, Listening and Writing. Grades K-1: TELPAS includes holistically rated listening, speaking, reading, and writing assessments based on ongoing classroom observations and student interactions. Grades 2-12: TELPAS includes mulitple-choice reading tests, holilstically rated student writing collections, and holistically rated listening and speaking assessments. The listening and speaking assessments are based on ongoing classroom observations and student interactions.
Topic:
Early Exit Design 135
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Reference or Contact
Director of Bilingual/ESL
Early Exit Design Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Language Learners §89.1210. Program Content and Design. (a) Each school district required to offer a bilingual education or English as a second language program shall provide each English language learner the opportunity to be enrolled in the required program at his or her grade level. Each student's level of proficiency shall be designated by the language proficiency assessment committee in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall modify the instruction, pacing, and materials to ensure that English language learners have a full opportunity to master the essential knowledge and skills of the required curriculum. Students participating in the bilingual education program may demonstrate their mastery of the essential knowledge and skills in either their home language or in English for each content area. (b) The bilingual education program shall be a full-time program of instruction in which both the students' home language and English shall be used for instruction. The amount of instruction in each language within the bilingual education program shall be commensurate with the students' level of proficiency in each language and their level of academic achievement. The students' level of language proficiency and academic achievement shall be designated by the language proficiency assessment committee. The Texas Education Agency (TEA) shall develop program guidelines to ensure that the programs are developmentally appropriate, that the instruction in each language is appropriate, and that the students are challenged to perform at a level commensurate with their linguistic proficiency and academic potential. (c) The bilingual education program shall be an integral part of the regular educational program required under Chapter 74 of this title (relating to Curriculum Requirements). In bilingual education programs using Spanish and English as languages of instruction, school districts shall use state-adopted English and Spanish instructional materials and supplementary materials as curriculum tools to enhance the learning process; in addition, school districts may use other curriculum adaptations that have been developed. The bilingual education program shall address the affective, linguistic, and cognitive needs of English language learners as follows. (1) Affective. English language learners shall be provided instruction in their home language to introduce basic concepts of the school environment, and instruction both in their home language and in English, which instills confidence, self-assurance, and a positive identity with their cultural heritages. The program shall address the history and cultural heritage associated with both the students' home language and the United States. (2) Linguistic. English language learners shall be provided instruction in the skills of listening, speaking, reading, and writing both in their home language and in English. The
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instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. (3) Cognitive. English language learners shall be provided instruction in language arts, mathematics, science, and social studies both in their home language and in English. The content area instruction in both languages shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. (d) The bilingual education program shall be implemented with consideration for each English language learner's unique readiness level through one of the following program models. (1) Transitional bilingual/early exit is a bilingual program model that serves a student identified as limited English proficient in both English and Spanish, or another language, and transfers the student to English-only instruction. This model provides instruction in literacy and academic content areas through the medium of the student's first language, along with instruction in English oral and academic language development. Nonacademic subjects such as art, music, and physical education may also be taught in English. Exiting of a student to an all-English program of instruction will occur no earlier than the end of Grade 1 or, if the student enrolls in school during or after Grade 1, no earlier than two years or later than five years after the student enrolls in school. A student who has met exit criteria in accordance with §89.1225(h), (j), and (k) of this title (relating to Testing and Classification of Students) may continue receiving services, but the school district will not receive the bilingual education allotment for that student.
Early Exit Design Temple ISD Early Exit Transitional Model all grade levels will incorporate the following: Will have an English AND Spanish interactive word walls Will use red and blue colors to distinguish languages Will label their classrooms with appropriate and grade level words Will have a classroom library Will have a content wall Will organize student furniture to promote collaboration and discussion Will display student generated work inside the classroom and in the hall Will limit the use of worksheets/dittos Will teach at grade level to all students Will create an English and Spanish student generated alphabet at least twice per year Will have plenty of English and Spanish literature and resources Will integrate writing on a daily basis Will increase the use of inquiry based instruction 137
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Will have specialized vocabulary activities in L2 Will teach Science and Social Studies each day *Review the TISD Bilingual Early Exit framework located at the end of this document.
PRE KINDERGARTEN Pre-Kindergarten is currently a ½ day program. Language Arts will be taught in Spanish. ESPERANZA will be the main vehicle for teaching word study every day. Math will be taught in English. Spanish grammar is complicated due to the different verb conjugations and length of the word text. In an effort to reinforce fluency and comprehension, students need to strengthen these skills in their native language before acquiring L2.
TIME
Pre-Kindergarten Sample Schedule (Self-Contained) ACTIVITIES NOTES
7:30-7:35 7:35 –7:45 7:45-8:00 8:00-8:15 8:15-8:45 8:45-9:15 9:15-9:40 9:40-9:55 9:55-10:25 10:25-11:00 11:00-11:15
Arrival Songs Calendar and Counting Math in ENGLISH Shared Reading in Spanish Math-Literature connections in English Specials LA/Social Studies in Spanish English Science Interactive Read Aloud Lunch ESPERANZA Dismissal
Library
Computer Lab
*PRE-K Non-negotiable: ESPERANZA Program for Word Study
KINDERGARTEN Weeks 1-36 138
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Instruction in Language Arts, including Reading, Writing and Social Studies will be in Spanish (L1). This will ensure student L1 (Language 1, Spanish) to develop a firm foundation in LA including grammar, fluency and comprehension. Strong L1 is imperative before L2 (Language 2, English) is academically acquired. Spanish grammar is complicated due to the different verb conjugations and length of the word text. In an effort to reinforce fluency and comprehension, students need to strengthen these skills in their native language before acquiring L2. Often times students may be heard speaking ‘playground English’ Basic Interpersonal Communicative Skills (BICS) at a very early stage however, this is not considered academic English (Cognitive Academic Language Proficiency) CALP. At this stage English is all oral and shall be embraced, praised and used as much as possible. Additionally, teachers will use ‘social’ English at all times including during transitioning subject matter, in the hallway, giving basic directions as well as dismissal, etc. Math and Science instruction will be taught in English. English As a Second Language (ESL) Component – On Our Way to English (OWE) will be taught five days a week for 40 minutes each session. TISD Recommendation: 5 days a week X 40 minutes each session = 200 minutes per week Follow lesson format provided in OWE manual and focus on vocabulary development. Begin with day 1 to launch lessons and introduce targeted concepts and end with Day 5 to review, summarize and assess student learning. Adjust lessons for days 2 and 3 according to student’s needs and progress. Goal is to increase English level and especially target vocabulary development. More information regarding materials, content and guidelines are listed at the end of this document.
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TIME 7:40 - 7:45 7:45 - 8:15
8:15 – 9:00 9:00 – 9:45 9:45-10:15 10:15-10:40 10:40 – 11:20 11:20 – 12:00
Kindergarten Sample Schedule (Self-Contained) ACTIVITIES Morning Announcements/Pledge Spanish Reading Workshop (Read Alouds, Shared Reading or Guided Writing) 30 min Spanish Small Group Instruction 45 Min Empowering Writers 45 Min ESPERANZA/Word Study 30 Min Social Studies in Spanish 20-25 Min Lunch/ Recess/Bathroom ESL Block 40 Min On Our Way to English Focus on ESL TEKS and ELPS to increase TELPAS Domains
12:00– 12:15 12:15 – 1:10
Calendar in English (Part of Math) Activities
1:10 – 2:25
Math in English 75 min (of 90 min total) Science in English 40 Min Dismissal
2:25– 3:25 3:25
FIRST GRADE 140
NOTES
Tuesdays: Library
M, W: PE T: Music TH: Art F: PE or Music Fridays: Computer
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Weeks 1-36 Instruction in Language Arts, including Reading, Writing and Social Studies will be in Spanish (L1). This will ensure student L1 (Language 1, Spanish) to develop a firm foundation in LA including grammar, fluency and comprehension. Strong L1 is imperative before L2 (Language 2, English) is academically acquired. Spanish grammar is complicated due to the different verb conjugations and length of the word text. In an effort to reinforce fluency and comprehension, students need to strengthen these skills in their native language before acquiring L2. Often times students may be heard speaking ‘playground English’ Basic Interpersonal Communicative Skills (BICS) at a very early stage however, this is not considered academic English (Cognitive Academic Language Proficiency) CALP. At this stage English is all oral and shall be embraced, praised and used as much as possible. Additionally, teachers will use ‘social’ English at all times including during transitioning subject matter, in the hallway, giving basic directions as well as dismissal, etc. Math and Science instruction will be taught in English. English As a Second Language (ESL) Component – On Our Way to English (OWE) will be taught five days a week for 40 minutes each session. TISD Recommendation: 5 days a week X 40 minutes each session = 200 minutes per week Follow lesson format provided in OWE manual and focus on vocabulary development. Begin with day 1 to launch lessons and introduce targeted concepts and end with Day 5 to review, summarize and assess student learning. Adjust lessons for days 2 and 3 according to student’s needs and progress. Goal is to increase English level and especially target vocabulary development. More information regarding materials, content and guidelines are listed at the end of this document.
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First Grade Sample Schedule (Self-Contained) ACTIVITIES NOTES Morning Announcements/Pledge Spanish Reading Workshop 7:45 - 8:15 (Read Alouds, Shared Reading or Guided Writing) 30 min Tuesdays: Library Spanish Small Group 8:15 – 9:00 Instruction Guided Reading* 45 Min Spanish Empowering Writers 9:00 – 9:45 45 Min ESPERANZA*/Word Study 9:45-10:15 30 Min Spanish Social Studies 10:15-10:40 20-25 Min 10:40 – 11:20 Lunch/ Recess/Bathroom ESL Block* 11:20 – 12:00 40 Min On Our Way to English Focus on ESL TEKS and ELPS to increase TELPAS Domains English Calendar (Part of Math) 12:00– 12:15 15 min M, W: PE 12:15 – 1:10 Activities
TIME 7:40 - 7:45
1:10 – 2:25 2:25– 3:00 3:00-3:25 3:25
English Math 75 min (of 90 min total) English Science 20-25 Min Interventions Dismissal
First Grade Sample Schedule (Teaming) 142
T: Music TH: Art F: PE or Music Fridays: Computer
Temple Independent School District Curriculum & Instruction Administrative Guidelines
TIME 7:40 - 7:45 7:45 10:15
10:1510:40 10:40 – 11:20 11:25 – 12:15
12:15 – 1:10 1:10 – 2:50
ACTIVITIES Morning Announcements/Pledge Teacher A SLA Spanish Reading Workshop Shared Reading/Guided Wtg/Read Aloud 30 min Guided Reading*/Centers 45 min ESPERANZA* 30 min Empowering Writers 45 min Spanish Social Studies 20 min
Teacher B English Math 90 min
NOTES
ESL Block* 45 Min
Day 1 Reading Skill-Wtg Guided Reading w low Word Study Day 2 Guided Reading w low/med/high writing
On Our Way to English Focus on ESL TEKS and ELPS to increase TELPAS Domains
Tuesdays: Library
English Science 35 min
Lunch/ Recess/Bathroom/Transition Time SLA Spanish Reading Workshop ESPERANZA* 30 min Shared Reading/Guided Wtg/Read Alouds 30 min
Begin English Math 55 min
Activities
SLA Complete English Math Spanish Reading Block Workshop 35 min Guided Reading*/Centers English Science 45 min 35 min Empowering ______________________ Writers ESL Block* 143
M, W: PE T: Music TH: Art F: PE or Music Fridays: Computer
Temple Independent School District Curriculum & Instruction Administrative Guidelines
2:50– 3:25
3:25
Spanish Social Studies 40 min
45 Min On Our Way to English Focus on ESL TEKS and ELPS to increase TELPAS Domains Dismissal
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*Interventions
Temple Independent School District Curriculum & Instruction Administrative Guidelines
SECOND GRADE Weeks 1-36 Instruction in Language Arts, including Reading, Writing will be in both ENGLISH AND SPANISH and Social Studies will be in Spanish (L1). This will ensure student are formally instructed in both languages. Often times students may be heard speaking ‘playground English’ Basic Interpersonal Communicative Skills (BICS) at a very early stage however, this is not considered academic English (Cognitive Academic Language Proficiency) CALP. This needs to be practiced and developed in all settings. Transition students –A score level of EDL 28 independent on Evaluación de la Lectura (EDL) can begin to receive guided reading in English. *Spanish grammar is complicated due to the different verb conjugations and length of the word text. In an effort to reinforce fluency and comprehension, students need to strengthen these skills in their native language before acquiring L2. Language 1 (Spanish) (L1) students – continue with Spanish guided reading for those students who have not achieved these levels. Math and Science:
o Day 1: Introduce lesson/vocabulary. o Day 2 – 5: Lesson taught in English. Social Studies:
o Day 1: Introduce lesson/vocabulary. o Day 2 – 5: Lesson taught in Spanish. *Refer to RECOMMENDED INSTRUCTIONAL FRAMEWORK FOR BILINGUAL CLASSES IN TISD, at the end of this document. English as Second Language (ESL) Strategies integrated into ELA Block –Following the district snapshot, LA will be taught 60 minutes daily in English and 60 minutes daily in Spanish. Begin LA lesson with day 1 and adjust lessons for days 2-4 according to student’s needs and progress. Goal is to increase English level and especially target vocabulary development.
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TIME 7:40-7:45 7:45 – 9:00
9:00-9:20 9:20-10:35
10:35-11:25 11:25–12:10 12:10-1:40
1:40-2:20 2:20-3:00 3:00-3:20
3:20 TIME 7:40-7:45 7:45-9:00
Second Grade Sample Schedule (Self-Contained) ACTIVITIES Morning Announcements/Pledge SLA Spanish Reading Workshop Shared Reading 10 min Guided Reading* 25 min ESPERANZA* 20 min Empowering Writers 20 min
Spanish Social Studies 20 Min ELA English Reading Workshop Shared Reading 10 min Guided Reading* 25 min ESPERANZA* 20 min Empowering Writers 20 min
NOTES
Day 1 Reading Skill-Wtg Guided Reading w low Word Study Day 2 Guided Reading w low/med/high Writing
Tuesdays: Library Day 1 Reading Skill-Wtg Guided Reading w low Word Study Day 2 Guided Reading w low/med/high Writing
Activities Lunch/Recess/Restroom Break English Math 90 min English Science 40 min Interventions 40 min Read Aloud Fridays: Computer (Alternate English and Spanish) 20 min Dismissal *Interventions Second Grade Sample Schedule (Teaming Model) ACTIVITIES NOTES Morning announcements and pledge Teacher A Teacher B SLA ELA Spanish Reading English Reading Workshop Workshop 146
Imagine Learning Day 1 Reading Skill-Wtg
Temple Independent School District Curriculum & Instruction Administrative Guidelines
9:0010:30
10:3010:35 10:3511:25 11:2511:55 11:551:10
1:10-2:40
2:40-3:00
Shared Reading 10 min Guided Reading*/Centers 25 min ESPERANZA* 20 min Empowering Writers 30 min
Shared Reading 10 min Guided Reading*/Centers 25 min Fundations* 20 min Empowering Writers 30 min
Social Studies in Math in English Spanish 90 min 45 min Science in English 45 min Transition Time Activities
Guided Reading w low Word Study
Day 2 Guided Reading w low/med/high writing
Tuesdays: Library
Thursday: Computer
Lunch SLA Spanish Reading Workshop Shared Reading 10 min Guided Reading*/Centers 25 min ESPERANZA* 20 min Empowering Writers 20 min Social Studies in Spanish 45 min Science in English 45 min Interventions 30 min
3:20
ELA English Reading Workshop Shared Reading 10 min Guided Reading*/Centers 25 min Fundations* 20 min Empowering Writers 20 min Math in English 90 min
Day 1 Reading Skill-Wtg Guided Reading w low Word Study Day 2 Guided Reading w low/med/high writing
Interventions 30 min
Dismissal
THIRD- FIFTH GRADES 147
*Interventions
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Weeks 1-36 Due to the implementation of the TISD Bilingual Early Exit Model beginning in 2015-2016, we will use a phase-in exit goal model. 2015-2016: The goal is to exit 40% of third graders 2016-2017: The goal is to exit 50% of third graders. 2017-2018: The goal is to exit 60% of third graders. 2018-2019: The goal is to exit 70% of third graders and maintain that percentage each year thereafter. These goals correlate with the performance goals of TELPAS and STAAR. This model takes into consideration previous students who have not exited; therefore there is a compounding effect on subsequent grade levels.
For newcomers-instruct in English and adjust according to their ability. Goal is to transition into English. Students who require Spanish support will need additional interventions such as small group instruction. Interventions will be noted in Skyward and student progress will be recorded and reviewed at every reporting period. Refer to intervention chart for available resources. ELPS will be noted in lesson plans. ESL strategies will be used and taught in every subject and documented as such. All subjects will be taught in English, with the exception for newcomers.
TIME 7:40-7:45 7:45 – 9:15 9:15-9:50 9:50-10:40 10:40-11:30 11:30–12:10 12:10-2:25
Third-Fifth Grade Sample Schedule (Self-Contained) ACTIVITIES NOTES Morning Announcements/Pledge English Math 90 min English Social Studies 35 min Activities Interventions 50 minutes Lunch/Restroom Break/Recess ELA English Reading Workshop include ESL Strategies Shared Reading/Read Aloud 15 min Literature Circles 45 min Word Study 30 min Empowering Writers 148
Tuesdays: Library
Day 1 Reading SkillWtg Guided Reading w low Word Study Day 2
Temple Independent School District Curriculum & Instruction Administrative Guidelines
45 min
2:25-3:25 3:25
TIME 7:40-7:45 7:45-9:40 115
9:40-10:30 10:30-11:20
11:20-12:00 12:00-2:10
English Science 60 min Dismissal
Guided Reading w low/med/high Writing Fridays: Computer
Third-Fifth Grade Sample Schedule (Teaming Model) ACTIVITIES Morning announcements and pledge Teacher A Teacher B Math in English ELA English Reading 90 min Workshop include ESL Strategies Shared Reading/Read Aloud 15 min Literature Circles 45 min Empowering Writers 45 min Intervention 25 min Activities Science in English Word Study 45 min 25 min Intervention 25 min Lunch/Restroom Break/Recess Math in English ELA English Reading 90 min Workshop include ESL Strategies
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NOTES
Imagine Learning Day 1 Reading SkillWtg Guided Reading w low Word Study Day 2 Guided Reading w low/med/high Writing Tuesdays: Library
Thursdays: Computer
Day 1 Reading SkillWtg
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Science in English 45 min
2:10-2:50
Social Studies in English 40 min
2:50-3:25
Interventions 35 min
3:25
Shared Reading/Read Aloud 15 min Literature Circles 45 min Empowering Writers 45 min Word Study 25 min Social Studies in English 20 min
Interventions 25 min Dismissal
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Guided Reading w low Word Study
Day 2 Guided Reading w low/med/high Writing
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Bilingual Early Exit Framework Grade Level Pre-K Kindergarten Grade 1 Grade 2
BICS intro to CALP BICS intro to CALP BICS develop CALP Develop CALP
LA: Reading & Writing
Social Studies
Math
Science
ESL
Ancillary (PE, Music, Art, etc.)
Spanish
Spanish
English
English
Spanish
Spanish
English
English
Spanish
Spanish
English
English
Spanish English
Spanish
English
English
ESL Strategies integrated –all subjects
English
English
ESL Strategies integrated – all subjects
English
English
ESL Strategies integrated – all subjects
English
English
ESL Strategies integrated – all subjects
English
English ESL Block (OWE) 40 min ESL Block (OWE)
English English
LPAC Review ~Exit or Continue Bilingual Program Grade 3
Develop CALP
English
English
English
LPAC ASSESSMENT REVIEW ENGLISH STAAR or SPANISH STAAR EXIT (70% Goal) or Continue in Bilingual Program Grade 4
Develop CALP
English
English
English
LPAC ASSESSMENT REVIEW ENGLISH STAAR or SPANISH STAAR EXIT (70% Goal) or Continue in Bilingual Program Grade 5
Develop CALP
English
English
English
LPAC ASSESSMENT REVIEW ENGLISH STAAR or SPANISH STAAR EXIT (70% Goal) or Continue in Bilingual Program
* Curriculum can be adjusted for new comers ONLY.
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(K-1) On Our Way to English Components Oral Language Components: Academic Language Builders, Concept Poster, Chant Poster, Picture Cards, Vocabulary Cards Lesson Launch The oral language development portion of a lesson occurs every day, beginning with a lesson launch. The lesson launch is a daily opportunity to address oral grammar, phonological awareness/phonics and interact with key components necessary to successful verbal communication (sentence frames, concept words, etc.) The lesson launch is a great way to build the skills necessary for newcomers, or to polish some skills already acquired by more proficient students. Because the lesson launches take approximately 15 minutes, they are short enough to fit into any schedule, yet teachers yield the benefit of the weekly lesson launch build as students use skills from day one to learn about days 2-5. The focus and build of the lessons ensure that students are receiving a minimum of 40 minutes of TARGETED oral grammar, phonics and language that they will use immediately. Based on Science and Social Studies themes, students learning experience will have exposure to both BICS (every day words) and CALPS (academic language), enabling them to succeed not only in OWE, but throughout the course of the day. The themes are supported by picture cards and three types of posters which are designed to gradually release the responsibility to the student. As the Units are truly self-sustaining, the components, instruction and practice are easily lifted to support the oral language development of students/teachers needing to focus on just that domain. Note that in addition to the differentiated instruction blocks, teachers are also supported by language learning strategies, creating a community of learning and sustainability. The Academic Language Builders offer the greatest amount of support for ELLs in that the students have the language presented to them through a song, taking care to introduce only one new concept at a time. Available electronically, this piece was designed to be fully manipulative-based. The song, pictorial support and highly interactive nature of the Academic Language Builder offer students of all proficiency levels a safe environment to be productive. As the Unit progresses, additional support are introduced through Chant Posters and Concept Posters. The Chant Posters also have a rhythmic presentation of language, but there is less emphasis on interactivity. Children have yet another opportunity to see related words, but also have appropriate mechanics, syntax, and diction modeled for them. Finally, the Concept Posters release the language support and call upon the student to produce language on their own, with guidance from the teacher. Because all of the components in OWE are unit-specific, every interaction with the instruction affords students another chance to develop their language. The language students are building, both receptively and productively, set the stage for the next domain… reading. OWE takes the outstanding language that students have built throughout the unit, and applies it directly in their reading and writing. Shared Reading Components: Big Books, Pupil Editions, Work Text The Shared Reading components of OWE are an extension of the oral language instruction. For teachers who have complained of not being able to reach a text because their students needed more time to practice speaking, this is the ideal solution. Rather than have disjointed lessons that do not complement one another, OWE naturally takes students to a shared reading experience from the oral language. The chants, posters and picture cards have given students the vocabulary and language functions to speak intelligently about what they see in the Big Books, Work Texts and 152
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Pupil Editions. It is an automatic opportunity for success. Within the Pupil Edition, students are exposed to a variety of genre, language styles and presentation of text. These are skills they will need to be successful during the core. The Teacher’s Edition presents a myriad of strategies to make the texts accessible, while tapping into the language students have learned throughout. Carefully designed, the instruction for the shared pieces moves students through the text in a preview, read the selection, read for comprehension process. OWE is NOT a reading program, and DOES NOT follow a week pacing, requiring teachers to aspire to unattainable goals within short time-frames. Leveled Reading The leveled reading component of OWE offers fiction, math, science, and social studies content that is carefully leveled according to Rigby ELL Levels, the only leveling system with criteria for both reading and language characteristics of the text. To obtain a child’s levelTeachers will use the screener which will place the student at the appropriate level. The leveled readers are not designed to match the Thematic Units, but complement student’s overall growth introducing them to additional academic language as they move to independent reading. Teachers will access to the complete collection available for K-5 leveled readers (224), ensuring students will never repeat the same text. Together with the TE, the Comprehension Strategy Cards provide the perfect link from OWE to their core reading program. As reading skills and strategies are universal, this is an ideal way to connect to the student’s core instruction while placing them in text that is considerate of the needs of language learners. Writing Writing is the most difficult domain to build and students are often unable to perform well on state tests because of their inability to effectively communicate in written form. Traditionally, teachers also find writing difficult to teach as it incorporates semantics, graphophonics, syntax, writing forms; calling upon students to synthesize the many skills they have learned and use them productively. OWE considers the many challenges of becoming proficient writers and is considerate of pacing and appropriate scaffolding. The typical pacing of a reading program asks for a published piece once a week. OWE builds the writing component throughout the unit, beginning with a modeled approach, moving to shared and finally independent. The gradual release of responsibility reminds teachers to slowly allow students the opportunity to gain independence, but also guide them through the process. Within the writing lessons mechanics, grammar and form mini-lessons are included to enhance and stretch students’ proficiency, targeting those elements which ELLs find most challenging. Phonological Awareness/Phonics Meaning-based phonics: “Native speakers of English need exposure to the alphabetic principle and some degree of phonological awareness in order to be ready for phonics instruction. While those are important factors for ELLs as well, an additional key factor is equally crucial: understanding English itself. Phonics in an unknown language is meaningless.” OWE is not an intervention program and focuses on those elements of phonics which might transfer, while also providing appropriate instruction for non-transferable skills. Attaching each phonic element to meaning-based lessons brings depth of understanding that a native speaker would not necessarily need. A native speaker would not need to develop the concept vocabulary as they would already own the words. Each phonics mini-lesson reminds us of the fact that the words were selected on the basis of being able to either be demonstrated through gestures or actual objects. The written phonics component, the Activity Book provides written practice so that students are able to expand beyond the oral component. As students grow with the program, note the emphasis on cognates, morphology and 153
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language transfer. While not specifically phonics, learning word patterns increases a child’s ability to recognize spelling patterns, make connections to other languages, and eventually increase their vocabulary. Additional OWE Information A Baker’s Dozen: 13 Things to make sure teachers know about On Our Way to English
1. Consumable Student Book
Kindergarten-grade 2 All interactive student pages are in full color with OWE. Vocabulary Nonfiction Readers and Phonics Fiction Readers go home and stay at home to provide a take home library. That can only happen with a consumable text.
2. Big Books
Kindergarten-grade 2 One book per unit ELLs need repetition, and modeling of oral language and reading are key to that. The big books are the perfect medium when put together with great instruction.
3. Differentiated Reading Instruction as Separated Strand o o
Has separate TE from thematic units TE housing instruction for leveled readers
Students are at all different levels of literacy and reading abilities. In the thematic units, it is all about oral language building, academic vocabulary, etc. Those things can be done through shared reading and as such are not dependent upon exact language proficiency and reading/literacy levels of students. For true reading instruction, these readers needed to be their own strand. It follows right along with the Texas Journeys story. They are NOT tied to themes.
4. Leveled Reader Leveling Leveled books are leveled with the Rigby system of leveling specific to ELL readers. OWE books are leveled for two criteria. Those criteria are reading and language-learning. OWE has books specifically leveled with specifications for ELLs. ELLs have a variety of learning needs that hit the exact needs of each student. This leveling system addresses both reading AND language characteristics of text.
5. Academic Language Support Academic language support is embedded throughout the program. Elementary students are holding their own testing wise. But, where the scores start to drop and eventually even lead to school drop-outs is when those students hit academic subject areas in grades four and up. It is imperative to maximize all lessons so that academic language is practiced and used daily.
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6. Writing OWE is a true scaffold in writing support. A four week Blueprint for Writing is found at the start of every unit. Over the course of four weeks, writing builds from shared to Modeled to Interactive. ELLs need a scaffold support. To be given the opportunity to first watch writing and be a part of the bigger class putting together a writing piece, even a paragraph, is the way to build comfort and success in writing.
7.
Flexibility to Teach by Strands
The Lesson Launches in particular make that doable in OWE. You could just do the conversation part every day to work on oral language. The same would be true with grammar, etc. They could, because all units are science and social studies based, just take the unit selections, vocabulary build, etc and do those during science and social studies times. Remember, there will be a button on Think Central where they can plug in a TEKS objective and go directly there in OWE.
8.
Vocabulary Cards
Vocabulary cards with definitions or something instructional on the back are available for every grade. OWE’s vocabulary cards are online and interactive. They can match definitions to the words, etc. We do need to play that up whether others have it or not to make certain we get “credit.” Vocabulary words include specific information, like giving comprehensible input and acting out a word with gestures. OWE uses strategies that help students internalize vocabulary presented. 9. Six Step Vocabulary Plan Dr. Robert Marzano is the “rock star” for OWE.
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Again, the six step process of Marzano is coupled with the word specific help provided in OWE to make sure students “own” versus “borrow” words.
10 Digital Both formats are available in addition to digital items like test banks. 11. Grade 3-4-5 Student Book OWE has a handbook size text for grades 3-4-5. The selections are housed within eight social studies and science related thematic units. There are eight short selections per unit. It is like finding great “real world” pieces to immerse students in the vocabulary around a theme. There might be a magazine article, poem, fiction story, etc. There is always a readers’ theater where parts can be assigned based on a student’s reading capabilities. The student book can be projected for whole group and shared reading use. Oral language and academic language around those academic subject areas can be built. Everything can be done by strand. These are short student edition selections that would allow teachers to teach this through science and social studies and allows opportunities to build academic vocabulary. The size of selections may be used within the language arts time to do oral and academic language lessons. 12. Tie to Journeys (or their reading series) and Science and Social Studies Texas Journeys and OWE are compatible and tie together. This connection is conveniently housed on Think Central. The push of a button will take you between the two programs. They match writing, comprehension skills, and building academic language through the push of a button on Think Central Time is an issue in classrooms. Matching curriculum items together seamlessly allows teachers to seamlessly use all of the great components for reading, ESL, and science/social studies. 13. Tie to Science and Social Studies TEKS OWE can tie right on Think Central to the science and social studies TEKS. A button on Think Central will take the user directly from a TEKS objective for science and social studies to the appropriate instruction in OWE.
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Topic:
English Language Proficiency Standards Reference or Contact
Director of Bilingual/ESL
The English Language Proficiency Standards (ELPS) consist of the following sections: (a)Introduction (b)School district responsibilities (c)Cross-curricular second language acquisition essential knowledge and skills (d)Proficiency level descriptors* Complete §74.4. English Language Proficiency Standards can be reviewed at the following website: Texas Education Agency Web site.
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Topic:
Exiting Students from the Limited English Proficient (LEP) Services and Monitor Reference or Contact
Director of Bilingual/ESL
Exiting Students from LEP Services
Students identified as limited English proficient, including LEP/special education students, and students served by a language proficiency program or not, must meet the following exit criteria in order to have the LPAC consider the student ready to exit from the ESL program: 1. The student scores at least a 4 on the Woodcock Muñoz Language Survey [19 TAC§89.1225(h)] 2. Meets state performance standards for STAAR in grades 3 - 12 (pass reading and writing, in available grade levels), and 3. Scores at or above the 40th percentile on an English reading and English language arts section of a TEA-approved norm-referenced standardized achievement test (especially for 2nd grade). (TEC§39.023) 4. For students in bilingual programs only: In addition to the above stated criteria, the student’s proficiency in his/her native oral and written language is assessed. [19 TAC§89.1225(h)(1)] Students in PK-1st grade cannot exit. Bilingual students who participate in dual language classes do not exit unless all exit criteria has been met AND it is specified by an administrator. Student exit reviews occur only at the end of the school year.
EXIT MONITORING OF LEP STUDENT 158
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Monitor students meeting exit criteria for two academic years to ensure: (1) The student meets state performance standards (in English) of the grade-appropriate STAAR test; and (2) The student has passing grades in all subjects and courses taken. Once an exited student meets the above criteria for two consecutive years, the student is deemed “Non-LEP.” Parents or teachers of a student who has trouble with academics during the exit process or after the exit is complete, have the right to request student placement back into ESL services. http://portal.esc20.net/portal/page/portal/doclibraryroot/publicpages/bilingualesl/BESL%20LPAC%2 0Framework/Files/2012-2013ExitCriteriaChart.pdf
Topic:
How do we prepare for a Language Proficiency Assessment Committee (LPAC) meeting Reference or Contact Director of Bilingual/ESL Campus Reference or Contact: Campus ELL Representative Once assessments are completed, the Language Proficiency Assessment Committee (LPAC) determines student English language proficiency and recommends the appropriate English language-learning program for LEP students. [TAC §89.1220] Refer to Bilingual/ESL Procedural Handbook, Located on TISD website under B/ESL for more information. LPAC Members All LPAC members must be trained yearly in accordance to the law. Elementary Bilingual
Elementary ESL
Secondary ESL and Newcomers
Campus Administrator
Campus Administrator
Campus Administrator
Bilingual Teacher
ESL Teacher
ESL Teacher
Transitional Teacher/ESL
LPAC Trained Parent
LPAC Trained Parent
Teacher
Representative (not an
Representative (not an
employee of the district)
employee of the district)
*Bilingual/ESL Director
*Bilingual/ESL Director
LPAC Trained Parent Representative (not an employee of the district)
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Bilingual/ESL Director is not required however shall be notified and invited to attend LPACs in TISD.
Initial Placement
Campus administrator will serve as chair. B/ESL Department will provide all documentation pertaining to the LPAC process. Campus administrators will follow the procedures and conduct LPACs via estar. B/ESL Department will ensure that all decisions are in compliance with the B/ESL rules and regulations as well as entering data into the PEIMS system. After the student has been assessed and the information has been entered into the computer, all documentation will be prepared for initial LPAC. Campuses will be expected to provide coverage for the teachers participating in the LPAC process. All LPACs will be conducted electronically through eStar. All LPAC members must be present during the scheduled LPAC process and sign all documents during the LPAC meeting. In order to preserve confidentiality, the campus will provide an area or space with adequate privacy to conduct the LPAC meeting. LPAC committee will review and fill out documentation pertaining to qualification of program. B/ESL teacher will ensure that parents are notified of program decisions and that all documents are sent home, signed and returned to school. A copy will be given to the parent of the student for their personal files. Campus administrator will contact Special Education personnel when appropriate. All signed and legible copies will be sent to the B/ESL Department. Campus administrator, registrar or designee will maintain and organize B/ESL documentation red folders. Campus administrators will ensure that students will receive appropriate placement and scheduling. Campus administrator or designee will ensure that core class teachers have a modification folder for students placed in the programs and that any interventions used by the student are noted in Skyward.
LPAC
An LPAC should be conducted when any major changes occur in a life of the student who participates in a B/ESL program, including DAEP assignment. LPAC will convene for any B/ESL student reassigned to alternative education to ensure service of the program. An LPAC should be conducted when a student has behavior or attendance problems or when they are being referred to a RtI committee. LPAC should be conducted before screening for SPED services. LPAC member should be present at all Admission Review and Dismissal (ARD). LPAC must convene when a B/ESL student withdraws before the end of the school year. B/ESL transfer students who have been identified and who were served in other districts in Texas will be automatically placed after receiving copies documentation and permission from parent or guardian. Students who transfer in from other states must be assessed, placed as appropriate, and an LPAC committee must convene. 160
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Students who were identified as an ELL and who transfer from another state will be served by B/ESL until exit criteria is met.
SPRING
LPAC meetings will be conducted each spring to determine appropriate state assessments for each student in grades 3-12. Every ELL will have an End of the Year LPAC conducted.
Topic:
Identifying Students as English Language Learners Reference or Contact
Director of Bilingual/ESL
Home Language Survey (HLS) forms are filled out for each student upon registration. Parents (or students in 9th grade or higher) may complete the (HLS). TAC §89.1225(g): A student’s home language survey completed with a response other than English initiates English language proficiency assessments. Districts have 20 school days from the date of student enrollment to complete language assessments, offer and begin delivery of services should the student qualify. Campus registrar or other personnel shall notify, scan or send a copy of the HLS and any registration documents that indicate English Language Learner (ELL) language placement to the B/ESL department in order to create correct folder documentation.
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Topic:
Immigrant Students Reference or Contact
Director of Bilingual/ESL
Students who are new have been in the U.S. two years or less are considered as recent immigrants. Initial immigrant status is indicated on the Temple ISD home language survey as well as information gathered when interviewing parents at registration. A parent interview will be conducted to collect as much information as possible about the student. The parent interview will be forwarded to the B/ESL department. Additional information can be sought on the TEA website: http://www.tea.state.tx.us/index4.aspx?id=4433
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Topic:
Limited English Proficient (LEP) Services and the Special Education Student Reference or Contact
Director of Bilingual/ESL
The ARD committee with LPAC will make the decision for entry & exit into bilingual/ESL programs of students with disabilities. §89.1225. Testing and Classification of Students
The admission review and dismissal (ARD) committee in conjunction with the language proficiency assessment committee (LPAC) shall determine an appropriate assessment instrument and designated level of performance for indicating limited English proficiency as required for students for whom those tests would be inappropriate as part of the individualized education program (IEP). The decision for entry into a bilingual education or English as a second language program shall be determined by the ARD committee in conjunction with the language proficiency assessment committee (LPAC) in accordance with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The ARD committee in conjunction with the language proficiency assessment committee (LPAC) shall determine an appropriate assessment instrument and performance standard requirement for exit for students for whom those tests would be inappropriate as part of the IEP. The decision to exit a student who receives both special education and special language services from the bilingual education or English as a second language program is determined by the ARD committee in conjunction with the language proficiency assessment committee (LPAC).
Special education/ELL students receive appropriate services from both programs, given parent permission. The Admissions, Review, and Dismissal (ARD) committee cannot say that all special education/LEP student needs will be met through special education unless the staff providing special education services are bilingual or ESL certified.
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Since LEP assessment usually begins at registration with the completion of the Home Language Survey, students may be identified as LEP before a student is referred to special education. The ARD committee makes assessment decisions for students served by special education, including those who are classified as limited English proficient (LEP). A member of the language proficiency assessment committee (LPAC) must be included on the ARD committee to ensure that issues related to the student’s special education needs and language proficiency are carefully considered. Special Education Students and Texas English Language Proficiency Assessment System (TELPAS) Because the span of reading ability is broad on TELPAS and the purpose is to measure annual growth in English acquisition, TELPAS should be an appropriate tool for most LEP students served by special education who are receiving TEKS instruction in reading. Exceptions include students who need a Braille version (unavailable) and students with severe cognitive impairments who do not receive TEKS instruction or whose reading instruction is below the level of reading simple words and simple sentences. For each TELPAS domain, observe and rate each ELL/SPED student whose IEP includes TEKS instruction in at least the kindergarten level. Determine ARD exemptions from TELPAS on a domain-by-domain basis. Document in the student IEP ARD decisions about LEP/special education student participation in TELPAS.
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Topic:
Programs Offered in TISD Reference or Contact
Director of Bilingual/ESL
Bilingual Program TISD Bilingual program teaches students to become competent in literacy and academic skills in English through their native language. In addition, Texas Essential Knowledge and Skills (TEKS) are mastered as required by the state. Instruction is designed to enhance each student’s learning experiences by building on prior knowledge and master proficiency level standards as required by the state. Dual Language Two Way Programs (DLA) Students in DLA will be biliterate in English and in Spanish as well as attain high academic achievement in both languages. In addition, the program will promote and foster an appreciation and understanding of other cultures while developing positive attitudes among students, families and the community. English As a Second Language ESL program students are taught by teachers trained in effective language acquisition strategies who are certified by the state. Additionally, the ESL program provides intensive instruction that develops competency in the listening, speaking, reading and writing of the English language. ESL program uses the academic and cultural background of the student as a platform to provide appropriate instruction in English. Newcomer Program This program is designed for students who are new to the United States who have little or no English proficiency and who may have had limited formal education in their native country. Students are provided intense English instruction with ESL support in order to help them develop English 165
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language skills, help them acculturate to U.S. schools and make them aware of educational expectations and opportunities offered in TISD. Texas Education Agency offers an ELL portal that offers information regarding program and instruction: http://elltx.org/instructional.html
http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html
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Topic:
Standards Document: ELAR/SLAR TEKS Reference or Contact
Director of Bilingual/ESL
Texas Essential Knowledge and Skills will be used when planning lessons pertaining to ELLs. Vertical-alignment versions of the 2012 revised English and Spanish Language Arts and Reading Texas Essential Knowledge and Skills Texas Education Agency Web site; however, for ease of use, the information has been reformatted to display, at a glance, the corresponding student expectations for each grade level. TEKS Resource System should be used when planning lessons.
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Topic:
Transitional Bilingual Program Reference or Contact
Director of Bilingual/ESL
Early Exit Transitional Bilingual Program: As Temple ISD implements the Dual Language Model, the early Exit Model will be phased out. English Language Learners (ELLs) are identified for the bilingual program through an Oral Language Proficiency Test in English and Spanish to determine if they qualify for the Bilingual program. Students who qualify are taught grade level content in Spanish and transition into English as their language proficiency increases. Speaking, listening, reading and writing are monitored and evaluated throughout the year using English Language Proficiency Standards (ELPS) and Texas English Language Proficiency Assessment System (TELPAS). As students become proficient, a greater percentage of the content will be transitioned into English until the students can successfully participate in a mainstream classroom. Upon meeting program exit requirements, the students are monitored for two consecutive years. English As a Second Language (ESL) Program: ESL is an intensive program for secondary students, grades 6-12. Daily instruction must focus on and develop Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) in the domains of Speaking, Reading, Listening and Writing Composition based on the ELPS and TEKS. Vocabulary development is emphasized throughout the ESL Program. Placement and services are determined according to the student's English language proficiency. ESL objectives for listening, speaking, reading and writing are implemented according to the student’s level of English. In addition, content objectives will be integrated in science, social studies and math. Students learn the form and function of the English language as well as the culture of the United States.
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Fine Arts
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Topic:
Extracurricular/Co-Curricular – Definition of Reference or Contact
Director of Fine Arts 19 Texas Administrative Code Chapter 76, Extracurricular Activities
As adopted by the Commissioner of Education
Explanations and Issues
§76.1001, Extracurricular Activities (a) An extracurricular activity is an activity sponsored by the University Interscholastic League (UIL), the school district board of trustees, or an organization sanctioned by resolution of the board of trustees. The activity is not necessarily directly related to instruction of the essential knowledge and skills but may have an indirect relation to some areas of the curriculum. Extracurricular activities include, but are not limited to, public performances, contests, demonstrations, displays, and club activities, with the exception of public performances specified in paragraph (2) of this subsection.
Texas Education Code (TEC) §76.1001 (a) defines an extracurricular activity. The definition of a co-curricular activity is no longer included in the rule nor used. The provisions of the rule apply only to those activities that meet the definition of extracurricular. The commissioner of education is not authorized to approve extracurricular organizations outside of school sponsored or UIL sponsored groups. Local boards of trustees are responsible for the sanctioning and approval of outside organizations as "extracurricular organizations" for their individual districts. In addition to the activities found in paragraph (a), if any one of the criteria listed under (a)(1) apply to the activity, it is considered to be extracurricular.
(1) In addition, an activity shall be subject to the provisions for an extracurricular activity if any one of the following criteria apply: (A) the activity is competitive; (B) the activity is held in conjunction with another activity that is considered to be extracurricular; (C) the activity is held off campus, except in a case in which adequate facilities do not exist on campus; (D) the general public is invited; or (E) an admission is charged.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines (2) A student ineligible to participate in an extracurricular activity, but who is enrolled in a state-approved course that requires demonstration of the mastery of the essential knowledge and skills in a public performance, may participate in the performance subject to the following requirements and limitations. (A) Only the criterion listed in paragraph (1)(D) of this subsection applies to the performance. (B) The requirement for student participation in public is stated in the essential knowledge and skills of the course.
(b) The school week is defined as beginning at 12:01 a.m. on the first instructional day of the calendar week and ending at the close of instruction on the last instructional day, of the calendar week, excluding holidays.
This subsection allows an otherwise ineligible student to participate in a public performance provided all of the following conditions apply: 1. The activity is a part of a state-approved course *; 2. The criterion stated in the definition section (a)(1) as "the general public is invited" is the only criterion that may apply to the performance, and, 3. Student participation in public or before an audience is a class requirement that is stated in the state-approved essential knowledge and skills of the course. *Athletics, cheerleading, and drill team classes may substitute for physical education credit, but are not state-approved courses for which essential knowledge and skills exist; therefore students may not participate in public performances for these classes while ineligible. Dance is a state-approved course that may include drill team instruction. The school week begins immediately on the first instructional day of the calendar week and lasts until the close of school on the last instructional day of the calendar week except for holidays. For most weeks, this will be from 12:01 a.m. on Monday until school dismisses on Friday.
(c) In accordance with the provisions of the Texas Education Code (TEC), §33.0811, the number of times that a school district may allow a student to miss a class for extracurricular participation during a school year shall be determined by the school district board of trustees. Each school district must maintain an accurate record of extracurricular absences for each student in the school district each school year.
This change replaces the previous board rule that was known as the "10-day" rule relating to extracurricular absences. House Bill 3573 amended the Texas Education Code by adding §33.0811, which authorized local trustees to determine the number of absences that students might incur for extracurricular participation. As in the former rule, school districts are required to maintain annual records for individual student absences resulting from extracurricular participation.
(d) Limitations on practice, rehearsal, and student participation in extracurricular activities during the school week shall be as follows.
The limitation of one extracurricular activity of the same type (e.g., basketball game, band concert, FFA meeting) per school week remains in effect. It is permissible for a student to be involved several days or evenings of the same school week in extracurricular activities provided no single activity is scheduled for more than one day or evening of the school week. 19 TAC §76.1001 (d) (2) provides exceptions that allow for situations that may result in more than one extracurricular activity of the same type during a school week.
(1) For any given extracurricular activity, a student may not participate in more than one activity per school week, excluding holidays, except as provided in paragraph (2) of this subsection. (2) In addition to the limit specified in paragraph (1) of this subsection of one extracurricular activity permitted per school week, a student may also participate in a tournament or postdistrict contest, as well as a contest postponed by weather or public disaster that may
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Temple Independent School District Curriculum & Instruction Administrative Guidelines determine advancement to a post-district level of competition. (3) For each extracurricular activity, a school district must limit students to a maximum of eight hours of practice and rehearsal outside the school day per school week. (4) The commissioner of education recommends that a school district avoids the scheduling of extracurricular activities or public performances to occur on the day or evening immediately preceding the day on which the administration of the statewide student assessment program is scheduled for Grades 3-11. (e) Limitations on practice and rehearsal for extracurricular activities during the school day shall be as follows. (1) A school district must limit a student to one period of practice during the regularly scheduled school day for extracurricular activities, such as athletics, or drill team, or cheerleading. (2) The limit specified in paragraph (1) of this subsection of one period per school day for practice in an extracurricular activity does not prohibit a student from enrolling in any stateapproved class. A student who is enrolled in a state-approved class that includes essential knowledge and skills that relate to the preparation for an extracurricular activity may practice that extracurricular activity no more than one period during the school day. (Limitations on practice and rehearsal for extracurricular activities during the school day, continued) (3) A student may not be permitted to miss a scheduled academic class to practice for an unrelated extracurricular activity. (4) A school district must limit extracurricular practice during the school day to ensure that class periods for extracurricular practice do not exceed the time allotted for other class periods. (5) A school operates on a traditional class schedule or on a non-traditional class schedule, such as an alternating, accelerated, or a modified block schedule. Regardless of the schedule type in place, a school may elect to practice extracurricular activities daily, provided the total minutes
The eight-hour limitation for practice outside of the school day during the school week is the same as in the previous rule.
The previous rule forbade scheduling an extracurricular activity the day or evening before the STAAR administration in grades 3-8 and 10. The newly adopted commissioner's rule allows districts to schedule extracurricular activities the day or evening before the statewide administration of student assessment, but discourages districts from doing so. Procedures for modifying STARR testing schedules and on-site test administrations will be outlined in annual correspondences from the Texas Education Agency Divisions of Student Assessment and Field Services. A student may not be involved in the practice of an extracurricular activity for more than one period of the school day. Under (e) (1), a student may be enrolled in only one "pure " extracurricular class per day, such as an athletics class OR drill team class OR cheerleading class.
Under (e) (2), a student may enroll in any number of stateapproved classes, even if practice for an extracurricular activity occurs as related to the teaching of the essential knowledge and skills of the class (e.g., Instrumental Ensembles and a marching band performance.) However, the restriction of practice for a single extracurricular activity, even in a state-approved class, is limited to one period per school day. For example, a student may enroll in Orchestra and Instrumental Ensembles; however, the student may practice for the same extracurricular band activity during only one period of the day. A student may enroll in one period for the purpose of practicing an activity such as indicated in (e) (1) and any number of state approved classes so long as all other provisions stated in (e) (1) and (2) are followed. For example, a student may enroll in an athletics class and Instrumental Ensembles and Theater Production. This would be an example of a student enrolled in one "pure" extracurricular class and two state-approved classes, each of which may involve extracurricular practice time.
Practice for an extracurricular activity is limited to the period of the day for which it is regularly scheduled.
The length of extracurricular practice classes may not be longer than other class periods. Unlike the former rule, extracurricular practice classes may be longer than 60 minutes in duration during the school day so long as the conditions listed in (e) (4) are met. However,
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the total amount of extracurricular practice time that can be scheduled, in a class period, within the school day during a school week must not exceed 300 minutes.
f) The provisions of this section apply to any UIL activity. Any other organization requiring student participation that causes a student to miss a class may request sanction from the school district board of trustees. If the organization is sanctioned by resolution of the board of trustees, student participation in the organization's activities shall be subject to all provisions of this section and statute. Any absence incurred by a student while participating with an organization that has not received sanction from the school district board of trustees shall be subject to provisions of the TEC related to student attendance.
Local trustees are responsible for recognizing organizations as extracurricular organizations, other than those that are school sponsored or groups involved with UIL activities. Absences for extracurricular participation are allowable under this rule only if the student is participating in a UIL activity with a school sponsored group, or with a group recognized by the local board of trustees. If a student misses class to participate with an organization not recognized by local trustees as extracurricular, the absence is not considered as one of the allowable absences for participation in extracurricular activities and is therefore considered an absence to be counted against the 90% attendance requirement for class credit.
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Topic:
Grading Reference or Contact
Director of Fine Arts
Waiver Form A grade waiver (10 points) may be requested/issued for those students making a 60% or higher in a Pre-AP or AP course. Only ONE waiver is allowed per YEAR and it can cover only one class during a grading period.
STUDENT ELIGIBILITY REQUEST Date of Request ________________________
_____________________________________________________, ___________________, is enrolled in STUDENT NAME
ID #
_______________________________________ and failed with a grade of ________________________. ADVANCED COURSE
I wish to request a waiver so he/she may participate in ________________________________________ ACTIVITY
for the ____________ six weeks. Signature below indicates approval.
________________________________________________ Date _________________________ PARENT/GUARDIAN
_ _______________________________________________ Date _________________________ TEACHER OF ADVANCED COURSE
________________________________________________ Date _________________________ CAMPUS ADMINISTRATOR
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No Pass No Play "No Pass No Play" was enacted as part of a series of reforms included in House Bill 72, which was enacted by the Texas Legislature and took effect in 1984 under the direction of Governor Mark White.[citation needed] The No Pass No Play rule stipulates that Texas public school students who participate in extracurricular activities must achieve a passing grade (70% or higher, 60% or higher for Pre-AP, AP or IB courses) each six-week grading period in order to qualify to continue participating in extracurricular activities such as athletics and fine arts. If students receive at least one failing grade on their report card during a given six-week grading period, that student is forbidden or ineligible to participate in extracurricular activities until the failing grade or grades have been improved to passing levels by the third week of that six-weeks grading period. No Pass No Play affects all students involved in extracurricular activities equally in all school districts. The rule went into effect between semesters of the 1984-1985 school year. The misunderstanding of this law is that it only applies to UIL activities. This is untrue. Any activity including parades, pep rallies, contests, and also performances where there is a fee to enter must meet No Pass, No Play standards for all students involved in the activity/performance. Activities that ask for a donation to enter the event are not subject to this law. Please read the UIL/TEA document below for further clarifications and information. Another common misunderstanding is that a Progress Report can remove a student from an activity/contest. This is untrue. Progress Reports are informational reporting to the parents and allow the student to become eligible if all of their grades are passing. A grade waiver (10 points) may be requested/issued for those students making a 60% or higher in a Pre-AP or AP course. Only ONE waiver is allowed per YEAR and it can cover only one class during a grading period. Please see section on “grade waver” under Grades. Fine Arts Concerts/Performances that are TEKS based (as required by the Texas Education Agency – Fine Arts TEKS) are graded events and therefore are NOT subject to the No Pass, No Play Law. These events are considered an extenuation of the classroom and therefore should be graded events. Exception – as explained above – any event charging a fee for entrance is not exempt from No Pass, No Play and therefore all students involved must be passing. Grade Waiver By state law, students must make a passing grade in all their classes in each grading period in order to be eligible to participate in any extracurricular performance or competition in the next grading period, unless the failing grade was received in an advanced placement or international baccalaureate course or in an honors or dual credit course in English language arts, math, science, social studies, or a language other than English. Students may request an eligibility waiver for courses related to this section allowing the student to participate in UIL activities. Students may request one waiver per year from the designated administrator. The waiver must be approved by designated administrator and teacher in which the student received a failing grade. Performances not subject to No Pass No Play Fine Arts Concerts/Performances that are TEKS based (as required by the Texas Education Agency – Fine Arts TEKS) are graded events and therefore are NOT subject to the No Pass, No Play Law. These events are considered an extenuation of the classroom and therefore should be 176
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graded events. Exception – as explained above – any event charging a fee for entrance is not exempt from No Pass, No Play and therefore all students involved must be passing. UIL This document, developed by TEA and the University Interscholastic League (UIL),is an explanation of the No Pass, No Play Law and explanation of how it applies to UIL Activities and all other extracurricular activities. http://www.uiltexas.org/policy/tea-uil-side-by-side
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Topic:
Off Campus Physical Education (PE) Reference or Contact
Assistant Athletic Director
Off Campus PE Link to forms –www.tisd.org Fine Arts – Off Campus PE (OCPE) Athletics – Off Campus PE (OCPE)
Informational Only GENERAL REQUIREMENTS INFORMATION FOR APPROVAL OF FALL OR SPRING OFF-CAMPUS PHYSICAL EDUCATION 2015-2016 The following is a list of basic requirements for Off Campus Physical Education established by the Temple Independent School District and the Texas Education Agency. These requirements must be met and maintained to be eligible for participation in the program. 1. The purpose of the program is to accommodate students who are making a serious effort to develop high level capabilities and be involved in an off campus program that provides training outside that offered in the school district. 2. Off-Campus physical activity programs will be approved only for students who have been strongly recommended by qualified instructors. 3. Only students in grades six (6) through twelve (12) will be eligible for consideration for the offcampus program. No students in elementary school will be considered for the off-campus program. 4. Students may not participate in the OCPE program if the activity is offered as a TISD sponsored sport at the student’s current grade level. Examples of activities that may meet these requirements include but are not limited to: Gymnastics, Martial Arts, Cheerleading etc. 5. Students applying for Off-Campus Physical Education will be considered under two (2) categories. Off-Campus Physical Education activities must meet all the requirements of either category one or category two. CATEGORY ONE: These programs involve a minimum of fifteen (15) hours per week of highly intense, professionally supervised training. Students qualifying at this level may be dismissed from school one period per day for such participation CATEGORY TWO: These programs are to be of high quality, well supervised by appropriately trained instructors, and consisting of a minimum of 4 hours per week. Students certified to participate at this level may not be dismissed from any part of the regular school day. All substitution activities must include at least 100 minutes per five day school week of moderate to vigorous physical activity.
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High School Only: High School students participating in either category may receive a maximum of one half credit (.5) per semester during the Fall or Spring semester. One credit of physical education is required to graduate. 6. Middle School Only: Middle School students may receive one half credit (.5) per semester for middle school credit only. Students in grades six through eight are required to participate in daily physical activity for at least 30 minutes for at least four semesters during those grade levels. 7. The student must participate in a minimum of four (4) days during the week (Monday through Friday) plus an additional day that may fall on either the weekend or during the week. All such participation must always be under the direct supervision of the instructor.
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Secondary Education
Topic:
Abstinence-Based Health & Wellness Curriculum 180
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Reference or Contact
Executive Director of Secondary Education
In an effort to promote health and wellness education to our secondary students, all students in grades 6-8 will be provided the opportunity participate in a curriculum based on the following guiding principles:
Curriculum/ Instruction:
An abstinence-based message
Focus on the adoption of health-enhancing behaviors
Presenting information with accuracy in a factual manner
Qualified Teachers
A willingness and interest in teaching health and wellness
Genuine appreciation and respect for children and adolescents
Familiarity and comfort with sexual terminology and sexual issues
Respect and support for a diversity of student and family values
Effective communication and teaching skills
Parent Involvement
Parent permission will be required for participation in programs offered to students; each campus administrator will be responsible for the monitoring of this procedure (letters can be obtained from Executive Dir. Of Secondary Education)
Previewing materials used in the classroom setting will be offered to parents
Parent outreach will be a campus level component which encourages two-way dialogue and instruction
These guidelines should not be construed as rules but as a source of guidance. It is the desire of TISD to locally determine and be consistent with parental and community values. Through broad community/school participation, these guidelines have been developed and written.
Topic:
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Reference or Contact
Executive Director of Secondary Education
Edwards – Enrollment/Admissions IDENTIFICATION Fred W. Edwards provides individualized and accelerated instructional programs for incoming or current high school students who are determined as at-risk and in danger of dropping out or has already dropped out. Edwards Academy does not serve middle school students. Incoming or current high school students meeting the following profile (a.-e.) are eligible for the application process: a. Lack sufficient amount of credits for grade levels and behind 3 or more credits towards graduation year b. Accelerated to an age-appropriate environment c. Has experienced personal, family, or other issues which have hindered academic success and/or attendance in the traditional school setting d. Has a job or adult responsibilities (e.g., teen parent) that require a flexible schedule e. Any student who may require an alternate setting for learning (smaller environment) APPLICATION 1. An application for Edwards Academy may be picked up at the THS Counseling Department or Edwards Academy Administrative Offices. 2. A completed application will be submitted to the THS Counseling Department. A caregiver or legal guardian’s signature is required for an application to be accepted. THS Counselor will input student name into master waiting list within 2 business days. 3. THS Counselor completes Edwards Academy Student application packet, and sends student application packet to the THS Administrator and EA Principal within 5 business days. 4. THS Administrator contacts student/care giver to notify them that they will be placed on a waiting list or sent to review committee within 5 business days. THS Administrator will document parent notification on master waiting list. 5. District Level Review Committee meets to determine the following: Denial of application Scheduling of Edwards Academy interview for further consideration Placement on Edwards Academy waiting list. 6. Student and caregiver attend scheduled interview with Edwards Academy Principal. 7. Enrollment approval/denial determined after the interview by Edwards Academy Principal. **THS Administration and Edwards Academy can nominate students with extenuating circumstances to be considered for direct enrollment to Edwards Academy*
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TRANSISTION PROCESS Students who have recovered a sufficient amount of credits, are on track to graduate with their student cohort, and wish to return to Temple High school must follow the transition process outlined below: 1.
Student must schedule a transition interview with EA principal. Caregiver/guardian should be present at this interview.
2. EA principals will contact THS administrator to schedule a transition review at THS. Caregiver/guardian should be present at this orientation. ENROLLMENT CAPACITY Target enrollment will be 105 students to include 95 high school students and 10 Project Diploma students (students ages 18-21).
EDWARDS ACADEMY Enrollment Application 183
Date__________________ Initiated________________ Counselor:______________ _ Diag:__________________ __
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Person Initiating Application: Caregiver Educator Self
Reason for Application: (More than one may apply) Academic Flexibility: __ Work __COOP Environment
To be completed by Student and Caregiver: Student Name: _________________________________________________________________________ ID#___________ Grade Level:_________ Credits: _________ Age:___________ Address:______________________________________________________________________________ City: __________________ Zip: ____________________ Caregiver(s) Name: _____________________________________________________________________ Home phone: ________________ Work Phone: __________________ Cell:_________________
Brief statement explaining reason for application: _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________________________________ _______________________________________________________________ Student Signature:________________________________________
Date:_____________________
Caregiver Signature:______________________________________
Date:_____________________
To be completed by Counselor: Academic
Behavior
Low grades/Low achievement SPED Content Mastery 504 ESL
Referrals (# of referrals & codes)_____) DAEP Placements (Dates__________)
Attendance
Documents
Frequently absent (# absent days___) Frequently tardy Truancy Filed and/or Court (Date_______)
Transcript Current Schedule& Grades Assessment Scores
ARD Information
Counselor’s Signature ______________________________
Date _________________
To be completed by Administrator:
Conference with student & Caregiver Fines Cleared HS Books turned in
Waiting List Edwards Interview
Date:______ Date:______
Temple High School Administrator:________________________________ Date:_____________ Edwards Academy Administrator:_________________________________ Date:_____________ Edwards Accepted: Y____ N_____ Edwards Start Date:_____________
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Fred W. Edwards Academy Accelerated H.S. Course Completion and Grading Requirements Edwards Academy EOC Courses 1.0 credit = A & B semester Algebra Biology English English I I II
Edwards Academy Non-EOC Courses
U.S. History
1.0 credit = A & B semester
English III English IV Spanish I
All students will be enrolled in the appropriate grading periods as aligned to the TISD High School Year-at-aGlance (YAG). I. Minimum Course Completion Requirements: A) 80% Edgenuity computer-based instruction B) 20% Direct Teach C) Direct teach must meet EA Rubric Standards
Spanish II Digital Arts
Computer Programming I Principles of Business/ Marketing/Finance W. Geography W. History
II. Students must earn an overall course grade of 70%. III. Special Education student course completion must adhere to the Student's ARD individualized education plan.
IPC Chemistry Environmental Systems Physics Principals of Health Science Geometry Math Models
Algebra II Principles of Information Technology
PREP
.5 credit = A or B semester Health Economics Government Psychology Sociology
Career Prep Speech
3.0 = A & B semester Career Preparation II
P.E.
I. Minimum Course Completion Requirements:
IV. Students who meet EOC passing standards for the EOC course will move to Non-EOC course completion requirements for that course.
A) 20% Edgenuity Computer-based Instruction B) 80% Direct Teach C) Direct teach must meet EA Rubric Standards II. Students must earn an overall course grade of 70%. III. Special Education student course completion must adhere to the Student's ARD individualized education plan.
* Course Requirement: Courses not listed above are 100% direct teach (Ex. Spanish III, Statistics, Astronomy)
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CREDIT RECOVERY CREDIT RECOVERY COURSES A student who has previously failed a course is offered a credit recovery class. (see District Grading Guidelines for grading procedures)
CREDIT ACCELERATION CREDIT ACCELERATION COURSES Credit acceleration is offered to students who need to earn initial credit in order to complete graduation requirements.
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Grading Procedures The instructional objectives for courses in grades 9–12 are aligned with the Texas Essential Knowledge and Skills. The objectives address the skills needed for successful performance in the next course in a sequence of courses. Assignments, tests, projects, classroom activities, and other activities are designed so that a student’s performance indicates the level of mastery of the designated objectives. Grades are reported as numerical scores: 90 – 100 A 80 – 89 B 70 – 79 C Below 70 F Incomplete I
PROGRESS REPORTS Edwards Academy progress reports shall be sent to the parents of all students after the end of each nine-week period. Dates of distribution have been established. Documentation of parent notification must be maintained when a student’s average falls below 75 in any class or if the student is in danger of failing. If a student receives a grade of less than 70 in any class or subject, parents will be contacted by phone and a conference may by scheduled.
PROMOTION GUIDELINES FOR GRADES 9 – 12 Grades 9 – 12: Mastery of at least 70 percent of the objectives in a course shall be required. Gradelevel advancement for students in grades 9 – 12 shall be earned by course credits. EIE (LOCAL) Credit for courses for high school graduation may be earned only if the student received a grade of 70 on a scale of 100, based upon course-level, grade-level standards of the essential knowledge and skills curriculum. EI (Legal) Students earning a grade of 70 or above in a course that counts for high school credit will not be allowed to repeat the course without Principal permission. Repeating semester credit will become local credit.
Classification Freshman .......................... Promoted/placed from 8th grade Sophomore ........................ Earned 6.5 credits Junior ................................. Earned 13 credits Senior ................................ Earned 19.5 credits Early graduates may be extended senior privileges at the beginning of the spring term of approved graduation year. Each ½ (.5) credit is earned by making 70 or higher grade with a minimum of 90% attendance.
http://www.tisd.org/uploaded/Curriculum_Instruction/Secondary/Parent_Resources/Grad ing_Guidelines_2013-2014.pdf
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Topic:
Assigned Novels Reference or Contact
Executive Director of Secondary Education
In order to ensure that reading materials are appropriately selected for Temple ISD classrooms, the C&I department put the following procedures in place as 2010:
A teacher may not select a novel or other work of literature for the entire class to read outside of the approved curriculum, the adopted textbook, the approved Pre-AP curriculum, or the approved AP curriculum without submitting the title to the TISD Booklist Review Committee for consideration. In collaboration with the Review Committee, Executive Director of Secondary Education will make the final decision concerning the addition of any work of literature to be included in the curriculum.
Send completed form request to Executive Director of Secondary Education, at Freeman Heights Administrative Offices (form can be obtained from Executive Dir. of Sec. Ed)
Campuses may not send out information to parents/guardians regarding the proposed selection until the text has been approved. The booklist committee will have two full grading periods to read the selection and make a decision.
Title: Author: Genre: Course/grade level to be used: Write a brief synopsis of the text. (what it’s about, where, and when it takes place)
Lexile Level and/or Flesch-Kincaid Level/Readability Notes: Cite targeted grade-level TEKS: Explain how the selection supports/relates to the curriculum and/or student learning.
Explain how the text is appropriate for the subject area, age, and cognitive development of students?
Areas of possible objection: Does the text contain mature topics? Please check all that apply.
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Profanity
Violence
Drugs/Alcohol
Religion
Sex
Attach two reviews from professional sources (e.g. The Horn Book, American Library Association’s Booklist, or School Library Journal). Teachers are welcome to ask the campus librarian for assistance. Review 1: Review 2: Printed Name: Campus:
Date: Campus Administrator Signature:
---------------------------------------------------------------------------------------------------------------------------------------------------------------
To be completed by TISD Secondary ELA Booklist Committee: Executive Director of Secondary Education Signature: Date: Decision: Approved Not approved Comments:
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Topic:
Credits from Non Accredited Schools Reference or Contact
Executive Director of Secondary Education
Board of Education Policy FDA (Local): Students entering the district from non-accredited public, private, or parochial schools, including home schools, shall be placed initially at the discretion of the principal, pending observation by classroom teacher(s), guidance personnel, and the principal. Criteria for placement may include: 1.
Scores on achievement test(s), which may be administered by appropriate district personnel
2.
Recommendation of the sending school
3.
Prior academic record
4.
Chronological age and social and emotional development of the student
5. Other criteria deemed appropriate by the principal Transfer students from non-accredited public, private, or parochial schools shall validate high school courses for credit meet State Board requirements and standards. Administrative Procedures: For 6th-8th grade students, campus personnel will consider a combination of the following: 1. National percentile scores on standardized achievement test in reading, language, and math OR a passing score on a released version of the TAKS/ STAAR test for the last grade completed. National percentile scores below the 25 percentile in the last grade completed may indicate the student has not mastered skills from the previous grade level. If a nationally normed standardized achievement test score is not available, the principal's designee may administer a released STAAR test if available or a locally developed assessment at no cost to the parent. 2. Recommendation of the sending school 3. Prior academic record 4. Chronological age and social and emotional development of the student For high school students, campus personnel will consider a combination of the following: 1. Recommendation of the sending school
2. Successful completion of the Texas Tech credit by exam or equivalent administered by the district in the core courses for which they are claiming credit within approximately 6 weeks of enrollment
3. Documentation that courses completed meet State Board of Education requirements and standards in order to receive credits in those courses
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Topic:
District Assessment Review Process Reference or Contact
Executive Director of Secondary Education
Instructional Coach to Assigned Curriculum Director 1. CBAs should be turned in by 1:00 p.m. on the due date (Identified on the District assessment calendar) to the department secretary. 2. All assessments must be uploaded to Eduphoria. If this is not possible, communicate the “why” to your director. Any previously published tests that have been revised must be removed from Eduphoria. The passing rate should be checked to insure it is set at 70. Instructional Coaches will never activate the assessment. Activation is done in a separate communication between curriculum and assessment. 3. Instructional Coaches will turn in one single-sided hard copy of the assessment and all keys to the department secretary for filing. 4. The expectation is that assessments are in final copy form when turned in, and every Instructional Coach should read through every assessment before submitting an assessment for publishing to the department secretary. The proofing process should be done while looking on the Eduphoria screen, so the coach can see if the assessment posted as expected. 5. Every assessment should have a cover, instructions, and page numbers. Assessments should take not longer than 45 minutes for secondary students and 90 minutes for elementary students. 6. Each test should include an answer key, a standard’s key and an original resource key for use in facilitating Bilingual/ESL and Special Education. The resource key will be used when the assessment is modified and or converted to Spanish by the directors in those departments. Curriculum Office to Assessment 1. The Elementary and Secondary Directors will deliver a hard copy of the assessment to the assessment office and assessment will send the assessment to be printed and have them delivered to the campus. 2. Special Education and Bilingual will deliver their tests to assessment by the required date. Assessment Office to Campus Instructional Coach 1. Assessments will be delivered to the campus Instructional Coach who will keep the assessment secure until the test date. The Instructional Coach will distribute the assessment at the campus level no earlier than the afternoon before the assessment. Operational Guidance 1. CBAs are administered per the assessment schedule set forth in the District Assessment Calendar. 2. CBA administrations include ensuring that modified CBAs are administered for special education students. The district is modifying these assessments with great detail. As part of sound instructional practice, it is imperative we monitor their progress accurately during the CBA process. 3. When administering CBAs, the ARD STAAR testing recommendations need to be followed for students in special education, i.e., reading the CBAs for in content areas during 191
Temple Independent School District Curriculum & Instruction Administrative Guidelines
administration. The only ARD recommendation we will forego relates to the amount of time for administration, particularly if it is longer than one regular class period (addressed in next item). 4. CBAs are administered during one class period to preserve instructional time for teachers, prepare students for pacing during a timed test, and preserve the formative nature of the CBA. 4. Scantrons will be printed on campus. At the Elementary level, the ICs will print scantrons. At the middle and high school levels, the teachers will print scantrons. ICs will train our secondary teachers in this process. 5. Data reports will be run no later than 48 hours after the CBA is administered. If students were absent during the CBA, they can take it upon return and data can be modified later if need be.
6. The district will run data reports utilizing a foundational template. The template will provide a minimum for campus and classroom level reports. ICs and teachers may go above and beyond these foundational templates in data reporting to inform instruction. Cut points will be run at final phase in as determined by the state.
Review Process 1. The IC will provide the teachers with an opportunity to review the CBAs at the beginning of the unit being tested. The IC will use 2 days of PLCs for review allowing the teachers ample time for an in-depth study. 2. Teacher will be expected to bring their IFDs and YAGs for review purposes. 3. The ICs will allow the teachers to provide input that will be reviewed at the district level both before and after testing. 4. ICs will be responsible for communicating the decisions on the input back to their teachers. 5. The ICs will be responsible for making any adjustments to the assessments in Aware following the process above. Teachers will not be allowed to keep a copy of the assessments or view them overnight.
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Topic:
Extracurricular/Co-Curricular – Definition of Reference or Contact
Executive Director of Secondary Education
Definitions of curricular, co-curricular, and extracurricular activities shall be as follows: Curricular activities occur within the regular school day and constitute the delivery of instruction. Co-curricular activities are an extension of classroom instruction in which participation is by the entire class or a significant portion thereof. They relate directly to and enhance student learning of essential elements through participation, demonstration, illustration, and observation. Co-curricular activities are included in the teacher’s instructional plan and are conducted by or supervised by a classroom teacher or other educational professionals such as a librarian, school nurse, counselor, or administrator. Students may participate in after-school co-curricular activities. Absences for participation in co-curricular activities that require a student to miss a class other than the sponsoring class or course may be counted under the 17-day rule. Extracurricular activities are school-sponsored activities which are not directly related to instruction of the essential elements, but they may have an indirect relation to some areas of the curriculum. They offer worthwhile and significant contributions to the student’s personal, physical, and social development. Participation in extracurricular activities is a privilege and not a right, and students must meet specific requirements in order to participate. Activities may include, but are not limited to, performances, contests, demonstrations, display, and club activities. If the answer to any of the following questions is yes, it is presumed that the activity in question is extracurricular:
Is the activity, though school sanctioned, sponsored by an organization that is not completely controlled by a school district?
Is the activity a school sanctioned competitive activity?
Is an admission charge paid by those who attend the activity?
Is the school sanctioned activity conducted in conjunction or coincidence with an extracurricular activity?
Is the school sanctioned activity held off the school campus? Exceptions are field trips in which the entire class or the greater part of the class participates, and class performances held off campus due to lack of facilities, (e.g., school choral performances held at a local church or community center because the school has no auditorium.)
*School sanctioned activities include FFA and UIL organizations
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Topic:
Field Trips Reference or Contact
Executive Director of Secondary Education
Field trip sponsors should complete the request for field trip form (attached) and submit the form to the campus principal at the beginning of the semester in which the field trip is requested. The principal or designee should review and approve or decline the field trip request. The principal or designee will review and approve the parent permission slip for the student field trip. Parent permission slips must also be sent home for field trips inside the boundaries of Temple ISD. The principal or designee should ensure that teachers have called parents who did not send student permission slips back to the teacher in order to verify that the parent does not want the student to attend the field trip. All field trips will be scheduled with the director of transportation so as not to interfere with routine district bus service. Relevant academic arrangements will be made for the students who must stay behind at the school because they do not have parent permission to attend the trip. In addition, the field trip sponsor must coordinate with the cafeteria to insure all students have access to lunch. Additionally, the school nurse should advise the field trip sponsor of all medical accommodations and arrangements for students taking medication or with other medical needs. In some cases, a nurse may need to accompany students on a field trip. This should be discussed and arranged at least two days in advance of the field trip and include planned departure and return to campus times. A list of all students attending the field trip should be sent to the nurse for review in case a medical need is not apparent to staff. The person who is administering medication should be the one who coordinates with the nurse, so any special instructions can be given and medical logs passed on to staff at that time. Medication should be picked up at least 15-30 minutes before leaving on a field trip but not earlier than prior dose is be given. During the field trip medications should be carried by designated staff members only; unless the student is authorized to self medicate with emergency medications, such as asthma inhalers, insulin, glucometer, epi-pens, etc. Medical logs must be maintained with the date and time give as well as the initials of the person giving the medication. If medical problems arise, staff should contact the campus nurse or in the event of an emergency call 911. Upon return to campus medication logs and medication should be returned to the campus clinic. Medication may not be kept in the classroom or left unsupervised overnight. Parents must sign an alternate transportation form if the child will be traveling to or from an authorized field trip in a method other than the school provided method. The sponsor or principal may decide to not allow alternate travel.
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Secondary Field Trip Request Form Date of Trip:
Number of Children:
Teacher(s):
Number of Adults:
Grade:
Transportation Cost of Trip:
Fee Paid by Student $______ Campus $______
Other Expenses _______________________
Educational Goal of Trip:
Destination Name: Destination Address/Location:
Destination Phone #:
Teacher/Trip Leader’s Cell #:
Arrival Time at School:
A.M./P.M.
Departure Time from School:
A.M./P.M.
Arrival Time at Trip Site:
A.M./P.M.
Departure Time from Trip Site:
A.M./P.M.
Return Time to School:
A.M./P.M. (must be in time for afternoon bus routes.)
Transportation Available (Check with Transportation)
Yes
No
Parent Permission slip attached for approval
Yes
No
Parents will be contacted if no slip is returned
Yes
No
Sack lunch arrangements made for students
Yes
No
School nurse notified and following student accommodations: Student: Student: Student:
(example: Joe Smith)
Accommodation: Accommodation: Accommodation:
(ex: Medication sent with teacher)
Academic plan for students not attending:
Comments:
Teacher Signature:
Date: APPROVED
DISAPPROVED
Principal Signature:
Date:
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The campus principal is the final authority on whether a field trip is permissible or not and as to whether all field trip arrangements are satisfactory.
Field Trip Permission Form
The following permission forms are recommended by the district and will be used whenever students travel outside the district on field trips and other school-sponsored events. __________________________, a student in the Temple Independent School District is now under my control and in my custody. I hereby give my consent for the above-named student to participate in the trip to ________________________________ (destination), sponsored by ________________________________ (name of organization), which will take place from ______________ (date) to __________________ (date). It is understood that neither the Temple Independent School District, nor any of its trustees, officers, employees or organization sponsors are liable for any accident or injuries that may occur to the above-named student as a result of any aspect of his or her participation on this trip. It is understood that neither the Temple Independent School District, nor any of its trustees, officers, employees or agents are liable for injuries or damages caused by the above-named student on this trip. I agree to indemnify and hold the Temple Independent School District harmless from all claims made against the Temple Independent School District, its trustees, officers, employees, and agents from any and all claims made by third parties which result from the above-named student's actions while on the trip. In consideration of the above-named student being permitted to participate in this trip, I expressly waive all claims to which I may otherwise be entitled, including but not limited to, claims for medical expenses and wages. I recognize that the Temple Independent School District, its trustees, agents, and employees have sovereign or governmental immunity under Texas law. I understand that the Temple Independent School District, its trustees, agents, and employees are not waiving any sovereign or governmental immunity that it or they have under Texas or other applicable law. I, the undersigned, have read this Permission Slip and Release and understand all of its terms. I have executed it voluntarily and with full knowledge of its significance. This Permission Slip and Release is executed on my behalf and on behalf of my child/ward, ________________________________________. This Permission Slip and Release is effective while my child/ward is participating in the trip to __________________________. SIGNED this __________________________ day of ________________________, 20______. ________________________________________ Parent/Guardian's Signature
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STUDENT FIELD TRIP PERMISSION FORM – SPANISH _____________________________, estudiante en el Distrito Escolar Independiente de Temple está ahora bajo mi custodia y control. Por medio de esta carta doy mi consentimiento para que el estudiante nombrado anteriormente participe en un viaje a _____________________ (destination), patrocinado por __________________________ (name of organization), el cual tendrá lugar desde el _____________ (date) hasta el ___________ (date). Está entendido que ni el Distrito Escolar Independiente de Temple, ó ninguno de sus consignatarios, oficiales, empleados y organizaciones patrocinadoras son responsables de cualquier accidente, ó daños que pueda ocurrirle al estudiante nombrado anteriormente como resultado de cualquier asunto relacionado con su participación en este viaje. Se da por entendido también que ni el Distrito Escolar Independiente de Temple, ó ningunos de sus consignatarios, oficiales, empleados ó agentes son responsables por heridas ó daños que hayan sido causados por el estudiante nombrado anteriormente en este viaje. Estoy de acuerdo en indeminizar y no hacer ningún cargo al Distrito Escolar Independiente de Temple de todas y cada una de las reclamaciones hechas en su contra ó en contra de sus consignatarios, oficiales, empleados y agentes por parte de terceras personas las cuales sean resultado de las acciones del estudiante anteriormente nombrado durante el viaje. En consideración de que el estudiante anteriormente mencionado tenga permiso para participar en este viaje, renuncio expresamente a todas las reclamaciones a las cuales podría tener derecho incluyendo, pero no limitándose a todas las reclamaciones para gastos médicos y salarios. Reconozco que el Distrito Escolar Independiente de Temple, sus consignatarios, agentes y empleados tienen inmunidad soberana y gobernamental bajo las leyes de Texas. Entiendo también que el Distrito Escolar Independiente de Temple, sus consignatarios, agentes y empleados no están renunciando a ninguna immunidad soberana ó gubernamental que tengan bajo las leyes de Texas ó cualquier otra ley aplicable. El suscrito ha leído este Permiso y Liberación de Responsabilidad y entiende todas sus condiciones. Le he firmado voluntariamente y con todo conocimiento de su significado. Este Permiso y Liberacion de Responsabilidad es firmado en mi nombre y a nombre de mi hijo(a)/custodia. Este permiso es válido solo mientras mi hijo(a)/custodia participa en este viaje.
FIRMADO este dia _________ de__________________________, de _______________.
__________________________
Firma del Padre/Tutor
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REQUEST FOR ALTERNATE TRANSPORTATION NOTE: THE PRINCIPAL OR SCHOOL SPONSOR MAY CHOOSE TO NOT ALLOW ALTERNATE TRANSPORTATION OPPORTUNITES TO PARENTS. ACTIVITIES SOMETIMES HAVE PRE- AND POSTPLANS RELATED TO PARTICIPATION IN THE FIELD TRIP OR ACTIVITY INVOLVED.
I understand that my child has been offered school transportation between Temple Independent School District and (place)_____________________________ on the following date(s):___________________________. Instead of using district transportation, I am requesting that my child, (child’s name) ________ _________________________________, be allowed to use alternate transportation. My child will (specifics of alternate plan) __________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ I am fully responsible and release the school district and employees, officers, and agents from any liability for any incident that occurs as a result of this alternate transportation. _____________________________________________
_____________________
Parent/Guardian Signature
Date
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Optional Itinerary Form: If Required by Campus Administration
Itinerary for School Trip Event __________________________________
Date
Time
Activity
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Location ________________________
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Grades Reference or Contact
Executive Director of Secondary Education
Grading in Temple ISD It is the responsibility of the staff in Temple ISD to insure compliance with the District’s Grading Procedure. (See Grading Procedure) New Students to District When a new student is enrolled in Temple ISD after school begins, it is very important to follow up on the grades that the student received from his/her previous school and enter them into the teacher grade book and Student Information System Database to assure that Temple ISD has accurate calculations and averages on the report card and transcript.
Scenario
Recommendation
A student transfers to a Temple ISD school from home school and has marking period grades or has no documented grades.
Do not enter home school marking period grades into the teacher grade book or the Student Information System Database. The student will receive a T on his/her Temple ISD report card for the marking periods that the student was in the home school environment.
A student transfers to a Temple ISD school from any U.S. non-accredited private school and has marking period grades
Do not enter non-accredited private school marking period grades into the teacher grade book or the Student Information System Database. The student will receive a T on his/her Temple ISD report card for the marking periods that the student was in the non-accredited private school.
A student transfers to a Temple ISD school from any U.S. accredited private school and has marking period grades.
Enter accredited private school marking period grades into the teacher grade book and the Student Information System Database. The student will receive the prior school grades on his/her current year Temple ISD report card. If questions arise concerning the appropriate conversion of courses (ex. Language versus English) consult the appropriate administrator or course department leader.
A student transfers to a Temple ISD school from a school in a country other than the U.S. and has marking period grades.
Do not enter marking period grades from another country into the teacher grade book or the Student Information System Database. The student will receive a T on his/her Temple ISD report card for the current year marking periods that the student was in school in another country.
A student transfers from a Temple ISD school to another Temple ISD school
Enter Temple ISD marking period grades into the teacher grade book and Student Information System Database. The student will receive the prior Temple ISD school grades on his/her receiving Temple ISD school report card. 200
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A student transfers from any U.S. public school to a Temple ISD school, but the prior school used a 9-week marking period grading system.
Enter the 9-week marking period school grades into the teacher grade book and the Student Information System Database. The student will receive the prior grades on his/her current year Temple ISD report card. Use the 1st nine week grade for the 1st six week marking period. Use the 2nd nine week grade for the 3rd six week marking period. Use the average of the two 9 week grades for the 2nd six week marking period. This process makes the semester average the same at both schools (9 weeks vs. 6 weeks). (Ensure that when the teacher inputs the grade into the grade book that the semester average rounds correctly.) Use the 3rd nine week grade for the 4th six week marking period. Use the current marking period transfer grades in combination with the Temple ISD grades for the current six weeks. If no current grades exist duplicate the 3rd nine weeks marking period grade into the 5th or 6th six week marking period. For example: English (9 wks) 88 92 English (6 wks) 88 90 92 If it isn’t even, error in favor of the student (or round up): English (9 wks) 88 93 English (6 wks) 88 91 92
A student enrolls in a Temple ISD school. Grades are never received from the previous school.
The student will receive a T on his/her Temple ISD report card the marking periods that grades were not received from the previous school. No grades will be entered into the teacher grade book or the Student Information System Database. Documentation should reflect the efforts taken to obtain the grades from the other school.
A student enrolls in a Temple ISD school from a Department of Defense (DOD) school
Enter the marking period grades into the teacher grade book and the Student Information System Database. The student will receive the DOD grades on his/her Temple ISD report card.
A student enrolls in a Temple ISD school with grades earned in Texas and in another U.S. state in the current school year.
Enter the transfer marking period grades into the teacher grade book and the Student Information System Database. The student will receive the prior school grades on his/her current year Temple ISD report card.
A student enrolls in a Temple ISD school and has not been in attendance in Temple ISD for the majority of the marking period and has not received assignment grades.
The student will receive a T for the current marking period if the student was not present to receive grades. For example the student enrolls in a junior high school the day before the end of a 6 week marking period. The student will receive the grades from the prior school district once they have been received by Temple ISD.
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A student enrolls in a Temple ISD school and has not been required to a take a semester test at a previous U.S. public school.
For students coming from a U.S. public school that did not take a semester exam in a course that Pearland ISD requires a semester exam, use the special grade EX. EX=exempt. Enter the EX grade in the teacher grade book and the Student Information System Database. This keeps school personnel from having to calculate a semester exam that will work towards the previous school’s semester average.
*When transferring letter grades to numeric grades, use the following conversion table: A+ = 97
B+ = 87
C+ = 78
D+ = 73
E = 95
A = 95
B = 85
C = 77
D = 72
S = 85
A- = 93
B- = 83
C- = 76
D- = 71
N = 75
F = 69
U = 65
A =4
B = 3
C = 2
D = 1
F = 0
+ A or 95
= B or 85
- = C or 77
P = P or 75
X = F or 60
=
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Grading – UIL Reference or Contact
Executive Director of Secondary Education
UIL Eligibility as it Relates to Grades for Each Grading Period By state law, students must make a passing grade in all their classes in each grading period in order to be eligible to participate in any extracurricular performance or competition in the next grading period, unless the failing grade was received in an advanced placement or international baccalaureate course or in an honors or dual credit course in English language arts, math, science, social studies, or a language other than English. Students may request an eligibility waiver for courses related to this section allowing the student to participate in UIL activities. Students may request one waiver per year from the designated administrator. The waiver must be approved by designated administrator and teacher in which the student received a failing grade. Students who are ineligible because of one or more grades below 70 will be allowed to practice or rehearse during a suspension, but cannot perform or compete. If the student raises the grade(s) to passing within three weeks, she or he will regain eligibility to perform or compete.
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Waiver Form
STUDENT ELIGIBILITY REQUEST Date of Request ________________________
_____________________________________________________, ___________________, is enrolled in STUDENT NAME ID # _______________________________________ and failed with a grade of ________________________. ADVANCED COURSE
I wish to request a waiver so he/she may participate in _________________________________________ ACTIVITY for the ____________ six weeks.
Signature below indicates approval.
_____________________________________________ PARENT/GUARDIAN
Date _______________________
______________________________________________ TEACHER OF ADVANCED COURSE
Date ______________________
______________________________________________ CAMPUS ADMINISTRATOR
Date ________________________
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Topic:
Off Campus Physical Education (PE) Reference or Contact
Assistant Athletic Director
Off Campus PE TEA guidelines state: In accordance with local district policy, a school district may award up to two credits for physical education for appropriate private or commercially sponsored physical activity programs conducted on or off campus. The following conditions must be met:
1. Olympic-level participation and/or competition including a minimum of 15 hours per week of highly intense, professional, supervised training. The training facility, instructors, and the activities involved in the program must be certified by the superintendent to be of exceptional quality. Students qualifying and participating at this level may be dismissed from school one hour per day. Students dismissed may not miss any class other than physical education. Students will not be dismissed for the one hour if scheduling interferes with any academic class.
2. Private or commercially sponsored physical activities include those certified by the superintendent to be of high quality and well supervised by appropriately trained instructors. Student participation of at least five hours per week must be required. Students certified to participate at this level may not be dismissed from any part of the regular school day. In Temple ISD, only students in grades six (6) through twelve (12) will be eligible for consideration for the off-campus program. No students in elementary school will be considered for the off-campus program. Students may not participate in the OCPE program if the activity is offered as a TISD sponsored sport at the student’s current grade level. High School Only: High School students participating in either category may receive a maximum of one half credit (.5) per semester during the Fall or Spring semester. One credit of physical education is required to graduate. Middle School Only: Middle School students may receive one half credit (.5) per semester for middle school credit only. Students in grades six through eight are required to participate in daily physical activity for at least 30 minutes for at least four semesters during those grade levels. The student must participate in a minimum of four (4) days during the week (Monday through Friday) plus an additional day that may fall on either the weekend or during the week. All such participation must always be under the direct supervision of the instructor. Requests for off-campus physical education credit must be obtained through the athletic department
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Topic:
Parent Night Reference or Contact
Executive Director of Secondary Education
Secondary campuses have two mandatory parent meetings per year. Open House Secondary campuses will host a parent night within the first month of school. During this meeting parents will be given an opportunity to meet the teachers and acclimate themselves to the campus. Campuses will provide informational materials on campus procedure. The Campus AEIS Night Annually, the campus will host a parent night after receiving the annual campus AEIS report. The purpose of the meeting will be to report accountability information. The campus AEIS night will comply with all legal requirements and notice will be given to parents of the night selected and the content in advance of the meeting.
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Topic:
Progress Reports Reference or Contact
Executive Director of Secondary Education
Grade reports, to include Progress Reports, shall be on the District forms approved by the Assistant Superintendent of Curriculum. Progress reports must be sent home with any student on the Wednesday following the conclusion of the third week of each grading period. The parent is encouraged to sign and return progress reports. All progress reports should be kept in the teacher’s files or collected by the campus until the beginning of the next school year in case documentation is needed to justify grading and or retention or promotion decisions. When a student fails to return a signed progress report, the parent will be contacted to verify that the parent has seen the report and a notation made to the progress report file. Parent contact must be made at anytime between the third week and six weeks of each grading period if the student’s grade drops below passing. Three week progress reports will include at least half of the student’s grades for each grading period with the exception of the District’s first grading period which may have less due to time used to establish routines at the beginning of the year. Conferences may be requested by a teacher or parent as needed throughout the school year. If a parent requests a conference, the teacher should make every attempt to work out a mutually satisfactory meeting time.
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Topic:
Promotion of Students Reference or Contact
Executive Director of Secondary Education
PROMOTION GUIDELINES FOR GRADES 6 – 8 A student may be promoted only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level. EIE (Legal) Grades 6 – 8: Promotion to the next grade level shall be based on an overall average of 70 on a scale of 100 based upon course-level, grade-level standards (essential knowledge and skills) for all subject areas and a grade of 70 or above in language arts, mathematics, and either science or social studies. EIE (LOCAL) A student may not be promoted to the ninth grade if the student does not perform satisfactorily on the eighth grade (STAAR) mathematics and reading assessment instruments. EIE (LEGAL) ADMINISTRATIVE PROCEDURES FOR PROMOTION/RETENTION GRADES 6 – 8 A list of possible retainees must be submitted to the Principal by the end of the fourth grading period. Teachers must have a conference with the parent (Exhibit 1) and notified parents prior to recommending retention. The parent or guardian of each student who has not successfully met promotion guidelines and is being recommended for retention will be notified in writing in May (Exhibit 2). Summer school contracts must be completed when the student is placed in summer school. Documentation of conferences/written notifications shall be maintained in the student’s permanent record. PROMOTION GUIDELINES FOR GRADES 9 – 12 Grades 9 – 12: Mastery of at least 70 percent of the objectives in a course shall be required. Grade-level advancement for students in grades 9 – 12 shall be earned by course credits. EIE (LOCAL) Credit for courses for high school graduation may be earned only if the student received a grade of 70 on a scale of 100, based upon course-level, grade-level standards of the essential knowledge and skills curriculum. EI (Legal) Students earning a grade of 70 or above in a course that counts for high school credit will not be allowed to repeat the course without Principal permission. Repeating semester credit will become local credit. PROMOTION AND CLASSIFICATION OF HIGH SCHOOL STUDENTS At the beginning of each year, students are categorized by classes based on their credits earned up to that date and the successful completion of Math and Science coursework in the previous year. Students transferring into the District shall receive the numerical grades that were earned in the courses at another school or entity. If numerical grades are unavailable, a conversion scale will be used. Students enrolling with incomplete records will be classified per administrative review. A+ =
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A AB+ B BC+ C CD+ D DF
= = = = = = = = = = = =
95 93 87 85 83 78 77 76 73 72 71 69
For required elective credit, the elective class will be aligned to another elective class to the best extent possible. Physical education classes will be aligned to another physical education class to the best extent possible. In the event that the required elective class can be aligned, the student will receive a final average on the report card. If courses are not aligned, the student will only receive a semester average for each course. CLASS RANK / WEIGHTED CREDIT Class ranking shall be on the basis of designated core course averages. Designated core classes are: English courses - levels I-IV, ESOL I-II, Debate III Mathematics courses - Algebra I-II, Geometry, Pre-Calculus, Calculus, Mathematical models with applications, Statistics, IB Math Topics A&B, Statistics & Risk Management. Science courses - Integrated Physics and Chemistry, Biology, Chemistry, Anatomy and Physiology, Astronomy, Physics, and Environmental Systems, Medical Microbiology, Advanced Animal Science, Advanced Plant & Soil Science, Food Science, AP Environmental Science, & Forensic Science. Social Studies courses – Global Perspectives in Society, World History, U.S. History, Government, Economics, IB World Studies, IB Regional Studies, and IB Psychology, and Languages other than English - levels I-V. Graduating seniors shall be ranked within the graduating class upon the basis of weighted grade averages for the four-year program, excluding the last six weeks of the senior year. A graduating student who withdraws from THS in the final grading period of the school year shall receive grades as of the date of withdrawal and be included in the ranking for that senior Class. Courses of study taken from non-accredited institutions shall be subject to District evaluation prior to the approval of credit and grade. Evaluation of effort shall be by numerical grades. Numerical grades earned shall appear on the official transcript and reporting forms. The final numerical ranking average shall be the weighted sum of all designated core course numeric grades divided by the number of core courses attempted. All designated core courses, including those with failing grades and those taken in middle school or summer school, and those taken for credit recovery, shall be computed in grade point average (GPA) and class ranking.
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The basis of the ranking system shall be a bi-level academic curriculum. Courses shall be designated as "Advanced Placement," "International Baccalaureate," or "regular." Each semester grade in a pre-AP/Advanced mathematics, AP mathematics, or IB mathematics in grades 7-8 shall be weighted with the addition of ten points. All Advanced, AP, Pre IB, or IB courses in grades 9-12 shall be weighted with the addition of ten points. All semester grades in core academic dual credit courses shall be weighted with the addition of seven points for students entering grade 9 in the 2013-2014 school year. These courses shall be coded on the student transcript. Grades from the following courses shall count toward high school credits. However, these courses shall not be considered in determining grade point average (GPA) and class rank: correspondence courses, credit by examination with or without instruction, distance learning, and independent study. Core and foreign language courses taken at the middle school level for high school credit shall be calculated in class rank and grade point average (GPA).
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Report Card Schedule Reference or Contact
Executive Director of Secondary Education
Grade reports shall be issued every grading period for all students in the District on forms approved by the Assistant Superintendent of Curriculum. Report cards must be signed by the parent and returned to the school. Parents and teachers should schedule conferences as needed to address students who are consistently unsatisfactory. The teacher must make reasonable attempts to work within the parent’s schedule. When a teacher and parent cannot work out a reasonable meeting time, the teacher must involve the campus administration. Each teacher must be able to justify student grades using valid, District curriculum-related criteria. As the instructional leader of the school, the principal has the ultimate responsibility to enforce fair and consistent grading procedures that are consistent with District policies and procedures and standardized by the elementary grade level team. There should be no designation on a student’s report card as to placement in special education.
Six Weeks Grading Periods & Report Card Issue Dates 2016-2017
Fall Semester 1st Grading Period (28 days) August 23 – September 30 2nd Grading Period (24 days) October 3 – November 4 3rd Grading Period (24 days) November 8 – December 16 Spring Semester 4th Grading Period (32 days) January 4 – February 17 5th Grading Period (33 days) February 21 – April 13 6th Grading Period (31 days) April 18 – June 1
Elementary Teacher’s Grade Submission Due by 4:00 P.M.
Elementary Report Card Issue Dates
Secondary Final Grade Verification (Hard copy signed by Teacher) Due by 4:00 P.M.
Secondary Report Card Issue Dates
October 3
October 5
October 3
October 5
November 7
November 9
November 7
November 9
January 2
January 4
December 16
January 4
February 20
February 22
February 20
February 22
April 17
April 19
April 17
April 19
May 30
June 1
June 2
June 2
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Topic:
RtI Reference or Contact
Executive Director of Secondary Education
RtI Manual Legal Framework for Response to Intervention (RtI) What is Response to Intervention (RtI)? Response to Intervention (RtI) is an approach used to increase the opportunity for all students to meet academic achievement standards through early identification of students whose academic and/or behavioral needs place them at risk. RtI ensures that resources and interventions are appropriately targeted to serve all struggling learners as early as possible through high-quality instruction. Temple ISD implements RtI through its campus-based intervention teams. What are the major components of Response to Intervention? Universal screening: Universal screenings are assessments administered to all students to determine as early as possible which students are at risk of not meeting academic or behavioral benchmarks. Data-based decision making: Critical educational decisions should be based on assessment results. Data should be carefully analyzed to determine why academic or behavioral problems exist. Tiered levels of intervention: Provision and implementation of intervention that are appropriately targeted to serve struggling learners and by the district Curriculum and Instruction department. (See district intervention chart.) Progress monitoring: Progress monitoring is a scientifically research-based practice that shows data about student growth over time. Progress monitoring should be used to determine the effectiveness of instruction and/or interventions. Fidelity of implementation: Fidelity of implementation is the delivery of instruction in the way in which it was designed to be delivered. Fidelity must also address the integrity with which screening and progress monitoring procedures are completed. How does the core curriculum relate to RtI for academics? As a result of the core program, students are expected to know and be able to perform specific standards. The core curriculum should demonstrate evidence-based research practices and contain the essential elements necessary for effective instruction. The core curriculum must be sufficient to meet the needs of the majority (80-90%) of the students. If the core curriculum appears sufficient, but the needs of the majority of students are not being met, then the campus may need to evaluate the delivery of instruction. When large numbers of students are not meeting proficiency targets, the core curriculum and core instruction are the places to begin problem solving. It would not be feasible or practical to serve 212
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large numbers of students in supplemental and intensive instruction. If significant numbers of students are identified as at risk, then the core must be addressed. How does the Student Code of Conduct relate to RtI for behavior? The Temple ISD Student Code of Conduct establishes behaviors that are barriers to student learning and safety, and as such, all students are expected to follow the Code of Conduct. Students exhibiting chronic misbehavior may need additional planning and support to change inappropriate and ineffective behavioral choices. The purpose of the Temple ISD behavioral RtI Process is to maintain students at the lowest level of intervention needed to ensure student success. This process does not supersede the Temple ISD Student Code of Conduct or the consequences for violating it.
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Temple ISD’s Response to Intervention Process Referral (SPED, Other)
Students who meet any of the following criteria may need Tier 3 interventions: 13 + referrals 3 + ISS placements 2 + OSS placements
Students who meet any of the following criteria may need Tier 2 interventions: 7-12 referrals 1-2 ISS placements 1 OSS placements
Students served through Tier 1 interventions typically meet the following criteria: 0-6 referrals 0 - ISS placements 0 - OSS placements
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Reading
Math
Science
Social Studies
Curriculum TEKS Resource System* Comprehension Toolkit (6) Guide to interactive Read Alouds Toolkit Texts (6-7) Literature Textbook Resources Writing with Power Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* Reading Elective (6) Abydos Writing Institute Strategies AbydosPro Lessons (6-8) Texas Reading Academy Strategies (TALA) English Language Proficiency Standards (ELPS)** College and Career Readiness Standards (CCRS)
Curriculum TEKS Resource System Texas Go Math! (6-8) Sapling Algebra I & II, Geometry TI Inspire Math Forward(6-HS) Motivation Math (6-8) Engaging Mathematics TEKSing to STAAR (6-8) Algebra 1, Algebra 2, and Geometry Assessments from UT Dana Center Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* Texas Reading Academy Strategies (TALA) English Language Proficiency Standards (ELPS)** College and Career Readiness Standards (CCRS)
Curriculum TEKS Resource System Gateway to Science (68) Science Starters TI Inspire Science (6-HS) BrainPop (6-8) Motivation Science (8) STAAR Biology Assessments from UT Dana Center Texas Fusion and Sapling Textbook Resources Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* Texas Reading Academy Strategies (TALA) English Language Proficiency Standards (ELPS)** College and Career Readiness Standards (CCRS)
Curriculum TEKS Resource System ABC-Clio Solutions (612) Nystrom Atlas DBQ Project Mastering the TEKS in 8th grade Social Studies Mastering the TEKS in United States History Mastering the TEKS in World History Dyna Notes (8) BrainPop (6-8) Texas Reading Academy Strategies (TALA) Marzano’s Academic Vocabulary Instruction and High Yield Instructional Strategies* English Language Proficiency Standards (ELPS)** College and Career Readiness Standards (CCRS)
Assessment
Assessment District CBAs* and Benchmarks Universal Screeners – Renaissance Math (6-8) Unit Assessments* STAAR/EOC STAAR L
Assessment District CBAs* and Benchmarks TRS Unit Assessments* STAAR (8)/ EOC STAAR L
Assessment District CBAs* and Benchmarks TRS Unit Assessments* Jarrett Test Banks STAAR (8)/ EOC STAAR L
District CBAs* and
Benchmarks Universal Screeners – Renaissance Reading (6-
8) Unit Assessments* STAAR/EOC STAAR L Rubrics for Writing*
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Tier 1
Temple ISD Secondary Academic Response to Intervention
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Tier 2
Temple ISD Secondary Academic Response to Intervention Reading
Math
Science
Social Studies
Curriculum (Additional 90 minutes per week in groups of < 16) More time and smaller groups of Tier I Instruction* STAAR Alt pre-requisite skill charts Compass Learning (6-8) APEX Learning (9-10) Study Island Measuring Up English STAAR Coach (910) STELLAR (HS) Show Me How (MS) iLit English Enrichment Software programs for ELLs (MS)** Rosetta Stone English Enrichment Software programs for ELLs (HS)**
Curriculum (Additional 90 minutes per week in groups of < 16) More time and smaller groups of Tier I Instruction* STAAR Alt pre-requisite skill chart Compass Learning (6-8) I Learn (HS) Think Through Math (9) Study Island Motivation Math (6-8) Measuring Up (HS) Help Math for ELL Newcomers**
Curriculum (Additional 90 minutes per week in groups of < 16) More time and smaller groups of Tier I Instruction* STAAR Alt pre-requisite skill chart Study Island Measuring Up Motivation Science (8) Supporting STAAR Achievement in Science
Curriculum (Additional 90 minutes per week in groups of < 16) More time and smaller groups of Tier I Instruction* STAAR Alt prerequisite skill chart Study Island Region 13 S3 Strategies (8 and US)
Assessment All Assessment in Tier I* Another assessment at least once within a six weeks period aligned with the intervention strategy (i.e., Compass Learning assessments and Study Island assessment tools for those interventions). Renaissance Reading (68)*
Assessment All Assessment in Tier I* Another assessment at least once within a six weeks period aligned with the intervention strategy (i.e., Study Island assessment tools for interventions). TxAir Assessments (6Alg 2) Renaissance Math Assessments (6-8)
Assessment Any assessment in Tier I* Previously given TRS unit assessments* Study Island Progress Monitoring Tools* TxAir Assessments (6Physics)
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Assessment Any assessment in Tier I* Previously given District CBAs* Previously given TRS unit assessments* Study Island Progress Monitoring Tools*
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Reading
Math
Science
Social Studies
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA) All Tier I and Tier II instruction in greater amounts of time and smaller groups with the exception of Study Island. If a strategy has been tried at Tier II and the student is not showing student achievement gains, the strategy should be changed at this Tier.* Read 180 English EOC prep or Trailer courses (HS) VT Tutor in Edgenuity Dyslexia Therapy+ Credit Recovery ESL Lab
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA) All Tier I and Tier II instruction in greater amounts of time and smaller groups with the exception of Study Island. If a strategy has been tried at Tier II and the student is not showing student achievement gains, the strategy should be changed at this Tier.* Algebra EOC prep or Trailer courses (HS) VT Tutor in Edgenuity Credit Recovery
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA) All Tier I and Tier II instruction in greater amounts of time and smaller groups.* If a strategy has been tried at Tier II and the student is not showing student achievement gains, the strategy should be changed at this Tier.* Credit Recovery Biology EOC Prep or Trailer courses (HS) VT Tutor in Edgenuity
Curriculum (150 minutes above Tier I instruction per week in groups of <7 or <11 with the addition of a TA) All Tier I and Tier II instruction in greater amounts of time and smaller groups.* If a strategy has been tried at Tier II and the student is not showing student achievement gains, the strategy should be changed at this Tier.* Credit Recovery US History Trailer Course (HS) VT Tutor in Edgenuity
Assessment Tier III All Assessment in Tier I* Assessment at least once every 2 weeks aligned with intervention strategy* Read 180 Assessments
Assessment Tier III All Assessment in Tier I* Assessment at least once every 2 weeks aligned with intervention strategy*
Assessment Tier III All Assessment in Tier I* Assessment at least once every 2 weeks aligned with intervention strategy*
Assessment Tier III All Assessment in Tier I* Assessment at least once every 2 weeks aligned with intervention strategy*
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Tier 3
Temple ISD Secondary Academic Response to Intervention
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* Available for ELL’s ** Exclusive for ELL’s
Special Ed
Temple ISD Secondary Academic Response to Intervention Reading
Math
Science
Social Studies
All above/modified or at student’s instructional level System 44 (Resource curriculum) AGS Exploring Eng I-IV Holt McDougal Literature, Adapted Interactive Reader Gr 9 EDCON - modified classic books (reading levels 1-5) Unique Learning STAR Autism Support VB MAPP CM Support
All above/modified or at student’s instructional level Holt Geometry/Homework Help STAAR Practice Resources Do the Math (Resource Curriculum) GO Solve (Resource Curriculum) Unique Learning A-Plus Glencoe Math Revolution K-12 STAR Autism Support VB MAPP Essentials for Algebra AGS Algebra or AGS Geometry AGS Algebra ½ or Pre Algebra CM Support
All above/modified or at student’s instructional level Unique Learning Biology Cycles of Life Textbook Dana Center materials adapted CM Support
All above/modified or at student’s instructional level Unique Learning CM Support
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Tier 1 – Core Instruction Tier 1
Provide high-quality core instruction and behavioral supports by highly-qualified teachers. Conduct universal screenings. Analyze student data and make recommendations. Provide whole or small group differentiated instruction. Implement scientifically research-based interventions and monitor progress regularly. SIT plans are not required at the Tier 1 level. 80-90% of all students.
What does Tier 1 mean? Tier 1 refers to the core curriculum and differentiated instruction available to all students. The majority (80 to 90%) of school-aged students respond successfully to quality core instruction in the general education classroom. A teacher may recognize that a student is either struggling to learn the core curriculum or having difficulty maintaining appropriate behavior in the general education classroom. In addition, universal screenings may identify students in need of intervention. At this point, the teacher implements classroom interventions for the identified students. In some cases, a student demonstrates little or no positive response to these interventions. If classroom documentation of progress monitoring indicates a need for more intensive interventions, a Tier 2 intervention may be considered.
What is the focus of Tier 1? All students are provided high-quality instructional and behavioral supports in the general education setting. Universal screening of academics is administered and behavioral data is collected for all students, and reviewed by a team of school personnel and/or the classroom teacher to determine each student’s level of proficiency. Academic growth of all students is recorded. A team approach is used to analyze data (teacher, grade level team, Instructional Coach) at the beginning of the year, following universal screening/benchmarks, and at the end of each grading period. The problem is defined in concrete, measurable terms. Differentiated instruction is used. Student response to the instruction is monitored and assessed. Adjustments in instructional strategies for all students in the classroom are reflected through whole and small group differentiated instruction and implemented with fidelity. What is universal screening? Universal screening is the process by which all students are assessed in order to measure current levels of achievement and progress and to identify individual student needs in a variety of areas. All 219
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students, including new students and transfer students, are screened for current levels of performance in academics, vision, hearing, language proficiency, general health, behavior, and socioeconomic status. If a student is demonstrating significant speech/language difficulties (not related to second language learners),serious ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months, or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, or the student lives with any ongoing threat to his or her continued well-being, special education office should be consulted [Child Find].
Tier 1 Core Instruction:
Focus
High quality instructional and behavioral supports are provided to all students.
Program
Scientifically-based curricula (see approved district intervention chart).
Grouping
Whole class with multiple grouping formats to meet student needs.
Time
Regular core curriculum classroom period.
Assessment
District assessments at beginning, middle and end of year.
Interventionist
Classroom teacher.
Setting
General education environment.
Decision Point
Identify students who continue to fall below cutoff score (25th percentile) and demonstrate a lack of progress, falling within the bottom percentage of students based on district norms.
Time frame
On-going.
Documentation
Classroom teacher.
Percentage
Eighty to ninety percent (80 to 90%) of all students.
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Tier 2 – Targeted Strategic Intervention Tier 2 Provide small group targeted skill instruction that supplements and reinforces high-quality core instruction and behavioral expectations. Provide small group interventions in 6-12 week cycles. Document interventions and monitor progress. 5-15% of all students. What does Tier 2 mean? Tier 2 is designed to provide targeted strategic interventions through early identification and assistance for a small percentage (5 to 15%) of students who are performing below standards in academic and/or behavioral domains. Interventions for these students are provided either as targeted individual interventions in one or more areas or through a specialized school program that includes small group instruction. Tier 2 interventions are provided in addition to the quality instruction provided in Tier 1. The interventions are designed to prevent or alleviate challenges a student may be facing. What is the focus of Tier 2? Tier 2 instruction/interventions are delivered inside the classroom or outside the classroom in a pull-out setting to students who are not achieving state and grade-level standards through core instruction and universal interventions (see approved district intervention chart). Identified students are provided scientifically research-based interventions based on data from ongoing assessments that target their individual needs. Small, flexible instructional groups are formed based on student data and observations. General education teachers, intervention specialists, Instructional Coaches, or paraprofessionals with specialized training can assist in the intervention implementation. Students with similar instructional needs are grouped together, limiting the size of the group based on the intensity of instruction needed. Identified students receive interventions in small groups of sixteen or fewer students during the regular school day ranging from 6 to 12 weeks. Academic instructional time is increased. How often and how long the teacher meets with each small group varies depending on student needs. Students who are more at risk meet more frequently and for longer intervals of time (e.g., 2-5 sessions per week at 30-60 minutes per session; minimally 90 minutes per week). Campus administrators monitor fidelity of classroom and pull-out instruction/interventions. Students’ progress is monitored and recorded more frequently to determine intervention effectiveness and the students’ responsiveness to the interventions. Instruction is adjusted based on each student’s response to the provided intervention. Parents are informed of their child’s progress. The collaborative campus-based intervention team analyzes assessment data, determines the progress that has or has not been made, develops individualized interventions, monitors interventions, and identifies students who need further support provided at Tier 3.
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Temple Independent School District Curriculum & Instruction Administrative Guidelines Tier 2 Targeted Strategic Intervention:
Focus
Targeted strategic intervention services are provided to students with marked difficulties, and who have not responded to Tier 1 strategies and differentiated instruction (5 to 15% of all students).
Program
Programs, strategies, and procedures designed and employed to supplement, enhance, and support Tier 1 activities.
Grouping
Homogeneous small group instruction (up to 16 per group).
Time
2 to 5 times per week in small group (minimally 90 minutes per week), in addition to core instruction.
Assessment
Progress monitoring every one to three weeks.
Interventionist
Personnel determined by the school (classroom teacher, specialized teacher, trained assistant, external resource).
Setting
Appropriate setting designated by the SIT; and may be within or outside of the classroom.
Decision Point
Weeks 4-6: Use a 3- or 4-data point decision rule to monitor progress and problem solve if interventions needs to be altered. Weeks 9-12: If learning rate improves according to aimline, continue intervention. If not, change intervention and monitor for a repeat of weeks 912; or if learning rate continues to fall significantly below that of peers (10 th percentile), refer student to Tier 3.
Time frame
Documentation
Percentage
Movement through the tiers is a dynamic process with students entering and exiting according to their progress data. Typically a student would receive interventions and be monitored for progress during a 6 to 12 week time frame depending on number of target objectives and complexity of the intervention(s). Tier 2 may be repeated or extended. Teacher or administrator (as appropriate) documents Tier 2 intervention plan in Skyward. Intervention plans are viewable in Skyward by all teachers responsible for the student. Supporting paper documentation should be kept in a student SIT folder. Five to fifteen (5 to 15%) of all students.
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Tier 3 – Targeted Intensive Intervention Tier 3 Provide intense, individualized interventions in addition to core instruction delivered by highly trained staff. The interventions target skill deficits. Provide intense, individualized interventions in 6-12 week cycles.
What does Tier 3 mean? Students who are not successful in Tier 2 and show little or no progress are provided more individualized, intensive interventions at Tier 3, targeting the skill deficits for a longer time period that previously provided. What is the focus of Tier 3? Individualized instruction is provided in addition to core instruction. Multiple interventions and services are delivered by specially trained staff. Student-teacher ratio is reduced (e.g., groups of less than 7 or less than 11 with a teaching assistant). The intensity and/or support services are adjusted as students achieve targeted skills. Students continually move fluidly between and among the tiers. Students’ progress is closely monitored to determine intervention effectiveness and the students’ responsiveness to the intervention(s). Campus administrators monitor fidelity of classroom instruction and interventions. When is the decision made to move a student to Tier 3? The decision to move a student to Tier 3 is made during a collaborative team meeting. Statistically, less than 5% of all students need Tier 3 interventions. When this is out of statistical range, a review of Tier 2 interventions and fidelity should occur. How is it determined if a student should continue with interventions in the student intervention process or be referred for special education? The ultimate goal is to assist the student in succeeding within the general education setting with the standard curriculum. In spite of a school’s best efforts at delivering quality Tier 1 instruction and Tier 2 and Tier 3 interventions, a few students may not demonstrate a significant and positive response to intervention. In this case, those students may remain in Tier 3 for continued support. If a student demonstrates severely limited progress, the team determines if a referral to Section 504, special education, or other district options is warranted. Placement options after Tier 3 interventions Is the student making sufficient progress after Tier 3 interventions? YES – If the student achieves the benchmark goal(s) for the targeted skill(s), he/she may exit to Tier 2 or remain at Tier 3 and target different skills. SOME – If the student is making some progress yet remains below grade-level expectations, he or she remains at Tier 3. The intervention remains the same or another intervention is implemented or time increased based on progress monitoring data. 223
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NO – If the student demonstrates severely limited progress, the team determines if a referral is warranted to the following: Section 504, special education, or other district options.
Tier 3 Targeted Intensive Intervention:
Focus
Targeted intensive intervention services are provided to students who have not responded to interventions in Tier 2 and whose behavior or performance and rate of progress exhibits difficulty to a marked degree. 1% to 5% of all students.
Program
Sustained, intensive, scientifically-based interventions. Tier 3 interventions differ in their increased intensity, frequency, and length. This is the last stage of the intervention model and is the most intensive.
Grouping
Typically homogeneous small group instruction (less than 1:7 elementary or 1:8 secondary, or less than 2:11 with a teacher and a teaching assistant).
Time
150 minutes per week in addition to core instruction.
Assessment
Weekly progress monitoring aligned with intervention strategy to ensure adequate progress and learning.
Interventionist
Personnel determined by the school (classroom teacher, specialized teacher, external resource).
Setting
Appropriate setting designated by the SIT; may be within or outside of the classroom.
Decision Point
Time frame
Documentation
Percentage
Weeks 9-12: If learning rate increases, continue intervention. If learning rate does not increase or if intensity of intervention is judged to be long-term based upon resources, refer student for a comprehensive evaluation through Special Education, Section 504, or other district options. Progress monitoring continues. Movement through the tiers is a dynamic process with students entering and exiting according to their progress data. Typically a student would receive interventions and be monitored for progress during a 9 to 12 week time frame depending on number of target objectives and complexity of the intervention(s). Tier 3 may be repeated or extended. Teacher or administrator (as appropriate) completes a Tier 3 referral in Skyward. RtI coordinator works with the Student Intervention Team to develop and document the Tier 3 intervention plan in Skyward. Supporting paper documentation should be kept in a student SIT folder. One to five (1 to 5%) of all students.
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Referral (Special Education, Other Options) When should a student be referred for specialized education? After careful discussion and review of the
data collected during Tiers 1, 2 and 3, the team may decide that there is sufficient information to warrant a referral for special education evaluation or other district program option. In this case, the Student Intervention Team lists the reason they suspect a disability and completes the appropriate referral steps as dictated by district policy. The discussion must involve assessment personnel. Low incident disabilities (i.e., deaf, blind, auditorily impaired, medically fragile) will not follow the RtI process. Upon enrollment, these students will be automatically referred to special education. If a student is demonstrating significant speech/language difficulties (not related to second language learners),serious ongoing illness or a chronic condition that has lasted or is anticipated to last at least 12 or more months, or has required at least one month of hospitalization, and that requires daily, ongoing medical treatments and monitoring by appropriately trained personnel which may include parents or other family members, or the student lives with any ongoing threat to his or her continued well-being, special education office should be consulted. Please note – if a parent requests a special education referral, the request must be considered by the student intervention team. If campus data does not support the need for a special education referral (i.e., tiered interventions have not been delivered, student is responding to tiered interventions), the campus must issue a written statement informing the parents that a special education referral will not be initiated and the basis for that decision (use the Notice of Refusal form). Parents should be given a copy of the procedural safeguards and instructed on the process for appealing this decision to the special education office.
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Dyslexia The Temple ISD Dyslexia Program is designed to provide assessment of those students at risk for dyslexia, as well as appropriate reading and spelling instruction for students who meet federal, state, and district criteria as dyslexic. Dyslexia therapy is a Tier 3 intervention. Appropriate reading and spelling instruction is characterized by the descriptors found in The Dyslexia Handbook, a publication of the Texas Education Agency. Assessment and instruction are provided by Certified Academic Language Therapists or Academic Language Therapists in training. The reading program used is Take Flight, an Orton-Gillinghambased multi-sensory approach developed by Scottish Rite Children’s Hospital. Take Flight meets all of the descriptors for effective instruction found in The Dyslexia Handbook. A copy of The Dyslexia Handbook: Procedures Concerning Dyslexia and Related Disorders can be obtained by writing to the Texas Education Agency (TEA) in Austin, Texas or downloading it at the TEA website. Laws and Definition of Dyslexia and Related Disorders Dyslexia is a specific learning disability that is neurological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge (International Dyslexia Association, 2002). The Texas Education Code (TEC) 38.003 defines dyslexia and related disorders, mandates testing students for dyslexia and providing instruction for students with dyslexia, and establishes standards for administering testing and instruction. Texas law requires that all students who are identified as dyslexic to be served on their home campus. The Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act (ADA) define the rights of students with dyslexia and other specific learning disabilities. These individuals are legally entitled to special services to help them overcome and accommodate their learning problems. Such services include education programs designed to meet the needs of these students. The Acts also protect people with dyslexia against unfair and illegal discrimination. Eligibility for Services Students who may qualify for services for dyslexia or related services are identified through the district Response to Intervention process. The campus Certified Academic Language Therapist should be part of the Student Intervention Team beginning at Tier 2 to review current data and determine appropriate screening. Permission is required for screening and parents are informed of their rights through the Section 504 evaluation process. Members of the Temple ISD dyslexia team review all collected data and ultimately decide if the student meets the criteria, established by the State of Texas, for being identified as a child with dyslexia. Curriculum For those children who are identified as dyslexic and attend school in the Temple Independent School District, intervention is provided in a small group setting (Tier 3) by trained language therapists utilizing Take Flight: A Comprehensive Intervention for Students with Dyslexia. The Take Flight Curriculum was developed at the Luke Waites Child Development Center of the Texas
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Scottish Rite Hospital for Children to be used by academic language therapists with children who are 7 years of age or older and have been identified with developmental dyslexia.
Section 504 Section 504 Defined The purpose of Section 504 is to eliminate discrimination on the basis of disability in any program or activity provided by school districts and other educational providers that receive federal financial assistance. No qualified student with a disability may, solely on the basis of a disability, be excluded from a district’s programs and activities. Stated another way, the purpose of Section 504 is to ensure that students who are Section 504 eligible have educational opportunities equivalent to those of their nondisabled peers. School districts are required to provide appropriate general education or appropriate special education and related aides and services. This means that school districts may be required to provide accommodations to ensure that equal educational opportunities are available to eligible students with disabilities. Under Child Find requirements, districts are required to identify, locate and evaluate qualified disabled students residing within district boundaries. Additionally, public schools are required under this statute to provide a free, appropriate public education, or FAPE, to individuals who qualify as persons disabled under Section 504. FAPE, under Section 504 regulations, consists of a program of general and/or special education and related aids and services that are designed to meet the education needs of a disabled student as adequately as the educational needs of a nondisabled student. The U.S. Department of Education’s Office for Civil Rights (OCR) is charged with enforcing this statute. Also, it is important to note that while recipients of federal funds are required to comply with Section 504, the cost of complying with these requirements is not federally funded. Eligibility To become eligible for services and protection against discrimination on the basis of disability under Section 504, a student must be determined, as a result of an evaluation, to have a “physical or mental impairment” that “substantially limits one or more major life activities” [29 USC 705(20)(B)]. In addition, a student is protected from discrimination on the basis of disability under Section 504 if a school district treats the student as if he or she has such an impairment, even if he or she no longer has such an impairment or never had one in the first place. Interaction of Section 504 with Response to Intervention The Temple ISD RtI process is designed to assist students struggling for any number of reasons (family issues, lack of motivation, poverty, etc.) and in any numbers of ways (academically, behaviorally) by providing, appropriate to the student’s needs, differentiated instruction, as well as additional regular education intervention programs, services and opportunities. Data from these efforts is shared with the parent and will become part of any Section 504 or special education evaluation. These efforts are available to all students, including students with disabilities. Should regular education, together with these early intervention efforts be insufficient to meet the needs of the struggling student, or there are grounds to suspect that the student has a physical or mental impairment, the District should consider seeking parental consent for an evaluation under Section 504 or special education, as appropriate to the student. Further, students with physical or mental impairments whose needs are addressed through early intervention and RtI will not be excluded from consideration for possible Section 504, even when current interventions, services or health plans successfully address their impairment-related needs. 227
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Campus-Based Response to Intervention Team What is a Student Intervention Team? A Student Intervention Team is a campus-based, cooperative, problem-solving group that assists students, parents, and teachers in developing solutions for concerns about individual students at Tier 2 or Tier 3. Beginning at Tier 2, a campus-based team works with the classroom teacher(s) to develop a plan of intervention for the student that is documented in Skyward. This process is established by the campus leadership, and may be accomplished through grade level or department meetings, and often will occur when the team is reviewing universal screening data. The student’s classroom teacher’s input is required as part of the intervention process, whether directly or indirectly. Tier 3 SIT meetings are more individualized and specific, and should include members that directly relate to the student’s specific needs (see the list below). The responsibility of the campus-based intervention team is to be a support and resource to the teacher – not to replace or relieve the teacher of responsibility for educating the student. Although the team may make referrals to special education and other special programs, the intervention team is not part of the special education process but rather a general education responsibility. Who is on the Campus-Based Intervention Team? The campus intervention team is made up of a core group of members. Core members must have a solid working knowledge about a variety of supports, and should include administrative staff, general education teachers, special education teachers, and content specialists. As appropriate, other individuals may be a part of the team or provide input: Parent/guardian of referred student (signature may be required at Tier 3) Counselor Nurse Bilingual/ESL representative or LPAC member Intervention teacher Diagnostician/LSSP Language therapist /dyslexia teacher Reading specialist Math specialist Speech language pathologist Related service personnel (occupational therapy, behavior specialist) Disability specialist (vision, deaf, autism) Other individuals with knowledge or expertise regarding the child
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Responsibilities of the Campus RtI Coordinator: Provide training for all staff members in the academic and behavior RtI process. Oversee the RtI process on the campus. Verify Skyward documentation and run reports. Coordinate Tier 3 meetings and documentation. Responsibilities of the Campus Administrators: Designate the RtI Coordinator. Determine the campus Response to Intervention Process. Develop clear operating procedures for the campus intervention team (create a document or flow chart to share with campus personnel). Lead the campus in the process of implementing the district approved tiered model of interventions for behavior and academics with fidelity. Review progress monitoring data in Skyward to assure intervention implementation. Ensure that all members of the campus-based intervention team adhere to their responsibilities. Responsibilities of the Campus Counselor: Lead psychoeducational groups. Send and receive confidential information, including medical or treatment information. Participate in the campus RtI process as appropriate to recommend behavioral interventions and assist with progress monitoring. Assist with behavioral interventions. Responsibilities of the Campus Instructional Coach: Develop a master plan and schedule for universal screening and progress monitoring. Collect and coordinate data analysis after universal screenings have been conducted. Participate in the campus RtI process as appropriate to recommend appropriate interventions and assist with progress monitoring. Responsibilities of the Teacher or Intervention Specialist: Use data to determine whether or not a student needs academic or behavioral interventions. Utilize interventions and progress monitoring tools that comply with the approved district intervention chart. Document Tier 2 and Tier 3 for the student in the Skyward module. Monitor student progress to determine intervention effectiveness.
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TISD BEHAVIORAL RtI (RtI-B) PROCESS
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PURPOSE – To maintain students at the lowest level of intervention needed to ensure student success.
TIER 1 STAFF: Campus Administration (Principals, Asst. Principals, and Counselors)
All Staff
TIER 2 STAFF: Assistant Principal/ Principal
Campus SIT TEAM (COORD, Admin, Teachers, Student, parent, other staff as appropriate)
TIER 3 STAFF: Assistant Principal/ Principal
SIT TEAM (see above for members) and Outside agencies as appropriate
Services and Support to ALL students to reduce the number of students needing Tier 2 and 3 interventions. SIT plans are not required at this level. RESPONSIBILITIES: USE TISD BEHAVIORAL RTI RESOURCE DOCUMENT – TIER 1 AS A GUIDE o Ensures that appropriate staff are TBSI and CPI certified/trained to assist in managing escalating behavioral situations, whether they are chronic or single episodes. o Ensures that Foundations and CHAMPS are being implemented with fidelity. Through the Foundation Team reporting process, they will look for and address patterns of interaction to ensure a safe, structured learning environment for all students. o Ensures that Character Education and Counseling Curriculum components are being implemented. o Implement CHAMPS classroom management strategies o Implement campus Foundations strategies Services and Support provided to all Students who are “YELLOW” for Disciplinary reasons on the RYG monthly data report. All students at this level will have a SIT plan. RESPONSIBILITIES: USE TISD BEHAVIORAL RTI RESOURCE DOCUMENT – TIER 2 AS A GUIDE o Notifies Campus SIT Coordinator when a student reaches the 4 th referral, or second placement in ISS/OSS to begin the SIT process. If all referrals are from the same staff member, additional classroom support may be needed. o Utilizes discipline Options ( see PG 3 from TISD Behavioral RTI Resource Document) as appropriate o Ensures staff compliance with SIT plan o Conducts SIT meeting, completes appropriate paperwork/documentation. BEHAVIORAL RTI Form can be used as supplemental documentation. o Establishes Behavior Plan/Contract and documents appropriate academic and instructional interventions as necessary using supports/resources from Pg 2 of the TISD Behavioral RTI Resource Document as a guide. o Establish evaluation timelines (3-6 week intervals) o Determine who is responsible for monitoring and documenting SIT plan, behavior contract, and provision of positive reinforcement/rewards. Services and Support provided to all students who are “RED” for Disciplinary reasons on the RYG monthly data report. All students at this level will have a SIT plan. RESPONSIBILITIES: USE TISD BEHAVIORAL RTI RESOURCE DOCUMENT – TIER 3 AS A GUIDE o Notifies Campus SIT Coordinator when a student reaches the 7 th referral, 3rd placement in ISS/OSS, or when DAEP placement is being considered to review the SIT plan. If all referrals are from the same staff member, additional classroom support may be needed. o Continues to utilize discipline Options ( see PG 3 from TISD Behavioral RTI Resource Document) as appropriate o Works with Campus SIT Coordinator/Counselor to include outside agency participation in student planning as appropriate o Ensures staff compliance with SIT plan o Reconvenes SIT, completes appropriate paperwork/documentation. BEHAVIORAL RTI Form can be used as supplemental documentation. o Updates Behavior Plan/Contract and documents appropriate academic and instructional interventions as necessary using TIER 3 TISD Behavioral RTI Resource Document as a guide. o Update evaluation timelines (3-6 week intervals) o Determine who is responsible for monitoring and documenting SIT plan, behavior contract, and provision of positive reinforcement/rewards. o Establish and communicate plan for provision of services at DAEP to DAEP staff.
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Tier 1 Universal Interventions
Temple ISD Behavioral Response to Intervention
TBSI (Texas Behavior Support Initiative) – Each campus has a team trained in the TBSI Modules and Non-Violent Crisis Intervention (CPI) Foundations – Campus-wide o Common area expectations with active supervision and monitoring o Hall sweeps (Start on Time!) o Restorative Discipline o Positive reinforcement systems (A/B Honor Roll, Perfect Attendance, Principal’s 200 club, etc.) CHAMPS – Classroom o Effective classroom management o Effective instruction/academic supports o Explicit instruction of expectations o Positive reinforcement systems (classroom or student based) o Firm and fair corrective responses to problem behavior Comprehensive Guidance Curriculum – K-2 Kelso, 3-5 Bully Blockers, 6-8 Second Step, 9th grade MAPS, Why Try? Community and Service Learning Activities
Tier 2 Targeted Interventions
All Tier 1 Strategies continue plus consideration of the following: Increased Academic Supports (See Academic RtI Chart) Instructional Accommodations Develop informal behavior contracts/plans and implement precision requests using resources such as: o TBSI training modules o Safe and Civil Schools materials–100 Problems/500 Plans, CHAMPS/DSC, Administrator’s Desk Reference, Interventions (A-F) o Consult with District staff (Coordinator of Intervention Services, District Foundations Team, Communities in Schools) Small group interventions to target specified behaviors (social skills, anger management, bullying, etc.) with Counselor or other identified staff – parent permission needed. Mentoring – Wildcat Mentor program @ 5th grade Parent collaboration including conferences or parent education Community and service learning – restitution, natural consequences, meaningful work Individual or small group counseling with school counselor Assessment
Tier 3 Intensive Interventions
Monthly Foundations report RYG Discipline Report Number of office referrals, ISS and OSS placements All Tier 1 and 2 Interventions continue plus consideration of the following: Increased academic supports (see elementary and secondary academic RtI Charts) Behavior Intervention Plan, including FBA (Formal Behavior Assessment), use resources listed in Tier 2 and Interventions G-F Individual counseling with school counselor – parent permission needed Referral for outside mental health services – parent permission needed Interagency collaboration with Juvenile Probation, CPS, Municipal or Truancy Courts, SRO’s/PD – parent permission needed Increased parent collaboration and parent education and parent-teacher-administration-counselor meeting Consultation with Behavioral Specialist/Diagnostician/LSSP/TISD Resource Coordination Group (TRCG) Assessment Number of ISS/OSS placements Foundations team individual student data disaggregation RYG Discipline Report (student data disaggregation)
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District – Supported Interventions
Assessment Monthly Foundations report RYG (Red, Yellow, Green) Discipline Report (PBMAS) Performance Based Monitoring Analysis System Reports
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All above/modified or at student’s instructional level CM Support Behavior Intervention Plan PASS/OASIS Support
Behavioral Response to Interventions Workflow Tier 1: Faculty or staff member expresses concern about a student’s behavior, repeated office referrals, a first referral that is of significant concern or absences to Principal, Assistant Principal or School Counselor
Tier 1: Principal and/or Assistant Principal and School Counselor consult with faculty or staff member expressing concern about student to develop intervention plan: Teacher Classroom Intervention Strategies, Student Conference, Parent/Student Conference, CHAMPS, Why Try?, Daily Check In, Informal Behavior Contract, Weekly Summary sent home, etc
Mental Health Concern
Tier 1: Consultation results in referral to Tier 2 Behavioral RtI Interventions
Initiate Tier 2 Behavioral RtI Process Tier 2: Campus RtI Team (Principal, AP, Counselor, Teachers, IC, ACE Coordinator) meet to develop Tier 2 Behavioral Interventions and develop Behavioral Plan of Action, Considerations: Restorative Discipline, Behavioral Contract, Small Group Counseling, Individual Counseling, referral to CIS, referral to Bell County Juvenile Services Community Education Team, referral to Skills Trainer (K-5only), etc.
School Counselor or Campus Administrator staffs student with TISD Director of Counseling, follows TISD Counseling
Tier 2 Parent Conference Recommended: AP meets with parent, explains purpose of Tier 2 Behavioral RtI, offers parent opportunity to address student’s behavior through counseling program and Tier 2 interventions, obtains signed permission for participation in counseling interventions. Alternative: School Counselor meets with parent, explains purpose of Tier 2 Behavioral RtI, offers parent opportunity to address student’s behavior through counseling program and Tier 2 interventions, obtains signed permission for participation in counseling interventions.
Tier 2: Tier 2 interventions implemented as written in the Behavioral Plan of Action developed for the student. School Counselor staffs student’s progress regularly with Campus Behavioral RtI Team and updates Behavioral Plan of Action as needed. School Counselor consults with Coordinator of Student Interventions Services. School Counselor reviews student progress with TISD Director of Counseling.
Tier 2: Student does not respond to Tier 2 interventions
Tier 3: Campus RtI Team meets with Foundation Team to develop Tier 3 Intervention Plan, to include a BIP. School Counselor staffs regularly with TISD Director of Counseling and TISD Coordinator of Student Intervention Services.
Tier 3: Student responds to Tier 3 interventions. School Counselor meets with RtI Team to develop monitoring plan, consider return to Tier 2.
Tier 2: Student responds to Tier 2 interventions
Tier 2: School Counselor meets with RtI Team to evaluate student’s return to Tier 1, RtI Team develops monitoring plan
Tier 3: Student does not respond to Tier 3 interventions. School Counselor or Campus Principal contacts Director of Counseling to request consultation with Temple ISD Resource Coordination Group (TRCG). TRCG’s purpose is to collaborate with campus admin to ensure that District behavioral intervention options are maximized.
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Tier 3: Student responds. Monitor with Foundation Team, Director of
Tier 3: Student does not respond to Tier 3 interventions. TRCG meets again with campus team to consult, adjust interventions, invite outside MH agencies to TRCG and consider a referral to the
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Temple ISD RtI Workflow Tier 1: Differentiated instruction, universal interventions and strategies, accommodations, and progress monitoring in the classroom. Teachers consider not only allowable academic accommodations and physical accommodations, but also pre-requisite skills. No formal intervention plan. Tier 2: Student level data analysis reveals concerns and/or unsuccessful Tier 1 strategies/interventions. Data review occurs in a team setting (i.e., grade level or departmental team, PLC, campus intervention team). Interventions and progress monitoring tools used must be on the district approved district intervention chart appropriate for the tier. Teacher or administrator (as appropriate) develops Tier 2 intervention plan in Skyward. Intervention plans are viewable in Skyward by all teachers responsible for the student. Tier 3: Student level data analysis reveals concerns and/or unsuccessful Tier 2 strategies/interventions. Data review occurs in a team setting (i.e., grade level team, PLC, campus intervention team). Interventions and progress monitoring tools used must be on the district approved district intervention chart appropriate for the tier. Teacher or administrator (as appropriate) completes a Tier 3 referral through Skyward. RtI Coordinator receives referral and solicits academic and behavioral input from other teachers and administrators. Intervention team meets to discuss the student and review data in the referral form. Intervention team develops student intervention plan using district RtI forms (provided in this manual and electronically at Eduphoria:Formspace). Referral (Special Education, Other): Follow-up Intervention Team meeting documentation demonstrates that interventions were implemented with fidelity but student progress is not meeting expectations. Teachers and administrators may submit to the Executive Director for Elementary Education or the Executive Director of Secondary Education any intervention or progress monitoring tool for review and consideration to add to the district approved list.
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Temple ISD RtI Documentation Tier 1: Universal screening and high quality instructional and behavioral supports are documented by the classroom teacher and student team as appropriate. Tier 2: Student referral and documentation completed by classroom teacher or administrator (as appropriate) in Skyward. See the Skyward Quick Reference Chart. Tier 3: Tier 3 requires a formal student intervention team meeting and documentation. Forms should be completed as appropriate. Tier 3 interventions must comply with the approved Temple ISD intervention chart. Placement into Tier 3 interventions must be approved by the campus administrator. TIER 3 RTI FORMS Use only the forms required to make an informed and appropriate intervention decision. Student Health Information – completed by the school nurse. Functional Behavioral Assessment – completed by the assistant principal or counselor. Classroom Observation – completed by the SIT Coordinator, assistant principal, or counselor. SIT PARENT INFORMATION FORM The SIT PARENT INFORMATION FORM is sent home to the parents to be completed, or completed with the parent during a conference. SIT NOTIFICATION FORM The SIT NOTIFICATION FORM is available to inform parents of SIT meetings scheduled for their child. CONSENT TO REQUEST/RELEASE CONFIDENTIAL INFORMATION The CONSENT TO REQUEST/RELEASE CONFIDENTIAL INFORMATION form may be used to acquire necessary medical or treatment information. This form is required to access data necessary to determine Section 504 eligibility, and must be signed by the parent. SIT MEETING REPORT/INTERVENTION PLAN The SIT MEETING REPORT/INTERVENTION PLAN is the documentation of the SIT meeting. Section A: Review of Data – completed by the SIT Coordinator at the initial, review and exit meetings. Progress monitoring charts should be attached to this form. The form includes a section for team members’ signatures. Section B: Academic Intervention Plan – documents the academic interventions designed for the student with timelines and fidelity checks. Up to two concerns can be address for each evaluation period. All teachers who serve the student should review the Academic Intervention Plan.
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Section C: Behavioral Intervention Plan – documents the behavioral interventions designed for the student with timelines and fidelity checks. Up to two concerns can be address for each evaluation period. All teachers who serve the student should review the Behavioral Intervention Plan.
References Knoblock, K. (2004). The state of New Mexico student assistance team manual. Santa Fe, New Mexico: New Mexico Public Education Department. Lujan, M. L., Love, S., & Collins, B. (2008). Response to intervention implementation guide. Tyler, Texas: Mentoring Minds. Ogonosky, A. (2008). The response to intervention handbook: Moving from theory to practice. Austin, Texas: Park Place Publications. Region 4 Education Service Center (2008). Hallways and blackboards: A practical approach to RtI. Houston, Texas: Region 4 Educated Solutions. Sprick, R., Garrison, M., & Howard, L. (2001). Foundations: Establishing positive discipline policies and schoolwide behavior support. Longmont, CO: Sopris West Educational Services. Sprick, R., Sprick, M. & Garrison, M. (1993). Interventions: Collaborative planning for students at risk. Eugene, OR: Safe and Civil Schools Pacific Northwest Publishing. Sprick, R. & Garrison, M. (2008). Interventions: Evidence-based behavioral strategies for individual students. Eugene, OR: Safe and Civil Schools Pacific Northwest Publishing.
Committee Members Lisa Adams, Executive Director of Secondary Education Tina Coppin, Principal Christine Parks, Executive Director of Elementary Education Melinda Deckman, LSSP Tammy Earl, Counselor Kelli Frisch, Assistant Principal Luann Hughes, Director of Technology and Media Kevin Korompai, Assistant Principal Adrian Lopez, Assistant Principal Jennie Mathesen, Director of Student Intervention and Support Services Elaine McSpedon, Coordinator of Special Education Services Scott Moger, Assistant Superintendent of Student Services Karen Morgan, Director of Special Programs Marsha Noonan, Special Education Coordinator Bobby Ott, Assistant Superintendent of Curriculum and Instruction Carl Pleasant, Principal Nancy Preston, Director of Counseling Nichole Riley, Coordinator of Student Services Connie Sisneros, Director of Bilingual/ESL John Stumph, Counselor Jennie Mathesen, Director of Special Education Donna Wallace, Principal
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Topic:
Scheduling and Grade Reporting Processes Reference or Contact
Executive Director of Secondary Education
Changing Classes All grade articulations will be done by the counselor. The counselor should articulate the grade based on the best solution for the student. 1. Year Long Classes (Y, YS1, YS2) a. 1st Semester: The counselor makes schedule changes and checks that the grades move to the new class. All grades should be in the new class. b. After 1st Semester Report Cards Have Been Printed, through the end of the 1st week of the 2nd Semester: The old class becomes a YS1 class and the new class is a YS2 class. The 1st semester grades should stay in the YS1 class. c. 2nd Semester, Starting Week 2 of the Semester: The counselor leaves the old class as a Y class and makes the new class a YS2 class. Leave the 1st semester grades in the old (Y) class. Move any posted 2nd semester grades to the new class (YS2) as appropriate. 2. Semester Long Classes (S1 or S2) a. During the Semester Class: The counselor makes schedule changes and checks that the grades move to the new class. All grades should be in the new class. b. Moving from a Semester Long Class to a Year Long Class (after 4th Grading Period Grades have been Posted): The counselor leaves the old class as a S2 class and makes the new class a YS2 class. Move any semester grades to the new class as appropriate. 3. Skyward sends an automated email to all teachers notifying them of the changes. New, Transfer, and Wheatley Students 1. The registrar enters the student into Skyward. 2. The counselor gives the student a schedule. 3. When the registrar receives the grades, the registrar transfers or adds the grades to the appropriate classes. If there is a question about where the grades belong, the registrar gets the articulation from the counselor. There should be no blanks. If the grade cannot be articulated, the registrar should enter a “T” for classes that do not have a grade, corresponding grading period, or corresponding TISD class. 4. The registrar notifies the teachers that the grades are available to be transferred into the gradebook via the “New” button. Printing Progress Reports 1. The registrar runs a “blank grade” report the day before the grading period ends, highlighting any issues that need to be addressed. The registrar sends the blank grade report to the designated principal so that the appropriate teachers can be notified. 237
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2. The registrar prints the progress reports after the posting window closes.
Topic:
Secondary Course Catalogs Reference or Contact
Executive Director of Secondary Education
As a result of changes in the state law, new requirements by the legislature or by the State Board of Education, student growth, and/or Temple ISD’s continual efforts to meet student needs, all courses at grades 6-12 will be reviewed each November by the Secondary Course Selection Committee to provide input/ revisions of the secondary course catalogs. The Secondary Course Selection Committee will be comprised of the following individuals as appropriate: curriculum and instruction professional(s), personnel administrator, campus principal(s), assistant/associate principal(s), counselor(s), department chairs, teacher(s), and technology representative(s).
Adding New Course To propose a new course, the secondary course selection committee must agree that:
a student/school need and interest exists;
a qualified teacher is available and willing to teach the course;
funds are available for personnel and resource support;
at least fifteen students enroll in the respective course for it to “make”; and
the course correlates to the TEKS (Texas Essential Knowledge and Skills).
Deletion of a Course In order to delete a course, a secondary course selection committee must agree that:
there is a documentable rationale for deletion;
there is/are appropriate course(s) in which a student can enroll in lieu of the deleted course.
The following criteria will be used for making recommendations for approval of the new course:
Student/school need and interest;
Texas Essential Knowledge and Skills (TEKS);
Campus master schedule issues/conflicts;
Start-up costs and materials (consumable/non-consumable), cost to student (fees);
Necessary equipment;
Integration with similar courses;
Flow of course with current offerings; 238
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Level of long-term interest in course; and
Availability of certified personnel.
The Executive Director of Secondary Education will submit a report to the Board of Trustees at the regular board meeting regarding all recommended course additions and/or deletions or will state that there are no recommended changes. Local course numbers and/or PEIMS numbers will be assigned by Temple ISD’s PEIMS administrator. Information regarding course additions and course deletions will be sent to principals, counselors, etc. by the office of secondary education. If you have any questions, do not hesitate to contact the office of secondary education (254-215-6922) for more information.
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Topic:
Staff Development Reference or Contact
Executive Director of Secondary Education
Whether staff development is campus-based or District-based is at the discretion of the Superintendent or designee. Once the days have been designated, staff develop should be planned based on the needs of the District and/or campus respectively based on data disaggregation, campus needs, and instructional observations. District-Based Staff Development Teachers must attend all District-Based staff development that occurs in the District during their contract time unless prior approval has been given by the Executive Director of Secondary Education or Assistant Superintendent of Curriculum & Instruction. Staff development for which a teacher would like to be used to count for Exchange Day credit which are District days require approval. The curriculum office provides a pre-approved list for principal consideration each year. A staff development considered for exchange day credit, which is on the approved list, may be approved by the campus principal. When a staff development is not on the pre-approved list, the principal must receive the endorsement of the Executive Director of Secondary Education or the Assistant Superintendent of Curriculum & Instruction before giving permission for a teacher to attend. District staff development will be targeted to District wide needs as identified by formal and informal collection methods in the District. District work days are designated on the District calendar and are not synonymous with staff development. Campus-Based Staff Development Campus-based days are at the discretion of the campus principal. The principal is free to consult or asked that the curriculum office in the District assist with planning and trainers as needed. Although collaboration with the curriculum office is a good practice, the principal may use campus days in a manner consistent with campus rather than District needs. All days designated for staff development should be used for training and improvement in instruction and not used as work days or routine tasks such as grading, lesson planning, etc. Campus staff development will be conducted through the PLC and in afterschool sessions. Campus staff development may include activities that enable the campus staff to plan together, to enhance existing skills, to share effective strategies, to reflect on curricular and instructional issues, to analyze student achievement results, to reflect on means of increasing student achievement, to study research, to practice new methods, to identify students' strengths and needs, to develop meaningful programs for students, to appropriately implement site-based decision making, and to conduct action research.
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Topic:
Staff Development for Support Personnel Reference or Contact
Executive Director of Secondary Education
On District staff development days, the District retains the right to ask all support personnel to attend staff development targeted for their needs. This may include instructional support staff as well as clerical support staff. When the District plans staff development for support personnel, the training should be designed to improve job performance, efficiency or customer service on our campuses. The District may determine that the best use of support personnel on any given day is to complete major projects for the District and/or the campus.
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Topic:
Textbooks: Adoption Procedure Reference or Contact
Executive Director of Secondary Education
Teacher Eligibility Any teacher who attends a publisher-sponsored textbook adoption event held after the first reporting day of the school year is ineligible for nomination to serve on the Textbook Adoption Committee. Members shall be professional teaching staff with experience teaching the subject area up for adoption. Teachers who have engaged in the following activities within the last three years will be prohibited from serving on the Textbook Adoption Committee. Reviewed the adoption materials from a publisher on the adoption list prior to the district adoption process; Delivered professional learning to other districts or educational entities using materials from publishers on the adoption list; Worked, collaborated or have been affiliated in any other manner with publishers on the adoption list; and/or, Interacted with publishers or publisher materials in any way that can be construed as a conflict of interest. Any teacher who has engaged in the events listed above will be required to disclose their involvement or activity on a District Disclosure Form attached. Interested, qualified teachers must complete the Teacher Textbook Committee Nomination form below. The campus principal must sign the completed form. The form will then be submitted to the Executive Director of Secondary Education prior to the deadline established and communicated to principals. Textbook Committee Makeup The committee will contain at least one representative from each secondary campus in the District. The final committee size shall be between 5 and 11 members and at least two alternate members will be selected. Other members on the committee may include representative instructional coaches, other Directors, a parent or community representative, a librarian or other professional staff member within the District relative to the content being considered All staff selected to serve on the Textbook Adoption Committee must be board approved. Until Board approval, teachers must abide by the established prohibitions. All approved teachers will be notified the first school calendar day following Board approval. Textbook Committee Prohibitions Committee member shall have no contact with any publisher since the first day teachers’ report back to duty for the current school year. 242
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Committee members shall not accept meals, entertainment, gifts, or gratuities in any form, or any promises thereof, from any publishers or their agents at any time, including publisher or publishersponsored textbook adoption events. Committee member shall not dissemination any e-mail, announcements, flyers, invitations, letters, or other publisher information. Committee members shall have no communications with any publisher representative/agent via email, phone, face-to-face meetings, text messages, etc. Voting Requirements Review the guidelines for interactions with publishers and submit a statement of disclosure for any violations. The committee will select a chairperson. Member will support the committee by attending and participating in meetings. In order to vote, committee members must attend 80% of the meetings to remain eligible to vote. Each member will have one vote. The Executive Director of Secondary Education will count the votes with the Director of Special Education to determine which textbook will be recommended to the Board. The results of the ballot will be unofficial until the Board of Trustees approves the recommendation. Publishers will not be notified prior to Board approval. Reference for Committee Members Board policy shall serve as a basis for all proceedings. To reference all guidelines and specifics of the textbook adoption process: Read District Policy EFAA (LOCAL) Read District Policy EFAA (LEGAL Textbook Selection Each school year in December and/or January, the Division of Textbook administration, Texas Education Agency (TEA), will send sample textbooks to the District for review, selection, and adoption. Once received, these samples become the property of the Temple Independent School District. District and/or campus textbook committees are formed to review, select, and evaluate for adoption the textbooks received by the District. The majority of the committee members must be classroom teachers with representation by the technology contact, campus administration and parents. Each teacher involved in the subject/grade where a textbook is being considered is encouraged to review the sample textbooks and participate in the selection process by influencing voting members. The Temple Independent School District is a closed District. Publishers are not allowed to visit campuses or contact teachers by telephone at school or at home for any reason. Publishers will work through the Executive Director of Secondary Education or designee (chair of the Textbook Adoption Committee) at designated times. The Executive Director of Secondary Education will coordinate with representatives of the publishing companies meetings after school for the purpose of presenting the books and/or systems. Each campus administration will be notified in writing of the meeting(s). The Executive Director of Secondary Education will facilitate the selection process by scheduling meetings of the District textbook committee. The District textbook custodian will complete the appropriate TEA reports.
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TISD Disclosure and Nomination Form (Relating to Textbook Adoption)
NAME:
DATE:
CAMPUS:
COMMITTEE:
ADDRESS:
HM TEL: WK TEL:
Are you an employee of Temple ISD?
YES or NO (circle one)
Have you ever entered into a business agreement with any publisher that will be presenting materials for adoption consideration? YES or NO (circle one) If YES, please explain in detail (date, type of agreement, name of publisher, and details of compensation). If you answered YES above and are an employee of Temple ISD, have these transactions been reported in writing to the superintendent? YES or NO (circle one) INSTRUCTIONAL MATERIALS SELECTION AND ADOPTION TEXTBOOK SELECTION AND ADOPTION
EFAA (LEGAL)
CRIMINAL OFFENSE: A Trustee, administrator, or teacher commits an offense if the person receives any commission or rebate on any textbooks used in the schools with which the person is associated. A Trustee, administrator, or teacher commits an offense if the person accepts a gift, favor, or service that: 4. Is given to the person or the person’s school; 5. Might reasonably tend to influence the person in the selection of a textbook; and 6. Could not be lawfully purchased with funds from the state instructional material fund. “Gift, favor, or service” does not include: 3. Staff development, in-service, or teacher training; or 4. Ancillary materials, such as maps and worksheets, that convey information to the student or otherwise contribute to the learning process. . Education Code 31.152 DATE ISSUED: 2/04/2013 UPDATE 83 ---Excerpt from TISD Board Policy The information provided above is true and correct to the best of my knowledge, and I have read and understand the above excerpt from Temple ISD Board Policy. I would like to be considered as a member of the Textbook Adoption Committee in the District. NAME:_______________________________ SIGNATURE:________________________________ SUBMIT COMPLETED FORM TO:
PRINCIPAL’S SIGNATURE:________________________________ 244
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Executive Director of Secondary Education
Special Education
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Topic:
Admission, Review and Dismissal (ARD) Types/Graduation ARDs Reference or Contact
Director of Special Education
For ARD Committee membership, attendance, and excusal; please refer to Section 4a of the Special Education Operating Guidelines. The Guidelines are available in the district resources/Special Education folder in the TEKS Resource System or a copy may be checked out from the Special Education Office. Initial/Admission: Before a child is enrolled in a special education program, campuses should adhere to the guidance under Response to Interventions. The admission, review, and dismissal (ARD) committee must meet to develop an individualized education program (IEP) within 30 calendar days of a determination of eligibility. As soon as possible following development of the IEP, TISD must ensure that special education and related services are made available to the child in accordance with the child’s IEP. Annual: The ARD committee must review the child's IEP periodically, but not less frequently than annually, to determine whether the annual goals are being achieved. The Committee must also determine the child's placement at least annually. It is the obligation of the Committee to revise the ARD, as appropriate, to address any lack of expected progress toward the annual goals and in the general education curriculum. Results of any data or reevaluation should be documented and information about the child provided to, or by, the parents. The student’s anticipated needs should also be documented. The IEP must be in effect at the beginning of each school year for each child with a disability. To the extent possible, TISD must encourage the consolidation of reevaluation meetings for the child and other ARD committee meetings for the child. For students receiving Content Mastery services, review the CM log and report card to ensure CM time is being provided as planned and is meeting the needs of the student. Failure Review: For students who are failing to make progress in the general curriculum, as indicated by failing grades on his report card, the case manager will collaborate with the general education teacher regarding reason for failure and plan for improvement. Collaboration will be documented at the 6 weeks reporting period. If failing grades in the same subject continue for 2 consecutive grading periods, an ARD meeting is needed. See 3/6 Week Progress & Plan of Action forms. Reevaluation Planning ARD: TISD will conduct a Review of Existing Evaluation Data prior to additional evaluation taking place. If the student is a special education student and the 3 year reevaluation is due within the next 12 months, the Annual ARD/IEP Committee should conduct the Review of Existing Evaluation Data and plan the scope of the evaluation during the Annual ARD. Evaluation must be reviewed within 30 calendar days of completion, however, the Assessment Planning Supplement will reflect that the ARD Committee will convene to review the result on or before the next annual review date following the evaluation due date. 246
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The Case Manager or Assessment Specialist will contact all other service providers prior to the planning ARD or Annual ARD to gather input and to work toward consolidating all other required evaluations in one comprehensive Full and Individual Evaluation for the student, including Speech and all related services. Parent Requested: A parent may request an ARD committee meeting at any mutually agreeable time to address specific concerns about the child's special education services. TISD should inform parents of the functions of the ARD committee and the circumstances or types of problems for which requesting an ARD committee meeting would be appropriate. If an ARD is not required to address the parent’s concern, a documented meeting may take place with the appropriate representatives and documented by signatures. Meeting notes should be filed in the eligibility folder in the district Special Education Records Office. If the parent insists on an ARD meeting, TISD will hold an ARD or request assistance through the Texas Education Agency's mediation process.
Brief/Amended: After the ARD meeting, changes to the individualized education program (IEP) may be made by the entire ARD committee or by amending the IEP rather than by redrafting the entire IEP. Eligibility determinations, changes of placement, and manifestation determination reviews may not be conducted through the amendment without a meeting process. To amend the IEP without an ARD meeting, the parent of a child with a disability and assessment personnel and administrator must agree not to convene an ARD committee meeting for the purpose of making changes to the IEP and must develop a written document to amend or modify the child's current IEP. If the ARD is amended without an ARD meeting, the ARD Committee and other relevant personnel must be informed of those changes. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated. Dismissal/Change of Placement: TISD must evaluate a child with a disability before determining that the child is not longer a child with a disability. Evaluation is not required before the child graduates from secondary school with a regular diploma or due to exceeding the age eligibility for FAPE (through age 21). However, TISD must provide the child with a summary of academic achievement and functional performance, which shall include recommendations on how to assist the child in meeting the child’s postsecondary goals. TISD requires that an exit plan be addressed at each annual ARD and documented in the deliberations. Dismissal consideration is based on eligibility statue, IEP progress, state assessment results, and educational need.
Graduation ARD: State and Federal indicators monitor the number of students with special needs graduating. It is important that the highest number of students possible graduate with a foundation plan of 22 credits and an endorsement starting in 2015-16. The ARD Committee is responsible for
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determining whether satisfactory performance on required state assessments is necessary for graduation. If the ARD committee determines that the child is unable to participate in physical activity due to a disability or illness, the student may be allowed to substitute one credit in English language arts, mathematics, science, social studies, or one academic elective credit for the physical education credit required for graduation. Graduation with a regular high school diploma by completing all graduation requirements for students without disabilities or by no longer meeting age eligibility requirements terminates the child’s eligibility for special education services. (See 19 TAC §89.1070(a)) SPECIAL EDUCATION GRADUATION Upon the recommendation of the admission, review, and dismissal (ARD) committee, a student with a disability who receives special education services may be permitted to graduate under the provisions of his or her individual education program (IEP) and in accordance with state rules. Courses with modified content will be applied to the Minimum or Foundation High School Program depending on the applicable plan based on the school year in which the student entered high school and in accordance with state rules (19 TAC §89.1070) If a student receiving special education services is scheduled to graduate under the Minimum Program or in accordance with the provisions of his or her IEP, the student’s ARD committee will determine wither the general EOC assessment is an accurate measure of the student’s achievement and progress and, if so, whether successful performance is required for graduation, or whether an alternative assessment is more appropriate. STAAR Alternate 2 is the alternative assessment currently allowed by the state. ARD committees for students with disabilities who receive special education services and who are subject to the Foundation Graduation Program will make instructional and assessment decisions for these students in accordance with state laws and rules. In order to earn an endorsement under the Foundation Program, a student must perform satisfactorily on the EOC assessments and receive no modified curriculum in the student’s chosen endorsement area. A student may still be awarded and endorsement when the student fails to perform satisfactorily on no more than two EOC assessments but meets the other requirements for graduation under state law. A student who receives special education services and has completed four years of high school, but has not met the requirements of his or her IEP, may participate in graduation ceremonies and receive a certificate of attendance. Even if the student participates in graduation ceremonies to receive the certificate of attendance, he or she may remain enrolled to complete the IEP and earn his or her high school diploma; however, the studnt will only be allowed to participate in one graduation ceremony. (See policy FMH(LEGAL)) Additional information regarding graduation requirements for students with disabilities can be found in 19 TAC §89.1070.
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3/6 Week Progress Review Plan of Action ARD/Supplement Student:________________________
Completed by: ______________
Date of Review: __________________
Subject(s): ___________________
Action Taken: __ Review of accommodations/modifications Did the student receive the needed accommodations/modifications as specified in his IEP? If no, include plan for adjusting grade. Yes No __ Reviewed CM time/Inclusion Support Did student receive time as designated in ARD? If no, include plan for providing compensatory time. Did student receive time for subjects failed? __Review of Disciplinary Record Was student removed from class due to disciplinary action? If yes, did student receive access to and assistance with assignments while in disciplinary placement? Was FAPE provided? If no, include plan for providing compensatory time.
Yes
No
Yes
No
Yes
No
Yes
No
__Collaboration with GE teacher(s) Reason for student’s failure: __ Excessive absences __ truancy __ tardiness __ both __ Refuses/failure to do assigned classwork __ Refuses/failure to turn in assigned classwork/homework __ Refuses/failure to do assigned homework __ Inappropriate behavior __ Work to difficult __ Lack of effort __ Failed the following tests: _________________________________ __ Not attending tutoring __ Other: ______________________________________________________ Additional modifications/accommodations needed: ______________________ ______________________________________________________________ Plan of action: _______________________________________________________________________________ _______________________________________________________________________________ 249
Temple Independent School District Curriculum & Instruction Administrative Guidelines
_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ __________
3/6 Weeks Progress Reviews Campus: ________________________________ Grade Level: ______________ 6 weeks period: Staff Core Subject Students
1
3
2
6
3
4
6
3
3
5
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3
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3
Passing Rate Copies: Assessment Specialist Attachments: Plan of Actions
Principal
Special Education Records Office
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6
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ARD
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Childfind Reference or Contact
Director of Special Education
When reflecting on your Childfind duties, you must consider students who do not pass TISD’s universal screeners, TIER 3 students, students with academic and behavioral needs, or current 504 students. Several sources of data should be reviewed and TISD approved curriculums must be used for interventions before a referral to Special Education can be made. Consultation with the Special Education Department may be requested regarding students experiencing significant or emergent medical concerns that are outside of the normal RtI process. All children, ages 0 through 21, with disabilities residing in the state, regardless of the severity of disabilities, and who are in need of special education and related services, must be identified, located, and evaluated. The term "special education" means specially-designed instruction, provided at no cost to the parents, that meets the unique needs of the child with a disability, including instruction conducted in the classroom, in the home, in hospitals and institutions, and in other settings; and instruction in physical education. The term "specially-designed instruction" means adapting, as appropriate to the needs of an eligible child under the Individuals with Disabilities Education Act, the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child's disability; and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of TISD that apply to all children. The term "related services" means transportation, and such developmental, corrective, and other supportive services as may be required to assist the child with a disability to benefit from special education. The term "child with a disability" means the child was evaluated according to TEA standards and determined by an Admission, Review, and Dismissal (ARD) Committee to have an intellectual disability, a hearing impairment (including deafness), a speech or language impairment, a visual impairment (including blindness), a serious emotional disturbance (referred to as "emotional disturbance"), an orthopedic impairment, autism, traumatic brain injury, other health impairment, a specific learning disability, deaf-blindness, or multiple disabilities, and who, by reason thereof, needs special education and related services. In addition to children enrolled in the public schools, the Child Find duty extends to children with disabilities who are homeless children or are wards of the state and children with disabilities who are attending private schools. TISD must comply with the state's policies and procedures designed to prevent the inappropriate over identification or disproportionate representation by race and ethnicity of children as children with disabilities, including children with disabilities with a particular impairment. Prior to Referral for possible Special Education Services, the child should be considered for all support services available to all children such as tutorial, remedial, compensatory, response to scientific, research-based intervention (RtI), and other academic or behavior support services. Childfind posters should be displayed on each campus and will be emailed to the campus administrator yearly.
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The Special Education Department will also run an ad in the local newspaper and provide information to a variety of community service providers and locations to further the district’s Childfind efforts.
Topic:
Consent Reference or Contact
Director of Special Education
The following actions DO NOT require consent:
Screening to determine strategies for curriculum implementation; Conducting a Review of Existing Evaluation Data (REED) as part of a initial evaluation or a reevaluation; and Administering a test or other evaluation that is administered to all children
Specific Informed Consent must be obtained for the following:
Initial evaluation (separate consent is needed for a psychological, see Referral Section) For services For reevaluation To excuse a member from attending all or part of an ARD To access public benefits To access private insurance To transfer assistive technology devices
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Topic:
Disability Criteria Reference or Contact
Director of Special Education
To be eligible to receive special education services, a student must be a “child with a disability,” as defined by TEA. The determination of whether a student is eligible for special education and related services is made by the child’s ARD Committee. If it is determined, through an appropriate evaluation, that a child has a disability but only needs a related service and not special education, the child is not a child with a disability. A student is eligible to participate in the TISD special education program if the child from birth and not more than 21 years of age has a visual or auditory impairment that prevents the child from being adequately or safely education in public school without the provision of special services OR is at least three (3) but not more than 21 years of age and has one or more of the following disabilities that prevents the child from being adequately or safely educated in public school without the provision of special services: physical disability, mental retardation (intellectually disabled), emotional disturbance, learning disability, autism, speech disability or traumatic brain injury. In TISD, the following categories will be reflected in the FIE/ARD paperwork: Auditory Impairment Autism Deaf-Blindness Emotional Disturbance Intellectually Disabled Non-Categorical Early Childhood Orthopedic Impairment Other Health Impairment Specific Learning Disability Speech Impairment Traumatic Brain Injury Visual Impairment For detailed information, refer to the Section 3 of the Special Education Operating Guidelines, which are available in the district resources/Special Education folder in the TEKS Resource System or a copy may be checked out from the Special Education office.
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Topic:
Discipline Reference or Contact
Director of Special Education
Special education students are held to the TISD Student Code of Conduct. Campus administrators are encouraged to consider the impact of a student’s disability when making disciplinary decisions. Federal laws (IDEA and 504) impose specific procedures and limits on the discipline of students with disabilities. Behavior intervention plans (BIPs) are written to address significant behaviors that interfere with the learning of the student or other students. The BIP supplements the code of conduct, it does not replace the code of conduct. Removals: The local campus administrator is responsible for maintaining records on student discipline. Discipline data is to be entered on a daily basis into Skyward. All actions resulting in removal from an instructional setting (ISS, OSS, DAEP, JJAEP), and those that result in restraints, are PEIMS reportable. Students with disabilities must be monitored by the local campus for total number of removals/restraints in order to follow state and federal disciplinary requirements. Campus administration is also responsible for ensuring that FAPE (Free Appropriate Public Education) has been provided to each student when removals exceed the allowable 10 FAPE free days per school year. Forms provided to campus administrators to document removals and the provision of FAPE include Discipline Log for Special Education Students, Consideration of Services during Short Term Removals and Campus Administration Discipline & Attendance Data Assurances, protection for students not eligible for SPED. SMART ISS- Campuses are encouraged to develop ISS programs that ensure students are able to continue to participate in the general education curriculum and that special education students are able to obtain services described in their IEP and continue to participate with non-disabled peers to the same extent they would in their current placement. At the secondary level, this would be demonstrated by staff schedules indicating that a special education teacher is assigned to ISS each day and attendance records indicating that the student is present in his resource classes. At the elementary level this would be demonstrated by a teacher sign in sheet for ISS, or a student sign out sheet for CM/Resource support. Campuses who are able to develop such a program would not count ISS placements as a day out of placement. Use of ISS and its impact on students would be monitored through failure reviews, disciplinary reviews, and annual ARDs. Administrators would be asked to review discipline data and give assurances that data is accurate and reliable at the ARD. Bus Removals: A. If a student is suspended from special transportation, it would count as a day of suspension if the student is absent from school and special transportation is a related service per ARD/IEP meeting. B. If the student rides general transportation and does not receive transportation as a related service, a bus suspension would not count as a day of suspension. 254
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The ARD committee will convene to discuss discipline and conduct a Manifestation Determination and a Change of Placement Analysis each time removals meet or exceed 10 days. It is the campus administrator’s responsibility to notify the assessment specialist and case manager that this review is needed.
Additional (beyond 10 cumulative days in a school year) short-term removals (of 10 consecutive days or less) for separate incidents of misconduct, are permitted, to the extent removals would be applied to nondisabled students, as long as those removals do not constitute a Change of Placement. Such action requires completion of the Consideration of Services during Short Term Removals form for each removal and an ARD committee review with a Change of Placement Analysis and FBA/BIP revision as needed, each time removals meet or exceed 10 day increments. If DAEP placement is sought, the ARD committee must meet to conduct a Manifestation Determination and Change of Placement Analysis prior to the DAEP hearing. Completed ARD paperwork must be submitted to the district’s hearing officer. Assessment specialist must ensure that all information needed by the DAEP is on hand and request for placement is appropriate. Interim Alternative Educational Setting (IAES) DAEP placement may precede ARD committee review if an emergency placement is sought. In this case, the ARD committee must convene within 10 days to conduct a manifestation determination. DAEP placement may precede ARD committee review if the child— (1) Carries a weapon to or possesses a weapon at school, on school premises, or to or at a school function under the jurisdiction of the District; (2) Knowingly possesses or uses illegal drugs, or sells or solicits the sale of a controlled substance, while at school, on school premises, or at a school function under the jurisdiction of TISD; or (3) Has inflicted serious bodily injury upon another person while at school, on school premises, or at a school function under the jurisdiction of TISD. Serious bodily injury is defined as: a substantial risk of death; extreme physical pain; protracted and obvious disfigurement; or protracted loss or impairment of the function of a bodily member, organ, or mental faculty. In this case, the ARD committee must convene within 10 days to conduct a manifestation determination; however, the student may remain in the DAEP for not more than 45 school days, regardless of the outcome of the manifestation determination. Manifestation determination. (1) The parent and relevant members of the child’s IEP Team must review all relevant information in the student’s file, including the child’s IEP, any teacher observations, and any relevant information provided by the parents to determine-(a) If the conduct in question was caused by, or had a direct and substantial relationship to, the child’s disability; or (b) If the conduct in question was the direct result of the TISD’s failure to implement the IEP.
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(2) The conduct must be determined to be a manifestation of the child’s disability if either condition was met. If the TISD, the parent, and relevant members of the IEP Team make the determination that the conduct was a manifestation of the child’s disability, the IEP Team must-(1) Either-– (a) Conduct a functional behavioral assessment, unless the TISD had conducted a functional behavioral assessment before the behavior that resulted in the change of placement occurred, and implement a behavioral intervention plan for the child; or (b) If a behavioral intervention plan already has been developed, review the behavioral intervention plan, and modify it, as necessary, to address the behavior; and (2) Except as noted above in the Interim Alternative Educational Setting (IAES) section, return the child to the placement from which the child was removed, unless the parent and the TISD agree to a change of placement as part of the modification of the behavioral intervention plan. If the TISD, the parent, and relevant members of the IEP Team make the determination that the conduct was not a manifestation of the child’s disability, the student may be disciplined as per the Student Code of Conduct with the following exceptions:
SE (Special Education) guidelines prohibit the placement of a Special Education student in the DAEP for state defined discretionary reasons without having a BIP in place for at least 6 weeks.
SE guidelines prohibit the placement of a special education student identified as Emotionally Disturbed in the DAEP without involvement of an LSSP in the manifestation determination.
SE guidelines prohibit the placement of a Special education student identified as emotionally disturbed and served in the PASS program, in the DAEP for state defined discretionary reasons, without support by the PASS staffing committee.
SE guidelines prohibit the placement of a Special education student served in the THS OASIS Program, in the DAEP for state defined discretionary reason, without support by the OASIS staff.
The above polices are put into effect to address TEA concerns regarding overrepresentation of special education students in the DAEP within TISD. Campus administrators are responsible for adhering to these guidelines. Exceptions to these guidelines will only be made at the request of the campus administrator and considered by the Sp Ed Director or designee and the Hearing Officer
Change of Placement Analysis In conducting a change of placement analysis, the ARD committee must look for patterns in behavior, discipline responses, and impact of removals on education and behavior. Has there been an impact on grades? Has the behavior improved as a result of the disciplinary consequences imposed? What do we need to do differently? Procedures for Use of Restraint and Time-out 256
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A school employee, volunteer, or independent contractor may use restraint only in an emergency and with the following limitations. (1) Restraint shall be limited to the use of such reasonable force as is necessary to address the emergency. (2) Restraint shall be discontinued at the point at which the emergency no longer exists. (3) Restraint shall be implemented in such a way as to protect the health and safety of the student and others. (4) Restraint shall not deprive the student of basic human necessities. (5) Restraint procedures are limited to those taught in district de-escalation and restraint training. Training for school employees, volunteers, or independent contractors shall be provided according to the following requirements. (1) A core team of personnel on each campus must be trained in the use of restraint, and the team must include a campus administrator or designee and any general or special education personnel likely to use restraint. (2) Personnel called upon to use restraint in an emergency and who have not received prior training must receive training within 30 school days following the use of restraint. (3) Trained staff are responsible for participating in a yearly refresher course to maintain their certification. Documentation and notification on use of restraint. In a case in which restraint is used, school employees, volunteers, or independent contractors shall implement the following documentation requirements. (1) On the day restraint is utilized, the campus administrator or designee must be notified verbally or in writing regarding the use of restraint. (2) On the day restraint is utilized, a good faith effort shall be made to verbally notify the parent(s) regarding the use of restraint. (3) Written notification of the use of restraint must be placed in the mail or otherwise provided to the parent within one school day of the use of restraint. (4) Written documentation regarding the use of restraint must be placed in the student's special education eligibility folder in a timely manner so the information is available to the ARD committee when it considers the impact of the student's behavior on the student's learning and/or the creation or revision of a behavioral intervention plan (BIP).
Restraint that involves significant restriction does not include: (1) physical contact or appropriately prescribed adaptive equipment to promote normative body positioning and/or physical functioning; (2) limited physical contact with a student to promote safety (e.g., holding a student's hand), prevent a potentially harmful action (e.g., running into the street), teach a skill, redirect attention, provide guidance to a location, or provide comfort; (3) limited physical contact or appropriately prescribed adaptive equipment to prevent a student from engaging in ongoing, repetitive self-injurious behaviors, with the expectation that instruction will be reflected in the individualized education program (IEP) to promote student learning and reduce and/or prevent the need for ongoing intervention; or (4) seat belts and other safety equipment used to secure students during transportation.
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Data reporting. Data regarding the use of restraint must be electronically reported to the Texas Education Agency in accordance with reporting standards specified by the Agency. Campus administrators are responsible for ensuring that restraint data is entered in PEIMS in a timely manner. The PEIMS office submits data to the Special Education office each spring to verify that all restrain incidents have been recorded prior to TEA submission. Use of time-out. A school employee, volunteer, or independent contractor may use time-out in accordance with subsection (b)(3) of this section with the following limitations. (1) Physical force or threat of physical force shall not be used to place a student in time-out. (2) Time-out may only be used in conjunction with an array of positive behavior intervention strategies and techniques and must be included in the student's IEP and/or BIP if it is utilized on a recurrent basis to increase or decrease a targeted behavior. Documentation indicating frequency and duration must be kept. (3) Use of time-out shall not be implemented in a fashion that precludes the ability of the student to be involved in and progress in the general curriculum and advance appropriately toward attaining the annual goals specified in the student's IEP.
For more detailed information, see Section 6 of the Special Education Guidelines, which are available in the district resources/Special Education folder in the TEKS Resource System or a copy may be checked out from the Special Education office.
Discipline Log for Special Education Students Student: __________________________
Campus: ___________________________ 258
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Grade: _____
Administrator: _______________________
Removal codes ISS: In-school suspension (do not count if you a running a SMART ISS) OSS: Out-of-school suspension DAEP: DAEP placement (ARD required at any time DAEP placement is proposed) BS: Suspension from Special Education Transportation (must be identified in IEP as a Related Service) *Completion of the Consideration of Services during Short-term Removals is required once student has exceeded 10 FAPE free days during the school year. 1
2
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9
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ARD
Removal Date *Consideration of Services Pre-ARD assignment: ___ day(s) suspension (maximum 3) ISS for ____ days Parent notified (date_________): Disciplinary problem and assigned consequence Need for an ARD meeting to review behavior and determine if difficulties are a manifestation of his disability. Right to a 5 day written notice of ARD Right to request an earlier ARD meeting and waive your right to the written notice. Parent agrees to waive right to written notice and requests earlier meeting. Yes No Assessment Specialist notified and date set for ARD Case manager notified Documentation sent to parent Discipline report Procedural safeguards (if DAEP placement proposed) Notice of ARD (must indicate discipline review/MDR as purpose) ARD set for _____________________. Original-Campus Discipline file Copies to – Case Manager, Assessment Specialist, & Director of SPED Campus Administrator will notify Assessment Staff on 10th day of removal
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Consideration of Services During Short Term Removals Date sent: ______________ Student: __________________________ Grade: _____
Campus: ___________________________ Administrator: _______________________
The student will be removed from his/her current educational placement for disciplinary reasons as explained in the disciplinary report. The removal will be : suspension from school for ___ day(s) DAEP assignment for ____ day(s) ISS for ___ day (s) Removal from special transportation for ___ day(s) The student has already been removed from the current placement for 10 days, cumulatively, during the school year. A BIP is either in place for the student, or is in the process of being developed. School officials, including the special education teacher, have determined that for this removal, the following services must be provided to enable the student to appropriately progress in the general education curriculum and appropriately advance toward achieving the goals set out in the IEP. If the student will be assigned to ISS or DAEP: Services provided in the disciplinary setting, as is, will enable the student to appropriately progress. Related services (specify: _________________) will be provided as scheduled. If the student is suspended from school or from transportation as a related service: No services are necessary. The removal is for very short duration and the student is on track to achieve goals in his/her IEP. Assignments will be sent home. The student will be allowed to turn in these assignment and receive credit. Assignments in certain subjects will be sent home (specify: _________________) The student will be allowed to turn in these assignment and receive credit. The student will be given an extra day to turn in the assignments. Related services (specify: _________________) must be provided as scheduled. Other (Be specific): __________________________________________________ School officials: _________________________ Campus Administrator
____________________________ Special Education Teacher (will disseminate copies)
Original – Campus Disciplinary File Parent
Copies to – Case Manager/SpEd teacher, Assessment Staff,
This form should be used only when the student is removed for disciplinary reasons after the first 10 cumulative days of removal.
Student: ___________________________ 260
Date: ________________
Temple Independent School District Curriculum & Instruction Administrative Guidelines
Campus Administration Discipline & Attendance Data Assurances (ARD Attachment) ___ In preparation of the annual/failure/discipline review ARD, I have reviewed my campus discipline file, Skyward Discipline report, and attendance report. ___ I am aware that the state allows 10 Free Appropriate Public Education (FAPE) free days for the school year. In this district OSS days are considered FAPE free days. Records indicate that this student has had ____ days (including partial days) of OSS this school year. ___ I am aware that if I exceed the state allowed FAPE free days, I must be prepared to address need for and provision of compensatory services at the ARD. ___ I am aware that this district expects the elements of FAPE to be provided when a student is placed in ISS. I verify that such has been provided. Records indicate that this student has had ___ days (including partial days) of ISS this school year. ___ I am aware that this district expects all data related to discipline and attendance to be entered in a timely manner and to be done so correctly. I verify that I have identified and corrected any errors made and that all records are in alignment. Valid copies of reports are submitted for ARDC review. ____________________________________________________________________________ Campus Administrator Date Attachments: Skyward Discipline Report Skyward Attendance Report Original-ARD of SPED
Copies to - Assessment Specialist, Campus Administrator, and Director
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Protection for Students Not Yet Eligible for Special Education and Related Services
A child who has not been determined to be eligible for special education and related services and who has engaged in violations of the student code of conduct, may assert any of the protections provided to Special Education students if the district had knowledge that the child was a child with a disability before the behavior that precipitated the disciplinary action occurred. Basis of knowledge: yes no Did the parent express concern in writing to supervisory or administrative personnel (campus or district level, or to a teacher of the child, that the child is in need of special education services? yes no Did the parent of the child request an evaluation of the child? yes no Did the teacher of the child, or other personnel of the local education agency, express concerns about a pattern of behavior demonstrated by the child to the director of Special Education or other supervisory personnel of the agency?
Exceptions: yes no Did the parent of the child refuse to consent to an evaluation of the child? yes no Did the parent of the child refuse to consent to provision of special education services? yes no Has the child already been evaluated and determined not to be a child with a disability? Determination: yes no Basis of knowledge established (yes) without exceptions (no), then student is subjected to Special Education protections. yes no Basis of knowledge not established (no) or with exceptions (yes), then student is not subjected to Special Education protections. Other: Parent is requesting an evaluation at this time. Special Education office will be notified and referral and evaluation will be expedited. _______________________________
Campus Administrator
__________________________
Date
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Topic:
Field Trips Reference or Contact
Director of Special Education
Field trip sponsors should complete a Special Education Field Trip Request Form for each trip planned during the year and submit requests to the Director of special Education and the campus Principal. All special education trips for the year must be requested during first 6 weeks of school (tentative dates and departure/arrival times are acceptable) to ensure that adequate funds are available. Final dates and times should be submitted no later than 2 weeks prior to the trip. The principal or designee and the Special Education Director or designee should review and approve or decline the field trip request. Parent permission slips must also be sent home for field trips and must specify the purpose of the fieldtrip and supportive details of the trip. The principal or designee should ensure that teachers have called parents who did not send student permission slips back to the teacher in order to verify that the parent does not want the student to attend the field trip.
All field trips will be scheduled with the Director of Transportation 30 calendar days prior to the trip so as not to interfere with routine district bus service. Campus nurse should be notified 2 weeks in advance, with the details of the fieldtrip (especially for allergic or asthmatic students). Ensure that fieldtrips are be directly related to IEPs and extend classroom learning or support community-based instruction. Rec/leisure fieldtrips should be activities students can do with their family/friends after graduation— life long activities. Permission slips must be secured by parents/guardians/surrogates and shown to administrators before the trip. Permission slips should be specific to the trip. Emergency contact numbers for students should be available at all times away from campus. Fieldtrips should be close to home---the purpose is to teach so more exposure is best (versus once a year trips). Students cannot be asked to remain at home if a parent chooses not to allow their child on the trip. Relevant academic arrangements will be made for the students who must stay behind at the school because they do not have parent permission to attend the trip. In addition, the field trip sponsor must coordinate with the cafeteria to insure all students have access to lunch. Additionally, the school nurse should advise the field trip sponsor of all medical accommodations and arrangements for students taking medication or with other medical needs. In some cases, a nurse may need to accompany students on a field trip. This should be discussed and arranged at least two weeks in advance of the field trip and include planned departure and return to campus times. A list of all students attending the field trip should be sent to the nurse for review in case a medical need is 263
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not apparent to staff. The person who is administering medication should be the one who coordinates with the nurse, so any special instructions can be given and medical logs passed on to staff at that time. Medication should be picked up at least 30 minutes before leaving on a field trip but not earlier than a prior dose is to be given. During the field trip medications should be carried by designated staff members only; unless the student is authorized to self medicate with emergency medications, such as asthma inhalers, insulin, glucometer, epi-pens, etc. Medical logs must be maintained with the date and time give as well as the initials of the person giving the medication. If medical problems arise, staff should contact the campus nurse or in the event of an emergency call 911. Upon return to campus medication logs and medication should be returned to the campus clinic. Medication may not be kept in the classroom or left unsupervised overnight. Parents must sign an alternate transportation form if the child will be traveling to or from an authorized field trip in a method other than the school provided method. The sponsor or principal may decide to not allow alternate travel.
Special Education Field Trip Request Form 264
Temple Independent School District Curriculum & Instruction Administrative Guidelines Date of Trip:
Number of Children:
Teacher(s):
Number of Adults:
IEP Goal of Trip:
Destination Name:
Expenditures
Destination Address/Location: Admission: ________ Teacher/Trip Leader’s Cell #:
Destination Phone #:
Food: ___________ Other: _____________
Arrival Time at School:
A.M./P.M.
Departure Time from School:
A.M./P.M.
Arrival Time at Trip Site:
A.M./P.M.
Departure Time from Trip Site:
A.M./P.M.
Return Time to School:
A.M./P.M. (must be in time for afternoon bus routes.)
Transportation Available (Check with Transportation)
DETAILS:
PLEASE INDICATE '0' IF NONE
Yes
No
Parent Permission slip attached for approval
Yes
No
Parents will be contacted if no slip is returned
Yes
No
Sack lunch arrangements made for students
Yes
No
School nurse notified and following student accommodations: Student: Student: Student:
(example: Joe Smith)
Accommodation: Accommodation: Accommodation:
(ex: Medication sent with teacher)
Academic plan for students not attending: Comments: Teacher Signature:
Date:
APPROVED
DISAPPROVED
Director of SPED Signature:
Date: APPROVED
DISAPPROVED ______
Principal Signature:
Date:
The Special Education Director (or designee) in collaboration with the campus administrator is the final authority on whether a field trip is permissible or not and as to whether all field trip arrangements are satisfactory.
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Field Trip Permission Form __________________________, a student in the Temple Independent School District is now under my control and in my custody. I hereby give my consent for the above-named student to participate in the trip to ________________________________ (destination), sponsored by ________________________________ (name of organization), which will take place from ______________ (date) to __________________ (date). It is understood that neither the Temple Independent School District, nor any of its trustees, officers, employees or organization sponsors are liable for any accident or injuries that may occur to the above-named student as a result of any aspect of his or her participation on this trip. It is understood that neither the Temple Independent School District, nor any of its trustees, officers, employees or agents are liable for injuries or damages caused by the above-named student on this trip. I agree to indemnify and hold the Temple Independent School District harmless from all claims made against the Temple Independent School District, its trustees, officers, employees, and agents from any and all claims made by third parties which result from the above-named student's actions while on the trip. In consideration of the above-named student being permitted to participate in this trip, I expressly waive all claims to which I may otherwise be entitled, including but not limited to, claims for medical expenses and wages. I recognize that the Temple Independent School District, its trustees, agents, and employees have sovereign or governmental immunity under Texas law. I understand that the Temple Independent School District, its trustees, agents, and employees are not waiving any sovereign or governmental immunity that it or they have under Texas or other applicable law. I, the undersigned, have read this Permission Slip and Release and understand all of its terms. I have executed it voluntarily and with full knowledge of its significance. This Permission Slip and Release is executed on my behalf and on behalf of my child/ward, ________________________________________. This Permission Slip and Release is effective while my child/ward is participating in the trip to __________________________. SIGNED this __________________________ day of ________________________, 20______. ________________________________________ Parent/Guardian's Signature
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STUDENT FIELD TRIP PERMISSION FORM – SPANISH _____________________________, estudiante en el Distrito Escolar Independiente de Temple está ahora bajo mi custodia y control. Por medio de esta carta doy mi consentimiento para que el estudiante nombrado anteriormente participe en un viaje a _____________________ (destination), patrocinado por __________________________ (name of organization), el cual tendrá lugar desde el _____________ (date) hasta el ___________ (date). Está entendido que ni el Distrito Escolar Independiente de Temple, ó ninguno de sus consignatarios, oficiales, empleados y organizaciones patrocinadoras son responsables de cualquier accidente, ó daños que pueda ocurrirle al estudiante nombrado anteriormente como resultado de cualquier asunto relacionado con su participación en este viaje. Se da por entendido también que ni el Distrito Escolar Independiente de Temple, ó ningunos de sus consignatarios, oficiales, empleados ó agentes son responsables por heridas ó daños que hayan sido causados por el estudiante nombrado anteriormente en este viaje. Estoy de acuerdo en indeminizar y no hacer ningún cargo al Distrito Escolar Independiente de Temple de todas y cada una de las reclamaciones hechas en su contra ó en contra de sus consignatarios, oficiales, empleados y agentes por parte de terceras personas las cuales sean resultado de las acciones del estudiante anteriormente nombrado durante el viaje. En consideración de que el estudiante anteriormente mencionado tenga permiso para participar en este viaje, renuncio expresamente a todas las reclamaciones a las cuales podría tener derecho incluyendo, pero no limitándose a todas las reclamaciones para gastos médicos y salarios.
Reconozco que el Distrito Escolar Independiente de Temple, sus consignatarios, agentes y empleados tienen inmunidad soberana y gobernamental bajo las leyes de Texas. Entiendo también que el Distrito Escolar Independiente de Temple, sus consignatarios, agentes y empleados no están renunciando a ninguna immunidad soberana ó gubernamental que tengan bajo las leyes de Texas ó cualquier otra ley aplicable. El suscrito ha leído este Permiso y Liberación de Responsabilidad y entiende todas sus condiciones. Le he firmado voluntariamente y con todo conocimiento de su significado. Este Permiso y Liberacion de Responsabilidad es firmado en mi nombre y a nombre de mi hijo(a)/custodia. Este permiso es válido solo mientras mi hijo(a)/custodia participa en este viaje. FIRMADO este dia _________ de__________________________, de _______________.
__________________________
Firma del Padre/Tutor
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REQUEST FOR ALTERNATE TRANSPORTATION NOTE: THE PRINCIPAL OR SCHOOL SPONSOR MAY CHOOSE TO NOT ALLOW ALTERNATE TRANSPORTATION OPPORTUNITES TO PARENTS. ACTIVITIES SOMETIMES HAVE PRE- AND POSTPLANS RELATED TO PARTICIPATION IN THE FIELD TRIP OR ACTIVITY INVOLVED.
I understand that my child has been offered school transportation between Temple Independent School
District
and
(place)_____________________________
on
the
following
date(s):___________________________. Instead of using district transportation, I am requesting that my child, (child’s name) ________ _________________________________, be allowed to use alternate transportation. My child will (specifics
of
alternate
plan)
___________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ I am fully responsible and release the school district and employees, officers, and agents from any liability for any incident that occurs as a result of this alternate transportation. _____________________________________________
_____________________
Parent/Guardian Signature
Date
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Topic:
Grading and Reporting Reference or Contact
Director of Special Education
Students with mild/moderate disabilities who are in general education classes and receiving support from content mastery/resource classes may earn the full range of numerical grades when the Individual Education Plan (IEP) and modifications selected by the Admission, Review, and Dismissal (ARD) Committee do not eliminate any of the required essential knowledge and skills of the subject being graded. An IEP Progress Report should be sent home with the report card. Students with disabilities who require most of their instruction in a special education program shall be graded according to the criteria of that program as determined by the ARD Committee and parents shall be informed of progress at least as often as parents of non-disabled students. EHBAB (Legal) Each student receiving special education instruction has an individual education plan (IEP) which addresses the student’s education needs, educational goals, and objectives. The special education teacher shall utilize a lesson plan that reflects the short-term objectives as stated on the IEP. Grades should evolve from the objectives with supporting documentation of how the grades were determined. Numerical grades shall be recorded for each subject area in a grade book. Recommended minimum mastery level on an IEP objective should be 70%, as a grade of 70 is required for passing. If 70% is too high for mastery, the ARD Committee should reconsider the appropriateness of the objective, modifications, supplementary aids and services. ARD Committees and Administrators should not decrease minimum passing standards. Care should be taken to ensure that objectives are written at a level that continues to challenge the student’s abilities. This may necessitate adjustments in curriculum, methods, pacing, materials, criteria, etc. If a student with disabilities should fail any subject (special education, vocational education, general education, etc.), the ARD Committee may convene to discuss the student’s needs and make recommendations to help the student achieve success. Case managers will collaborate with the general education teachers(s) regarding reasons for student failure and may establish a plan for improvement for the next grading period. If failing grades in the same subject continue for 2 consecutive grading periods, the ARD Committee review is required. The grading of a special education student in a general education classroom is based on the ARD Committee recommendations for, if any, modification of the Texas Essential Knowledge and Skills (TEKS) and other accommodations/modifications of pacing, methods and materials needed. When the ARD Committee has recommended accommodations/ modifications, the special education teacher is responsible for: Informing the general education teacher of the recommended accommodations/modifications; Providing information concerning the student’s achievement levels, learning style, and behavioral needs; Offering assistance to the general education teacher on a scheduled basis, as recommended by the ARD Committee, and 269
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Documenting contacts with the general education teacher.
There should be no designation on the report card that the student is in special education or is functioning below grade level (i.e., asterisk next to the grade). For specific students, the ARD Committee may recommend the following: A specific subject be taught in a combination general education/special education instructional arrangement; Grading expectations for these students served in the inclusion class(es); General and special education teachers will collaborate on the need for and the specifics of a modified grading system. The ARD Committee will consider the appropriateness of the modifications to grading; and It will be documented in the ARD. An IEP progress report should be issued with the general education report card for every grading period. Unless the ARD Committee designates otherwise: When a student is enrolled in a homebound program, the general classroom teacher will be responsible for grading all assignments and recording grades on the report card and permanent record for all subject areas. The progress of children enrolled in PPCD will be based upon advancement toward mastery of the IEP goals and objectives. Report cards will be issued to PPCD children on the same schedule as non-disabled students on their campus.
Topic:
Least Restrictive Environment/Instructional Arrangement 270
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Reference or Contact
Director of Special Education
TISD must ensure that to the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled. Furthermore, special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. In providing or arranging for the provision of nonacademic and extracurricular services and activities, TISD must ensure that each child with a disability participates with nondisabled children in the extracurricular services and activities to the maximum extent appropriate to the needs of the child.
FACTORS FOR CONSIDERATION The admission, review and dismissal (ARD) committee must determine whether education in the regular classroom, with the use of supplementary aids and services, can be achieved satisfactorily by considering the following factors:
Whether TISD provided supplementary aids and services; Whether TISD modified the regular education program: o
A child with a disability may not be removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum;
Whether the efforts to modify and supplement regular education were sufficient: o o
TISD need not provide every conceivable supplementary aid or service to assist the child; The Individuals with Disabilities Education Act (IDEA) does not require regular education instructors to devote all or most of their time to one child with a disability or to modify the regular education program beyond recognition;
Whether the child will receive an educational benefit from regular education (including nonacademic benefit);
The child's overall educational experience in the mainstreamed environment, balancing the benefits of regular and special education for the individual child: o
For example, a child may be able to absorb only a minimal amount of the regular education program, but may benefit enormously from the language models that his
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or her nondisabled peers provide (in such a case, the benefit that the child receives from mainstreaming may tip the balance in favor of mainstreaming); and The effect of the presence of a child with a disability has on the regular classroom, and thus, on the education that the other children are receiving. If the ARD committee determines that education in the regular classroom cannot be achieved satisfactorily, then the ARD committee must determine whether the child has been mainstreamed to the maximum extent appropriate:
The IDEA and its regulations do not contemplate an all-or-nothing educational system in which children with disabilities attend either regular or special education; The IDEA and its regulations require LEAs to offer a continuum of services; TISD must take intermediate steps where appropriate, such as placing the child in regular education for some academic classes only, or providing interaction with nondisabled children during lunch and recess.
In selecting the LRE, the ARD committee must consider any potential harmful effect:
On the child; or On the quality of services that the child needs.
A student's ARD committee must review the student's IEP, including his or her instructional arrangement/setting code, at least annually. In developing a student's IEP, the ARD committee should base the determination of the appropriate instructional arrangement/setting code for the student on the percentage of the instructional day that the student receives direct, regularly scheduled special education and related services, as required in the student's IEP, not on the student's disability. For the purpose of determining a student's instructional arrangement/setting code, the instructional day is defined as that portion of the school day in which instruction takes place (not to include lunch, recess, passing periods, etc.). Typical instructional arrangement/setting codes are as follows: Instructional Arrangement/Setting Code 00- Speech Therapy only 01- Homebound 02 ‐ Hospital Class 08 ‐ Vocational Adjustment Class 40 ‐ Special Education Mainstream 41 ‐ Resource Room/Services ‐ Less Than 21% 42 ‐ Resource Room/Services ‐ At Least 21% and Less Than 50%
(Bilingual students served in the Resource room will receive instruction in English only.) 43 ‐ Self‐Contained, Mild/Moderate/Severe, Regular Campus ‐ At Least 50% and No More Than 60% 44 ‐ Self‐Contained, Mild/Moderate/Severe, Regular Campus ‐ More Than 60% 45 ‐ Full‐Time Early Childhood Special Education Setting For a complete list of IAs, refer to Section 5 of the Special Education Operating Guidelines which are
available in the district resources/Special Education folder in the TEKS Resource System or a copy may be checked out from the Special Education office.
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When determining the instructional arrangement/setting code for a student who attends school less than a full day, use the number of instructional hours he or she attends as determined by the ARD committee as the student's instructional day. Then, review the number of hours in the instructional day that the student receives special education services to determine the student's instructional arrangement/setting code. The following chart shows the instructional arrangement/setting codes for departmentalized classrooms. This chart is based on fixed instructional periods (all periods are the same length of time each day Number of Periods of SpEd Instruction per Day*
8 Period Instructional Day
7 Period Instructional Day
6 Period Instructional Day
5 Period Instructional Day
One SpEd Period Two SpEd Periods Three SpEd Periods Four SpEd Periods
Resource (41) Resource (42) Resource (42) Mild/Mod/Sev (43) Mild/Mod/Sev (44) Mild/Mod/Sev (44) Mild/Mod/Sev (44) Mild/Mod/Sev (44)
Resource (41) Resource (42) Resource (42) Mild/Mod/Sev (43)
Resource (41) Resource (42) Mild/Mod/Sev (43) Mild/Mod/Sev (44)
Resource (41) Resource (42) Mild/Mod/Sev (43) Mild/Mod/Sev (44)
Mild/Mod/Sev (44)
Mild/Mod/Sev (44)
Mild/Mod/Sev (44)
Mild/Mod/Sev (44)
Mild/Mod/Sev (44)
Five SpEd Periods Six Sp Ed Periods Seven SpEd Periods Eight SpEd Periods
Mild/Mod/Sev (44)
*If a student receives special education and related services outside of the general education classroom on less than a daily basis, determine the percentage to be used in determining the appropriate instructional arrangement/setting code by dividing the total minutes of instruction outside the general education classroom for the week by the total instructional minutes for the week.
Topic:
Mutual Agreement 273
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Reference or Contact
Director of Special Education
Once the IEP (ARD) is written, all members of the ARD committee who are part of the decisionmaking team will sign it and indicate their agreement or disagreement. If any member disagrees, a statement of the disagreement and reasons for it should be attached to the IEP. If a parent or the adult student disagrees with one or more required elements of the IEP, the district must offer the parents or adult student who disagrees a single opportunity to have the committee recess for a period of time not to exceed ten school days: o
Except when the student’s presence on the campus presents a danger of physical harm to the student or others or when the student has committed an expellable offense or an offense which may lead to a placement in an alternative education program (AEP);
The committee members must also agree on a date, time and place to finish the meeting. During the recess, both district and parent/student members of the ARD committee must think about other possible choices, gather more data, work on documentation and/or obtain additional resource persons which may assist in enabling the ARD committee to reach mutual agreement. If after the recess parent or student members of the ARD committee still do not agree, school members should implement the IEP which has determined to be appropriate for the child, provide the parent with Prior Written Notice and ensure a second statement about the disagreement must be written into the IEP.
Topic:
Psychological Referrals and Consent 274
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Reference or Contact
Director of Special Education
Emotional Disturbance is an educational term referring to a condition that is not necessarily synonymous with a mood disorder, behavioral disorder, personality disorder, or other mental illness as defined by the American Psychological Association in the Diagnostic and Statistical Manual (DSM). Behavior problems exhibited by students are not always the result of an emotional disturbance. Evaluation should only be sought if an Emotional Disturbance (ED) eligibility is suspected and data is supportive. TISD requires that the RtI/ARD Committee representative consult with the Licensed Specialist in School Psychology (LSSP) prior to making a referral. The RtI Committee will address the need for a psychological evaluation as part of the initial evaluation when planning the scope of the evaluation. Decision must be based on data presented.
If Student Is Currently Receiving Special Education Service: A. The ARD/IEP Committee will review existing evaluation data, both the formal FIE (Full and Individual Evaluation) and informal evaluation from staff. Based on data presented, the ARD/IEP Committee may recommend a psychological evaluation. B. If psychological evaluation is recommended during the ARD/IEP meeting, the minutes will document the recommendation and the parent will be provided Notice and Consent for Psychological Evaluation. 1. If parents are not in attendance, the assessment specialist will coordinate the completion of the referral for the psychological and be responsible for sending the Notice and Consent for Psychological Evaluation. 2. The assessment specialist will inform the LSSP assigned to the campus. 3. The LSSP will conduct the evaluation, complete the written report, and inform the parent of their findings. C. An ARD/IEP meeting to review the psychological evaluation will be scheduled.
Psychological evaluations are to be completed by LSSPs employed by TISD. Any requests to seek outside evaluations must be pre-approved by the Director of Special Education. Evaluations completed outside the district, or by a community service provider, must be reviewed by an LSSP to determine if contents meet district, state, and federal guidelines. INFORMATION AND CONSENT FOR PSYCHOLOGICAL EXAMINATIONS OR TESTS On request of a child's parent, before obtaining the parent's consent for the administration of any psychological examination or test to the child that is included as part of the evaluation of the child's need for special education, the LEA must provide to the child's parent the name and type of the 275
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examination or test, and an explanation of how the examination or test will be used to develop an appropriate individualized education program (IEP) for the child:
If the TISD determines that an additional examination or test is required for the evaluation of a child's need for special education after obtaining consent from the child's parent, TISD must provide the required information to the child's parent regarding the additional examination or test and its use, and must obtain additional consent for the examination or test: o
If a parent does not give consent for the additional examination or test within 20 calendar days after the date the TISD provided to the parent the required information about the additional examination or test and its use, the parent's consent is considered denied; or
o
If the parent does give consent for the additional examination or test, the time required for the district to provide information and seek consent may not be counted toward the 45 calendar days for completion of an initial evaluation.
For detailed information, refer to the Section 7 of the Special Education Operating Guidelines which are available in the district resources/Special Education folder in the TEKS Resource System or a copy may be checked out from the Special Education office.
Topic:
Referral for Possible Special Education Referral Services Reference or Contact
Director of Special Education 276
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REFERRAL FOR FULL AND INDIVIDUAL INITIAL EVALUATION (FIE) Either the parent of the child, a state educational agency, a school district, an educational service agency (ESA), or a nonprofit public charter school that is not otherwise included as and not a school of a district or ESA, and any other political subdivision of the state that is responsible for providing education to children with disabilities may initiate a request for an initial evaluation to determine if the child is a child with a disability. TISD must provide Prior Written Notice to the parent whenever it proposes or refuses to evaluate the child. Schools should consider refusing a referral if school data/documentation does not support concerns. Parents should be given a copy of Procedural Safeguards with the Prior Written Notice at this time. Parents may appeal this process by contacting the Special Education Director. Before conducting an initial Full and Individual Evaluation, the TISD must obtain from the parent Consent for Initial Evaluation. TISD must promptly request Consent for Initial Evaluation whenever the child is referred for an evaluation and if, prior to a referral, the child has not made adequate progress after an appropriate period of time when provided instruction as follows:
Appropriate instruction in regular education settings, delivered by qualified personnel as demonstrated by the data; and
With data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of the child's progress during instruction, which was provided to the child's parents.
A Determination of Eligibility must not be made if the determinant factor for that determination is lack of appropriate instruction in reading, including in the essential components of reading instruction, lack of appropriate instruction in math, or limited English proficiency. To ensure that underachievement in the child suspected of having a Specific Learning Disability is not due to lack of appropriate instruction in reading or math, the group of qualified professionals, as part of a FIE, must consider:
Data that demonstrate that prior to, or as part of, the referral process, the child was provided appropriate instruction in regular education settings, delivered by qualified personnel; and
Data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of progress during instruction, which was provided to the child's parents.
RtI
GROUP OF QUALIFIED PROFESSIONALS The group that collects or reviews evaluation data must include, but is not limited to the following members:
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A licensed specialist in school psychology;
An educational diagnostician;
Other appropriately certified or licensed practitioner with experience and training in the area of the disability; or
A licensed or certified professional for a specific eligibility category as specified in the applicable specific eligibility section of the Special Education Operating Guidelines, Section 3.
EVALUATION PROCEDURES In conducting the evaluation, TISD must use a variety of assessment tools and strategies to gather relevant functional, developmental, and academic information, including information provided by the parent, that may assist in determining:
Whether the child is a child with a disability; and
The content of the child's individualized education program, including information related to enabling the child to be involved in and progress in the general education curriculum, or, for preschool children, to participate in appropriate activities.
In conducting the evaluation, TISD must:
Not use any single measure or assessment as the sole criterion for determining whether the child is a child with a disability or determining an appropriate educational program for the child; and
Use technically sound instruments that may assess the relative contribution of cognitive and behavioral factors, in addition to physical or developmental factors.
TISD must ensure that:
Assessments and other evaluation materials used to assess a child under this framework: o
Are selected and administered so as not to be discriminatory on a racial, cultural or sexual basis;
o
Are provided and administered:
In the child's native language or other mode of communication; and
In the form most likely to yield accurate information on what the child knows and can do academically, developmentally, and functionally, unless it is not feasible to so provide or administer;
o
Are used for the purposes for which the assessments or measures are valid and reliable;
o
Are administered by trained and knowledgeable personnel; and
o
Are administered in accordance with any instructions provided by the producer of such assessments;
Assessments and other evaluation materials include those tailored to assess specific areas of educational need and not merely those that are designed to provide a single general intelligence quotient; 278
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Assessments and instruments are selected and administered so as to best ensure that the assessment results accurately reflect the child's aptitude or achievement level or whatever other factors the test purports to measure, rather than reflecting the child's impaired sensory, manual, or speaking skills (unless those are the skills the test purports to measure);
The child is assessed in all areas of suspected disability, including, if appropriate, health, vision, hearing, social and emotional status, general intelligence, academic performance, communicative status, and motor abilities;
For a child with limited English proficiency, TISD differentiates between language proficiency and disability;
The evaluation is sufficiently comprehensive to identify all of the child's special education and related services needs, whether or not commonly linked to the disability category in which the child has been classified; and
Assessment tools and strategies that provide relevant information that directly assists persons in determining the educational needs of the child must be provided.
INITIAL EVALUATIONS TISD must conduct an initial FIE before the initial provision of special education and related services to a child with a disability. The initial evaluation must consist of procedures to determine:
Whether the child is a child with a disability; and
The educational needs of such child.
The initial evaluation must be conducted and the evaluation report completed within 45 school days of receiving parental consent for the evaluation, unless:
The parent of a child repeatedly fails or refuses to produce the child for the evaluation; or
The child transfers from one district to another when an evaluation is pending and the district complies with the Special Education Operating Guidelines, Section 3.
Use of RtI strategies cannot be used to delay or deny the provision of a FIE to a child suspected of having a disability. It would be inconsistent with the evaluation provisions in federal regulations for TISD to reject a referral and delay provision of an initial evaluation on the basis that the child has not participated in an RtI framework (34CFR§§300.301-300.311). In this case, TISD would initiate RtI interventions concurrently with the referral.
REEVALUATIONS/REED (Review of Existing Evaluation Data) TISD must ensure that a reevaluation of each child with a disability is conducted:
If TISD determines the educational or related services needs, including improved academic achievement and functional performance, of the child warrant a reevaluation;
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If a reevaluation is requested by the child's parents or teacher; or
Before determining that the child is no longer a child with a disability.
A reevaluation is not required (but a Summary of Performance is required) before the termination of a child's eligibility due to:
Graduation from secondary school with a regular diploma; or
Exceeding the age eligibility for a free appropriate public education under state law.
A reevaluation must occur:
Not more frequently than once a year, unless the parent and TISD agree otherwise; and
At least once every three years, unless the parent and TISD agree that a reevaluation is unnecessary.
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Topic:
Special Educational Assistants Reference or Contact
Director of Special Education
All special education assistants are paid from federal grant money and must adhere to the following grant guidelines. Persons paid from special education funds must be assigned to instructional or other duties in the special education program and/or to provide support services to the regular education program in order for children with disabilities to be included in the regular program. Support services must include, but are not be limited to, collaborative planning, inclusion support, small group instruction with children in special education and regular education, direct instruction to children in special education, or other support services determined necessary by the admission, review, and dismissal committee for an appropriate program for the child with disabilities. Assignments may include duties supportive to school operations equivalent to those assigned to regular education personnel.
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Topic:
Timelines Reference or Contact
Director of Special Education
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Temple Independent School District Curriculum & Instruction Administrative Guidelines
Topic:
Transfers/New to District Reference or Contact
Director of Special Education
Campus administration or a designee from the campus registrar offices must notify the Special Education Assessment personnel assigned to their campus of the arrival of a student identified as disabled or having services provided by a Special Education program within 2 school days of the student’s arrival. The Family Educational Rights and Privacy Act (FERPA) does not require the child's new and previous Districts to obtain parental consent before requesting or sending the child's special education records . The school district in which the student was previously enrolled shall furnish the
new school district with a copy of the student's records, including the child's special education records, not later than the 30th calendar day after the student was enrolled in the new school district. TISD must ensure that assessments of children with disabilities who transfer from one District to another District in the same academic year must be coordinated, as necessary and as expeditiously as possible, to ensure prompt completion of full evaluations. If a child enrolls in the new District after the 45-day timeframe for an initial evaluation of the child has begun and before a determination by the child's previous District as to whether the child is a child with a disability, the 45-day evaluation procedures timeframe does not apply to the new District if:
TISD is making sufficient progress to ensure a prompt completion of the evaluation; The parent and TISD agree to a specific time when the evaluation will be completed; and The initial evaluation is completed not later than the 45th school day following the date on which TISD receives Consent for an Initial Evaluation.
With regard to the status of the child, TISD Sp Ed assessment staff must verify that the child:
Is a child with a disability; Transferred Districts within the same academic year; and Had an IEP in effect in the previous District.
With regard to interim services to the child, TISD, in consultation with the parents, must:
Provide the child with a free appropriate public education (FAPE) including services comparable to those described in the IEP from the previous District.
With regard to the IEP of the child, the new TISD must:
Within 30 school days from the date the child is verified as being a child eligible for special education services either: o Adopt the IEP from the previous District; or o develop, adopt, and implement a new IEP 283
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IEP FOR A CHILD WITH A DISABILITY WHO TRANSFERS FROM OUTSIDE THE STATE With regard to the status of the child, TISD Sp Ed assessment staff must verify the child:
Is a child with a disability; Transferred Districts within the same academic year; and Had an IEP in effect in another state.
With regard to interim services to the child, the new District, in consultation with the parents, must:
Provide the child with a FAPE including services comparable to those described in the IEP from the previous District.
With regard to the IEP of the child, the new District must:
Within 30 school days from the date the child is verified as being a child eligible for special education services either: o
Conduct an evaluation if determined to be necessary by the District; or
o
Develop a new IEP, if appropriate
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Special Programs
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Topic:
At-Risk Reference or Contact
Director of Special Programs
“Student at risk of dropping out of school” includes each student who is under 21 years of age and who: a)
Was not advanced from one grade level to the next for one or more school years, unless the student did not advance from prekindergarten or kindergarten to the next grade level only as a result of the request of the student’s parent;
b)
If the student is in grades 7–12 did not maintain an average equivalent to 70 on a scale of 100 in two or more subjects in the foundation curriculum during a semester in the preceding or current school year, or is not maintaining such an average in two or more subjects in the foundation curriculum in the current semester;
c)
Did not perform satisfactorily on a state assessment instrument and who has not in the previous or current school year subsequently performed on that instrument or another appropriate instrument at a level equal to at least 110 percent of the level of satisfactory performance on that instrument;
d)
If the student is in prekindergarten, kindergarten, or grades 1–3, did not perform satisfactorily on a readiness test or assessment instrument administered during the current school year;
e) f)
Is pregnant or is a parent; Has been placed in a DAEP in accordance with Education Code 37.006 during the preceding or current school year;
g)
Has been expelled during the preceding or current school year;
h)
Is currently on parole, probation, deferred prosecution, or other conditional release;
i) j)
Was previously reported through the Public Education Information Management System (PEIMS) to have dropped out of school; Is a student of limited English proficiency, as defined by Section 29.052;
k)
Is in the custody or care of the Department of Family and Protective Services or has, during the current school year, been referred to the department by a school official, officer of the juvenile court, or law enforcement official;
l)
Is homeless, as defined by 42 U.S.C. 11302 and its subsequent amendments [see FD]; or
m) Resided in the preceding school year or resides in the current school year in a residential placement facility in the District, including a detention facility, substance abuse treatment facility, emergency shelter, psychiatric hospital, halfway house, or foster group home. Education Code 29.081(d)–(d-1) Temple ISD documents at-risk status of students in Skyward. Student status is fluid and minimally must be evaluated and updated annually. Documentation regarding the indication of at-risk is maintained with the student record.
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Topic:
DEIC Reference or Contact
Director of Special Programs
Temple ISD has established a district-level planning and decision-making committee as provided by Education Code 11.251(b)-(e). Site-based decision making is a process for decentralizing decisions to improve the educational outcomes at every school campus through a collaborative effort by which administrators, teachers, staff, parents, and community representatives assess educational outcomes of all students, determine goals and strategies, and ensure that strategies are implemented and adjusted to improve student achievement. The District Education Improvement Committee (DEIC) includes representative professional staff, parents of students enrolled in the District, business representatives and community members. The charge of the committee is to review and make recommendations regarding the District’s educational plans, goals, performance objectives, and major classroom instructional programs. In addition, all pertinent federal planning requirements are addressed through the DEIC. District Education Improvement Committee members that are professional staff members are nominated from each campus/entity, and voted on in the fall of each year. The committee solicits parent, business and community members from across the district through campus contacts and community outreach. Members serve a two year term. The DEIC meets a minimum of two times each year. The DEIC plays a significant role in assuring that the District Improvement Plan is developed, reviewed, and revised annually for the purpose of improving the performance of all students. The purpose of the District Improvement Plan is to guide District and campus staff in the improvement of student performance for all student groups, and must provide provisions for: 1. A comprehensive needs assessment addressing performance on the student achievement indicators, and other appropriate measures of performance, that are disaggregated by all student groups served by the District, including categories of ethnicity, socioeconomic status, sex, and populations served by special programs, including students in special education programs under Education Code Chapter 29, Subchapter A. 2. Measurable District performance objectives for all appropriate student achievement indicators for all student populations, including students in special education programs under Education Code Chapter 29, Subchapter A, and other measures of student performance that may be identified through the comprehensive needs assessment. 3. Strategies for improvement of student performance that include: a. Instructional methods for addressing the needs of student groups not achieving their full potential. b. Methods for addressing the needs of students for special programs. c. Dropout reduction. d. Integration of technology in instructional and administrative programs. e. Discipline management. f. Staff development for professional staff of the District. 287
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g. h.
Career education to assist students in developing the knowledge, skills, and competencies necessary for a broad range of career opportunities. Accelerated education.
5. Strategies for providing to middle school, junior high school, and high school students, those students’ teachers and counselors, and those students’ parents information about: a. Higher education admissions and financial aid opportunities. b. The TEXAS grant program and the Teach for Texas grant program. c. The need for students to make informed curriculum choices to be prepared for success beyond high school. d. Sources of information on higher education admissions and financial aid. 6. Resources needed to implement identified strategies. 7. Staff responsible for ensuring the accomplishment of each strategy. 8. Time lines for ongoing monitoring of the implementation of each improvement strategy. 9. Formative evaluation criteria for determining periodically whether strategies are resulting in intended improvement of student performance. 10. A discipline management program providing for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying in schools, on school grounds, and in school vehicles.
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Topic:
Dyslexia Reference or Contact
Director of Special Programs
The Temple ISD Dyslexia Program is designed to provide assessment of those students at risk for dyslexia, as well as appropriate reading and spelling instruction for students who meet federal, state and district criteria as dyslexic. Appropriate reading and spelling instruction is characterized by the descriptors found in The Dyslexia Handbook, updated 2014, a publication of the Texas Education Agency. Texas Education Code (TEC) §38.003 defines dyslexia and related disorders, mandates testing students for dyslexia and providing instruction for students with dyslexia, and gives the State Board of Education (SBOE) authority to adopt rules and standards for administering testing and instruction. TEC §7.028(b) relegates the responsibility for school compliance with the requirements for state educational programs to the local school board. Chapter 19 of the Texas Administrative code (TAC) §74.28 outlines the responsibilities of districts and charter schools in the delivery of services to students with dyslexia. Finally, The Rehabilitation Act of 1973, §504, establishes assessment and evaluation standards and procedures for students (34 C.F.R. Part 104). Assessment and instruction are provided by Certified Academic Language Therapists or Academic Language Therapists in training. Students are identified for dyslexia instruction through the district RtI process. The reading program used is Take Flight, an Orton-Gillinghambased multi-sensory approach developed by Scottish Rite Children’s Hospital in Dallas, Texas. Take Flight meets all the descriptors for effective instruction found in The Dyslexia Handbook.
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Topic:
Federal Programs Reference or Contact
Director of Special Programs
Federal programs include programs authorized under the Every Student Succeeds Act (ESSA) of 2015, originally known as the Elementary and Secondary Education Act (ESEA) of 1965. This act incorporates four key principles: (1) accountability for results, (2) flexibility in the use of funds, (3) greater parental choice, and (4) an emphasis on scientifically-based teaching methods. Temple ISD participates in three federal title programs under the ESSA Act: Title I, Part A (Improving Basic Programs), Title II, Part A (Teacher and Principal Training and Recruitment), and Title III, Part A (English Language Acquisition, Language Enhancement, and Academic Achievement). Title I, Part A (Improving Basic Programs) Title I, Part A provides supplemental resources to help schools with high concentrations of students from low-income families provide high-quality education that will enable all children to meet the state performance standards. Students who experience difficulties mastering the state academic achievement standards are the intended beneficiaries. Temple ISD elementary and secondary campuses are schoolwide Title I. The core elements of a schoolwide program include a comprehensive needs assessment based upon the achievement of the children on the state assessment. From that needs assessment, reform strategies for the school must provide opportunities for all children to meet proficient levels on the state assessment, use effective instructional methods that strengthen the core academic areas and increase the amount of instructional time, and provide for the needs of low-achieving children through counseling services, college and career awareness, and integration of vocational and technical programs. Part of the accountability requirements for NCLB includes adequate yearly progress (AYP). Campuses that receive Title I, Part A funds must assure that they implement the 10 Components of a Schoolwide Program: Comprehensive Needs Assessment Schoolwide Reform Strategies Highly Qualified Teachers Ongoing Professional Development Strategies to Attract Highly Qualified Teachers Parental Involvement Transition from Early Childhood Programs Include Teachers in Decisions Effective, Timely Assistance Coordination and Integration Funds from this program may only be expended for programs, activities and strategies that are scientifically-based on research and meet needs identified in the campus’ comprehensive needs assessment process and listed in the campus improvement plan. The program, activity or strategy must be reasonable and necessary to carry out the intent and the purpose of the program and must be supplemental to other nonfederal programs. 290
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Title II, Part A (Teacher and Principal Training and Recruitment) The intent and purpose of Title II, Part A is to increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in classrooms. Funds may be used for recruiting, hiring, and retention of highly qualified personnel; providing professional development; improving the quality of teacher and paraprofessional work force; and reducing class size. Temple ISD uses the funding from this federal program to support professional development and to implement the instructional coaching process. Title III, Part A (English Language Acquisition) The Title III, Part A program provides supplemental resources to school districts to help ensure that children who are limited English proficient attain English proficiency at high levels in core academic subjects and can meet state mandated achievement performance standards. Funds from the Title III, Part A program are managed by the Director of Bilingual/ESL. Program Compliance Federal program compliance is measured through audits and reports to the Texas Education Agency, and must be supported with documentation. Highly Qualified: All teachers and assistants that serve students in Title I programs must be highly qualified. This status is determined and documented by the campus principal through the Principal Attestation, and the Human Resources department. Parent Involvement: Written policies must be developed at the campus and district level regarding parent involvement. The policy must be developed with the input of parents, and distributed. Temple ISD campuses annually review and update the campus parent involvement policy through the SBDM team, and complete a School-Home Compact with each student. Additionally, Title I and federal program participation is discussed with parents at Open House and during parent conferences. Parent Notification: Parents are notified of their right to request information regarding professional qualifications of their child’s classroom teachers through the student handbook. If a child has been taught for four or more consecutive weeks by a teachers who is not highly qualified, the campus must notify the parents. This process is supported by the Human Resources department. Campus Planning: Each campus conducts a comprehensive needs assessment to develop the campus improvement plan. The campus improvement plan must incorporate the 10 components of a Title I Schoolwide Program, and indicate activities that are supported by federal program funds. Professional Development: Professional development is required as appropriate by all of Temple ISD’s federal programs. Each campus must have a professional development plan included in the campus improvement plan, including professional development related to parent involvement. Homeless: Students who are identified as homeless may be served with Title I, Part A funds. The district is required to reserve funds for homeless students at campuses that are not Title I, Part A campuses. In Temple ISD, Temple High School is the only campus not designated as a Title I, Part A campus.
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Topic:
Homebound (General Ed) Reference or Contact
Director of Student Intervention & Support Services
Some students may not be able to attend school due to a chronic illness, acute health problem, serious injury, or other conditions. If the student is not eligible for special education services, general education homebound may be appropriate. Pursuant to the Student Attendance Accounting Handbook, any student who is served through the general education homebound program must meet the following three criteria: 1. The student is expected to be confined at home or hospital bedside for a minimum of 4 weeks. The weeks need not be consecutive. 2. The student is confined at home or hospital bedside for medical reasons only. 3. The student’s medical condition is documented by a physician licensed to practice n the United States. Placement The decision to place a student in general education homebound is made by a campus committee which should include but is not limited to (1) a campus administrator, (2) a teacher of the student, and (3) a parent/guardian of the student. The role of the committee is to review and consider the necessity of providing instruction to a general education student at home/hospital bedside. In making these decisions, the committee must consider information from the physician. However, the physician’s information is not the sole determining factor in the committee’s decision. Service A certified teacher will provide services in the home. The certified teacher is determined by the campus, and paid for with campus funds. A committee will determine the length and frequency of the homebound services based on individual needs. Homebound instruction is provided during the regular school year following the Temple ISD calendar.
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Topic:
Library Services Reference or Contact
Director of Special Programs
The school library media program in Temple ISD is a primary resource for literacy, information, and curriculum support. The school library contributes to the achievement of the desired results for student learning by providing instruction, resources, and activities that enable students and staff to become effective, independent users of ideas and information for lifelong learning. Our school librarians develop collaborative relationships with teachers in order to build a collection that is reflective of all patrons. This relationship creates many opportunities for co-teaching, lesson planning, and flexible scheduling.
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Topic:
Section 504 Reference or Contact
Director of Student Intervention & Support Services
Purpose of Section 504 The purpose of Section 504 is to eliminate discrimination on the basis of disability in any program or activity provided by school districts and other educational providers that receive federal financial assistance. No qualified student with a disability may, solely on the basis of a disability, be excluded from a district’s programs and activities. Stated another way, the purpose of Section 504 is to ensure that students who are Section 504 eligible have educational opportunities equivalent to those of their nondisabled peers. School districts are required to provide appropriate general education or appropriate special education and related aides and services. This means that school districts may be required to provide accommodations to ensure that equal educational opportunities are available to eligible students with disabilities. Under Child Find requirements, districts are required to identify, locate and evaluate qualified disabled students residing within district boundaries. Additionally, public schools are required under this statute to provide a free, appropriate public education, or FAPE, to individuals who qualify as persons disabled under Section 504. FAPE, under Section 504 regulations, consists of a program of general and/or special education and related aids and services that are designed to meet the education needs of a disabled student as adequately as the educational needs of a nondisabled student. The U.S. Department of Education’s Office for Civil Rights (OCR) is charged with enforcing this statute. Also, it is important to note that while recipients of federal funds are required to comply with Section 504, the cost of complying with these requirements is not federally funded. Eligibility To become eligible for services and protection against discrimination on the basis of disability under Section 504, a student must be determined, as a result of an evaluation, to have a “physical or mental impairment” that “substantially limits one or more major life activities” [29 USC 705(20)(B)]. In addition, a student is protected from discrimination on the basis of disability under Section 504 if a school district treats the student as if he or she has such an impairment, even if he or she no longer has such an impairment or never had one in the first place. Physical or Mental Impairment Regulations define the term “physical or mental impairment” as set forth below: (A) Any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin and endocrine; or (B) Any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. Note that the definition does not define specific diseases; nor is the regulation intended to limit the range of diseases or medical conditions that might occur. The Section 504 statute explicitly excludes from the qualifying term “individual with a disability” a variety of “sexual 294
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behavior disorders,” such as exhibitionism and voyeurism. Compulsive gambling, kleptomania and pyromania also are excluded as qualifying impairments [29 USD 705(20(F)]. Major Life Activity Major life activities include functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. This list is not exhaustive. Other functions can be major life activities for the purposes of Section 504. In the Amendments Act, Congress provided additional examples of general activities that are major life activities, including eating, sleeping, standing, lifting, bending, reading, concentrating, thinking, and communicating. Congress also provided a non-exhaustive list of examples of “major bodily functions” that are major life activities, such as the functions of the immune system, normal cell growth, digestive, bowel, bladder, neurological, brain, respiratory, circulatory, endocrine, and reproductive functions. The Section 504 regulatory provision’s list of examples of major life activities is not exclusive, and an activity or function not specifically listed in the Section 504 regulatory provision can nonetheless be a major life activity. Section 504 regulations do not define the word “substantially.” Further, the Office of Civil Rights (OCR) declines to interpret formally the term in nonregulatory guidance. OCR directs school districts to make the decision of whether a particular impairment “substantially limits” a major life activity for a student on an individual basis. In the Amendments Act, however, the modern spirit of the provision is that if the impairment makes a major life activity more difficult or burdensome in comparison to the general population, then it suffices to meet the substantial limitation threshold. Regarded as Having an Impairment Unless a student has a disability, the mere fact that he or she has a record of a disability or is regarded as having a disability is insufficient by itself to trigger Section 504 protections that require special treatment. A mistaken belief or assumption that a student has an impairment, of itself, is not enough to establish coverage. Temporary Disabilities Students may qualify for Section 504 services based on a temporary disability (e.g., injuries suffered from an auto accident). Whether the student qualifies would be determined through consideration of the severity of the disability and/or injuries and the expected length of the disability. If the temporary disability substantially limits at least one major life activity for a period of time that would significantly disrupt the student’s education, then in all likelihood the student is covered for the duration of the disability. In the Amendments Act, Congress clarified that an individual is not “regarded as” an individual with a disability if the impairment is transitory and minor. A transitory impairment is an impairment with an actual or expected duration of six (6) months or less. Mitigating Factors In determining whether a student has a physical or mental impairment that substantially limits that student in a major life activity, school districts must not consider the ameliorating effects of any mitigating measures that student is using. This is a change from prior law. Before January 1, 2009, school districts had to consider a student’s use of mitigating measures in determining whether that student had a physical or mental impairment that 295
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substantially limited that student in a major life activity. In the Amendments Act, however, Congress specified that the ameliorative effects of mitigating measures must not be considered in determining if a person is an individual with a disability. Congress created one exception to the mitigating measures; the ameliorative effects of the mitigating measures of ordinary eyeglasses or contact lenses shall be considered in determining if an impairment substantially limits a major life activity. Child Find Districts are required to annually “undertake to identify and locate” students with disabilities who are not receiving an appropriate education. This obligation is more or less identical to the IDEA child find requirement. IDEA child find activities will satisfy the Section 504 requirement. Child find begins with the child. Health records will be shared with a Section 504 Committee on a “need to know” basis. The fact that a student utilizes medication does not trigger the school’s duty to evaluate unless the student also needs services from the school (§194,35(a), supra), or the parent has requested the evaluation. If a parent requests that student health records be reviewed for potential Section 504 qualifications, or if a student demonstrates that he or she may not be receiving an appropriate education due to a health concern, the campus nurse will provide student health information to the Section 504 Committee. Procedural Protections The district will ensure that a system of procedural safeguards is in place with respect to actions regarding the identification, evaluation, and educational placement of disabled students. The system shall include notice, an opportunity for the parent or guardian of the disabled student to examine relevant records, an impartial hearing with opportunity for participation by the student’s parent or guardian and representation by counsel, and a review procedure. The impartial hearing is governed by district policy. Should the parent disagree with the identification, evaluation, or placement decision of the Section 504 Committee, the parent may seek relief pursuant to the district’s grievance procedure or may appeal to state or federal court. Parent Language If the campus determines that the dominant language of the parent is Spanish, the campus will ensure effective notice in Spanish and services necessary to provide the parent an opportunity for effective participation in the Section 504 process. If the campus determines that the dominant language of the parent is not English or Spanish, the campus will make a good faith effort to accomplish notice and provide an opportunity for effective parent participation in the Section 504 process through other means. Eligibility Analysis In order to determine eligibility for Section 504, the Section 504 Committee must collect information from a variety of sources in order to answer certain problem-solving questions, as updated with the Amendments Act. 1. Does the student have a mental or physical impairment, even one that is in remission or episodic? The committee must have an evaluation, diagnosis, or physician report that documents the mental or physical impairment. A parent’s assertion of an impairment without supporting documentation is not sufficient to verify the existence of either a mental or physical impairment. 2. Does the impairment substantially limit one or more of the expanded major life activities, 296
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without taking into account mitigating measures, or would the impairment substantially limit a major life activity if it were present in its full-blown state (for conditions in remission)? The impairment must limit a major life activity. Academic and behavioral data must be collected. In addition, data describing how the student learns, such as time needed to complete learning assignments and ability to focus, is essential to consider. The data collected is important to determine if an impairment has substantially limited a major life activity. For an impairment to be considered as substantial, limitations in the student’s academic and/or behavioral performance must be greater than the academic and/or behavior performance of his or her nondisabled peers. Learning problems that primarily result from cultural, environmental, or economic factors may rule out eligibility under Section 504. However, mitigating factors, such as medicine or other strategies that eliminate or reduce the effect of an impairment on a major life activity, may not be considered for eligibility with the exception of glasses or contact lenses. 3. Does the student need accommodations and/or services in order to have their educational needs met as adequately as the needs of nondisabled students are met? This question ensures that students that are only “technically” eligible under the Section 504 definition as expanded by the Amendments Act, but who do not need a Section 504 Services Plan, receive the protections of Section 504, but not unnecessary classroom accommodations. At the conclusion of the questioning sequence, the Section 504 Committee is in a position to determine if the student is eligible for Section 504 accommodations. If the student is eligible, the Committee proceeds to the evaluation process and provides a copy of the Parent Rights form to the parents. If the student is not eligible, the Coordinator shall forward the Parent Rights form. Consent for Evaluation If a Section 504 evaluation is necessary, the Section 504 Coordinator should provide the Notice of Parent Rights to the parent, together with a Notice and Consent for Initial Evaluation under Section 504 form. This process may be initiated by the Student Intervention Team (SIT). If no parental consent is received for the Section 504 evaluation, the Coordinator should remind the parent every semester (or at other intervals as determined by the SIT) of the campus’s continued desire to conduct an evaluation under Section 504. Evaluation and Placement Section 504 regulations require multidisciplinary evaluations that are designed to assess specific areas of educational deficit. Multiple sources of information are required and many should already be available from the Student Intervention Team process. When making decisions regarding eligibility, the Section 504 Committee must draw upon information from a variety of sources, including aptitude and achievement measures, teacher recommendations, physical condition, social or cultural background, and adaptive behavior. A medical evaluation or psychological evaluation is required to establish the existence of a disability. Information and diagnosis documentation may be requested from the physician using the CONSENT TO REQUEST/RELEASE CONFIDENTIAL INFORMATION form in the SIT process. Data used to determine the existence of a “substantial limitation” of learning include: Literacy assessment data; Reading assessments and inventories; Benchmark assessment data; Teacher anecdotal data about the student’s organization skills, need for additional work time, ability to focus, etc., when compared to the average nondisabled peer; Teacher recorded data documenting response to interventions from the Student Intervention 297
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Team process; State assessment data; Reported grades; Work samples that illustrate the nature and severity of the suspected disability; Information provided by parents regarding medication, out-of-school therapies, etc.
At the conclusion of the evaluation and placement meeting, the Section 504 Coordinator provides notice to the parent (Notice of Section 504 Evaluation Results form) of the Section 504 Committee’s findings (whether or not the student is eligible), and copies of the completed Section 504 Evaluation form and the Section 504 Services Plan (formerly known as the Individual Accommodation Plan), if required. Committee Composition and Responsibilities Section 504 regulations require that the Section 504 placement decision be made by a group of persons who are knowledgeable of the child, the meaning of the evaluation data, and the various placement options. A team “knowledgeable of the student” includes teachers, parents, the student (when appropriate), the evaluation committee members, and other personnel, may be required. Generally, the Section 504 Coordinator, the campus counselor, and the student’s primary general education teacher(s) should be part of the Section 504 Committee. The Committee is responsible for determining eligibility, developing a Section 504 Services Plan, reviewing the plan where there is a significant change in placement or mitigating factors, and ensuring reviews/reevaluations occur annually. Section 504 Services Plan Accommodations From the evaluation data collected and documented, the Section 504 Committee determines the specific areas of educational need. Accommodations for the identified needs that will provide the student with an equal opportunity to benefit from the classroom instruction are included in the Section 504 Services Plan. State testing modifications or alternative assessments are indicated in the Section 504 Services Plan. State Assessment Requirements Students who receive accommodations under a Section 504 are not exempt from taking the state required assessments or from state mandated passing standards. However, accommodations that do not invalidate test results may be used for students served through a Section 504 Services Plan. The decision to use a particular accommodation should be made on an individual basis and should take into consideration both the needs of the student and whether the student routinely receives the accommodation in classroom instruction. The most current coordinator manual for the state assessment program should be consulted for allowable and non-allowable accommodations. Changes to these requirements should be reviewed with the implementation of the updated state assessment program, STAAR. Student Success Initiative and Graduation Requirements Students receiving accommodations through a Section 504 Services Plan are not exempt from the requirements of the Student Success Initiative, high school exit level tests, or other high school graduation requirements mandated by the State. Section 504 students must
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follow the same guidelines set forth by the State in order to advance from one grade level to the next and to graduate from a Texas high school. Behavior Intervention Plan (BIP) In some cases it may be necessary for the Section 504 Committee to develop a Behavior Intervention Plan (BIP) as part of the student’s overall Section 504 Services Plan. The BIP should identify strategies that are designed to increase appropriate behaviors and decrease inappropriate behaviors. Use the SIT INTERVENTION FORM Section C to create a BIP. Signatures Signatures document the participation in Section 504 Committee decisions required by Section 504 placement regulations and the date the placement meeting was conducted. Only signatures of those present at the meeting should be entered in the Section 504 Services Plan. Each person signing the Section 504 Services Plan should indicate his or her position by title, and indicate his or her agreement or disagreement with the majority decision. Anyone disagreeing with the majority decision is encouraged to write a statement of dissenting opinion, that is, an explanation of why he or she disagrees. Implementation The Section 504 Coordinator shall ensure that the student’s Section 504 Services Plan is communicated to each teacher and other employees who have responsibility to implement the plan. The process for ensuring that those who have responsibility for plan implementation should be documented (signature receipts, folders or notebooks). Monitoring of the Section 504 Services Plan implementation should be accomplished through the PDAS process, and through administrator walkthroughs and informal checks of grades and student progress by the Section 504 Coordinator. Review and Reevaluation Reviews are required prior to any significant change in placement, disability or mitigating factors. The Section 504 Committee will meet to conduct a reevaluation for each student every three years and/or at transition years (Grades 5 and 8). The Student Services Plan may be reviewed and updated more often if necessary. Parents should be provided notice of the reevaluation meeting but are not required to attend. Written notice is not required but is preferred and can be accomplished utilizing the Notice of Section 504 Meeting form. If the student remains eligible, the Section 504 Committee should focus on the student’s changing needs due to the effects of different classroom subject matter, school demands, testing requirements, and other factors for the school years to come. Should the committee determine that the student is no longer eligible, the Section 504 Committee will dismiss the student from Section 504. The parent shall be given notice of the results of the reevaluation. Updated plans and documentation must be kept in the student’s Section 504 folder, with copies forwarded to the Special Programs office. Additionally, the updated Student Services Plan must be attached to the student’s Skyward portfolio using the procedures described in the Records section of this handbook. Technically Eligible Students A number of students may be eligible for Section 504 protections under the expanded Section 504 definition, but do not need an accommodation plan. These “technically” eligible students receive the protections of Section 504 but do not receive unnecessary classroom accommodations. Some of these protections are prospective, as they would only serve to prevent discriminatory acts. Others are procedural in nature. They include: 299
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The right to be free from actions that discriminate on the basis of disability, Right to manifestation determinations prior to disciplinary changes in placement, Right to protection from accumulations of short-term disciplinary removals that, collectively, amount to a pattern of exclusion, Right to make complaints to the Office of Civil Rights (OCR), Right to Section 504 due process hearings, Right to periodic reevaluations, Equal right to access extracurricular activities and nonacademic services.
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Topic:
Summer School Reference or Contact
Director of Special Programs
Temple ISD offers a number of regular summer school programs each year. Remediation is provided at the elementary, middle and high school level for students not meeting requirements for promotion to the next grade level. The Student Success Initiative is also provided as required for students in grades 5 and 8 who failed to meet the passing requirements for the STAAR reading and/or math assessment. Temple ISD also offers Bilingual Enrichment for students who qualify through the bilingual program. Elementary School Students in Grades 1 through 4 will be served through the Summer Remediation Program in math and/or reading. Eligible students are those that were not promoted to the next grade level for the succeeding school year because they did not meet district policies for academic achievement. The student-teacher ratio for these classes should not exceed 15:1. Students in Grade 5 who failed the Reading STAAR and/or Math STAAR are eligible for the Temple ISD ARI/AMI Summer Program. Grade 5 reading and math instruction must be provided at a ratio of 10:1. Middle School Students in Grades 6 and 7 will be served through the Summer Remediation Program in math, reading, and/or science. Eligible students are those that were not promoted to the next grade level for the succeeding school year because they did not meet district policies for academic achievement. Students who failed all four core areas are not eligible for participation and should be retained. Students in Grades 8 who failed the Reading STAAR and/or Math STAAR are eligible for the Temple ISD ARI/AMI Summer Program. Grade 8 reading and math instruction must be provided at a ratio of 10:1. Grade 8 students who failed the math and/or reading course will participate in this program. High School Temple High School provides summer school programs for credit recovery and for acceleration. Students may be required to pay for some services. Bilingual Enrichment Summer Program Limited English proficient students who will be eligible for admission to kindergarten and first grade at the beginning of the next school year (current prekindergarten and kindergarten students) will be provided bilingual enrichment instruction with certified bilingual teachers at a ratio of not more than 18:1. Instruction shall focus on language development and essential knowledge and skills appropriate to the level of the student. The program shall address the affective, linguistic, and cognitive needs of the limited proficient students.
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Technology
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Topic:
Administrator Cell Phones Reference or Contact
Director of Technology
TISD Cell Phone Procedures Terminology used in this document: Mi-Fi: a 3.7 oz. device (about the size of a credit card) that provides 4G Internet access for up to 10 devices. This plan includes unlimited access. Smart phones: phones that include a data plan (Internet and email access) and unlimited text, picture and video messaging. NOTE: Android, iPhone, and Blackberry phones can all be used for Eduphoria’s data walks. Voice-only phones: voice calls only – no texting or Internet Authorization & Control of TISD Cell Phones The Director of Technology will be responsible for the authorization and oversight of all cell phone service plans issued in the name of TISD. Contact Technology (ex. 6834) to request additional cell phones. Cell phones must be justified for their cost-benefit showing that the use of the cell phone is in line with TISD objectives. Use of Cell Phones The use of cell phones is encouraged whenever there is a cost/benefit to the district. Benefits can come not only from efficient use of time and personnel costs, but from safety and other factors. Assistant principals, principals, assistant superintendents, and directors are expected to carry cell phones as appropriate for their jobs in order to respond to emergencies or other work-related situations. If an assistant principal, principal, assistant superintendent or director would like to use a personal cell phone/plan instead of a district issued cell phone, it is that employee’s responsibility to forward the employee’s office number to that personal cell phone. Stipends are NOT provided for the use of personal cell phones/plans. Department directors (Food Service, Maintenance, Technology, and Transportation) are responsible monitoring employees who carry district-issued cell phones. Cell Phone Plan Features and Services: Minutes o Mobile-to-Mobile (any Verizon customer) minutes do not count against the number of minutes per month. o There are 400 “pooled” anytime minutes for other use. For instance, if there are 50 phones in the pool, those 50 phones share 20,000 minutes. Historical data shows that 400 “pooled’ minutes are adequate for school business. Nights / Weekends o All nights and weekends are free. Night rates are from 9:01 pm - 5:59 am MondayFriday. Weekends are from 12:00 am Saturday-11:59 pm Sunday. 303
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Long Distance o Long distance calls (24/7) are included in the plan (no extra charge). Texting o Smart phones (phones with data plans, such as Blackberrys, iPhones, and Androids) have unlimited text, picture, and video messaging. Voice-only phones are limited to 200 text, picture, and video messages per month. The 200 included BOTH incoming and outgoing. If a voice-only phone goes over the 200 per month, there is a $0.10 per text charge (incoming or outgoing) and $0.25 per picture/video charge (incoming or outgoing). Data Plans o Smart phones: unlimited o Mi-Fi devices: unlimited o Hot Spot (added to smart phone): 2 GB per month Services NOT Included: o Calls to Information (411 calls) o Downloaded applications or services that interfere with the phone’s operation or incur cost o International Calls If an employee incurs any costs above the base monthly cost of service, the employee is responsible for the costs. Monthly Statements Monthly statements for individual phones may be requested by principals or department heads for their review. If errors in the billing are found, the questioned items should be described on a copy of the statement and forwarded to the Accounting Specialist in the Business Office. Personal Calls The following options are available for personal calls: District phone used exclusively for school business. No personal calls will be sent or received without a signed agreement. Limited personal use (an average of 100 minutes or less per month) personal calls between 6:00am and 9:00pm weekdays (anytime minutes). There will be a $10.00 monthly deduction from the employee’s paycheck for this option. Personal use between 6:00am and 9:00pm weekdays should not exceed 100 minutes per month. If the bill shows an excess of 100 personal minutes per month, the employee will be billed at the rate of $0.40 per minute for all minutes above 100. Random audits may occur. Personal minutes tracking does not include nights/weekends and mobile-to-mobile minutes. (Night rates are from 9:01 pm - 5:59 am Monday-Friday. Weekends are from 12:00 am Saturday-11:59 pm Sunday.) Obtaining Cell Phone Equipment & Supplies Phone Assignments: 1. All assistant superintendents, principals, assistant principals, and directors, and other approved staff are eligible for smart phones, but may choose for a voice only phone if preferred. 2. Assistant superintendents, principals, assistant principals, and directors may also choose a Mi-Fi device.
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Budget & Funding of Cell Phones If you choose a phone that isn't free, the campus/department is responsible for the cost. Cell phones, equipment and supplies should be ordered through the Technology Department (Technology Secretary, ex. 6834). When requesting additional equipment, send the budget number that the equipment will be charged to Dena Vickery in the Business Office. Supplies: The cost of cell phone replacements and other supplies, such as belt clips, cases, etc., is the responsibility of the campus/department or employee. Damages and Malfunctions Any damaged or malfunctioning phones (that are not in Transportation) should be brought into the Technology Department for troubleshooting and repair. Transportation phones will be managed by the Transportation Department. Replacement/Damage/Loss: It is the responsibility of the phone user to immediately notify the Technology Department if a phone is lost so that service can be terminated. Lost or damaged phone replacement will come from campus or department budgets. Replacement costs are dependent on the carrier’s current cost for the device.
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Topic:
Computer Use Reference or Contact
Director of Technology
Copyright Guidelines Fair use allows use of copyrighted materials for purposes such as criticism, comment, news reporting, teaching, scholarship, and research. Rather than listing exact limits of fair use, copyright law provides four standards for determination of the fair use exemption. All four factors must be considered when determining fair use. 1. Purpose of use: Copying and using selected parts of copyrighted works for specific educational purposes is a factor in determining fair use. 2. Nature of the work: Is the work factual or creative? Has the work been published? Is the work out-of-print? 3. Proportion/extent of the material used: Excerpts that are short in relation to the entire copyrighted work are usually considered fair use. However, the excerpts cannot be the "essence" of the work. A determining factors in a landmark fair use case was the essence, or heart of the work. The Supreme Court ruled that a 400 word excerpt from President Ford's 454 page autobiography was found to hold the essence of the work and therefore did not fall under fair use. (HARPER & ROW v. NATION ENTERPRISES, 471 U.S. 539 (1985)) 4. The effect on marketability: If there will be no reduction in sales or revenue because of copying or distribution, the fair use exemption is likely to apply. None of these factors alone constitutes fair use. Even though materials may be copied for educational purposes, the other standards must be met. Ignorance of the law is no excuse. All employees are required to take the annual Technology Procedures course offered in Eduphoria.
Digital Responsibility As a TISD employee you are required to:
Follow district policy and procedures. Model responsible online behavior. Encourage responsible online behavior in students. Report any issues with online behavior, cyberbullying or violation of Code of Conduct, to the proper administrator.
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Acceptable Use Policy The acceptable use policy for students is found in the Student Handbook. Acceptable use guidelines for employees are found in the Employee Handbook. Bring Your Own Device (BYOD) “Bring Your Own Device” is a program being implemented in many schools and businesses today. In Temple ISD, staff is allowed to bring personal electronic devices (laptops, e-readers, tablets, etc.) to school. Staff may request access for their personal device by contacting the Help Desk (6883). The BYOD Network is a filtered Internet connection only. Access to internal district resources, such as home drives and printing, are only available on TISD-purchased equipment.
Guidelines for Staff Use of Personal Devices Staff members are to follow district policy and procedures in the use of all digital resources, including personal devices. Staff may use their mobile devices to access the district resources such as email, grades, and attendance. Students are not allowed to use personal devices that belong to staff members.
TISD Warranties and Responsibilities Temple ISD makes no warranties of any kind, whether expressed or implied, for the wireless and Internet services it is providing. The district will not be responsible for damaged, lost, or stolen devices, including loss of data resulting from service interruptions, negligence, user errors, omissions, or confiscation by staff members. The district is not obligated to supply technical support, power access, printing, or internal district resources. Use of any information obtained via the Internet is at the user’s risk.
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Topic:
Copiers Reference or Contact
Director of Technology
What is available Each campus or department has access to a copier. You can copy, email, staple, and collate from any copier. There are options for printing color at each campus. Billing To use the copier, you must have a login that is associated to a billing code. To obtain a login, contact the Help Desk (
[email protected]). Responsibility Principals and Directors are responsible for copier and paper budgets. Repairs The ID of each machine (needed for submitting a repair ticket) is a metal plate on the front. There is a staff member on each campus that is responsible for submitting copier tickets to the vendor.
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Topic:
District Resources Reference or Contact
Director of Technology
Network - WAN Fiber backbone - leased from Grande Communications Cisco wireless overlay Internet Services – Grande Communications LAN: 100 MG 10Base 10 connections
Hardware Operating System: Windows 7 Pro Desktop Replacement Schedule: 5 years
Software/Services Management and Productivity Applications Anti-Virus - Symantec End Point Child Nutrition Services – Heartland School Solutions Email - Microsoft Outlook 2010 Financial Management - Skyward Gradebook - Skyward Instructional Management - Eduphoria Library Management – Destiny Productivity - Microsoft Office Pro Plus 2010 Student Management - Skyward Time Management – True Time Transportation - Transfinder User Management - Active Directory Voice - Cisco Call Manager Web Content Filtering - iBoss Instructional Applications Keyboarding (2-5) - Typing Pal Keyboarding (6-12) – Edutyping Math (K-8) Compass Learning Plagerism Detection (9-12) - TurnItIn Productivity (K-12)- Office 2010 Reading (6-12) - Read 180 Reading (K-8) - Accelerated Reader, STAR Reading STARR Prep (3-8) - Study Island Website Management – Edilio
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Topic:
Purchasing Procedures Reference or Contact
Director of Technology
All software loaded on TISD computers and equipment MUST meet copyright and licensure guidelines. 1. District licensing a. District level software purchases are done through the technology department. b. All district level software is maintained and supported by the technology department. Maintenance includes renewal and upgrade costs. 2. Campus licensing a. Campuses may purchase software, but the purchase must be approved by the Technology Director. b. Software: Campuses are responsible for the cost of the software and following years of maintenance. c. Hardware: Campuses are responsible for the cost of additional computers, peripherals, furniture necessary for appropriate software use. d. Network: Campuses are responsible for the cost of server space, switches, and drops as needed to support the campus purchased software. e. All district approved campus level software is supported by the technology department. This support includes software installation and troubleshooting.
3. Individual licenses a. Staff members have local administrative privileges on their computers. b. Staff members may load software necessary for their jobs as long as it is licensed correctly. 4. At home licensing a. The district provides “Home Use” Microsoft licensure for staff. See www.tisd.org, Staff, Online Resources for the link to the software.
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Topic:
Work Orders and Tech Support Reference or Contact
Director of Technology
Help Desk The quickest way to get help is to contact the Technology HelpDesk. Support hours are from 7:00 am to 5:00 pm (weekdays). You can contact the Help Desk 3 ways:
Choose Eduphoria, Help Desk.
Email
[email protected]
Call 215-6883
Repairs
Repairs are done at the Tech Center. If you have a piece of equipment in need of repair, contact the Help Desk. Equipment out of warranty: equipment under 6 years of age will be supported with replacement parts, as long as the cost of the parts does not exceed $200. For parts over $200, the replacement will be determined by the technology director.
Field Technicians The Technology Departments has field technicians dedicated to supporting campuses and departments. These technicians provide the first level of support for hardware, software, projectors, document cameras, and phones. Campuses share field technicians (1 for every 5 elementary schools, 1 for the middle schools and alternative schools, 1 for high school). Each department also has a shared technician assigned for support. Network Services The TISD Network Operations team is responsible for designing, installing, troubleshooting and maintaining the district's network and core systems. The Network Operations team ensures optimal performance and providing ongoing support for the district.
Instructional Technology The Instructional Technology Department supports the staff and students of TISD. There are 5 district level Instructional Technology Specialists. Instructional Technology Specialists are certified teachers dedicated to supporting technology integration.
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Non-Discrimination Statement The Temple Independent School District prohibits discrimination, including harassment, against any student on the basis of race, color, religion, gender, national origin, disability, or any other basis prohibited by law. The District prohibits dating violence, as defined by this policy. Retaliation against anyone involved in the process set out in this policy is a violation of District policy.
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