Hogg staff handbook 2016 2017

James S. Hogg Elementary

Employee Handbook 2016-2017

Hogg Elementary School • 1144 Madison Ave Dallas, Texas 75208 • Phone (972) 502-8100 • Fax (972) 502-8101

1

Principal Jairo Casco Instructional Coach Juana Garza

Counselor Iris Mellman

Grade Level Chairs Pre-Kindergarten, Victoria Jones Kindergarten, Sandra Soto First Grade, Abraham Robledo Second Grade, Silvia Castillo Third Grade, Alicia Campos Fourth Grade, Yolanda Guerrero Fifth Grade, Minerva Faz SST/504 Chairperson/RTI, Iris Mellman LPAC Chairperson, Miguel Muniz

2

James S. Hogg Elementary Staff Roster 2016-2017

Grade/Teacher/Program PreK 3 Muniz , Miguel Pre-K 4 Jones, Victoria DL Gosset, Antonio DL Kinder Urrutia, Lila GE/ESL/ Soto,Sandra DL Hernandez, Mireya DL First Martinson, Margaret GE/ESL/ Robledo, Abraham DL Castillo, Luz DL Second Najera, Adrian GE/ESL/T Castillo, Silvia Bil/T Third Campos, Alicia GE/ESL/T Chalott, Samara Bil/T Fourth Cortez, Teresa GE/ESL/T Guerrero, Yolanda Bil/T Fifth Gomez,Corina GE/ESL/T Faz, Minerva Bil/T Special Ed. Hackler, Janice Gen/Incl/SG Mannicor,Julia Deaf Ed. Ussery, Jessica Deaf Ed. Lewis, Lara FLS Specials Chavira, Tomas/PE Beebe, Kelly /Music Yale, Haylee / Art Ericson, Melanie / Library

Rm #

Teacher Asst.

16

Sears

14 15

E. Vargas R. Escalante

13 12 11

Special Ed. Support Alcerro, Elizabeth Aguire, Theresa Support Staff Jairo Casco Garza, Juana Grijaldo, Ricardo Mellman, Iris Diaz, Maria Ollarzabal,Rosa Office Staff Juarez, Norma Menchaca, Juanita Nurse Staff Hill, Kathy Cafeteria Staff Smothers, Demetrice Vaughn, Jocelyn Rowlett, Ruby DeLeon, Olga Custodial Staff Carter, Edward Blanton, Carl Hoofard, Michael

10 9 6 7 8 4 1 P4 P3 P2 P1 2 23 22 21

Support Personnel

Roberts Fenske Velazquez

Rm # Diagnostician Speech/SLP

Principal Instructional Coach Talent & Gifted Counselor TA TA

Office 5 3

Office Manager Data Controller

Office Office

Nurse

Office

Manager

Cafe.

Cafe.

Cafe.

Head Custodian Custodian Custodian

Gen = General ESL-English as a Second Language SC = Self-Contained T=Team SG = Small Group Pull Out

Gym P9 P10 Lib

3

19

Office Office Office

Dallas Independent School District Mission Statement Educating All Students For Success

Dallas Independent School District Vision By the year 2020, Dallas ISD will have the highest college- and career-ready percentage of graduates of any large, urban district in the nation.

BOARD GOALS 

Goal 1: All students will exhibit Satisfactory or above on performance on State assessments. Students below Satisfactory performance will demonstrate more than one year of academic growth.



Goal 2: Dallas ISD schools will be the primary choice for families in the district.



Goal 3: The achievement gap by race, ethnicity, and social economic status will be no greater than 10% on all academic measures.



Goal 4: 95% of students will graduate. Of the graduates, 90% have the qualifying scores for community college, college, military, or industry certification.



Goal 5: 95% of entering kindergarten students are school-ready on a multidimensional assessment.



Goal 6: All students will participate in at least one extracurricular or co-curricular activity each year.

Principles of Public Service Trustworthiness Responsibility Respect Caring Citizenship Fairness

Hogg Elementary Mission Statement

motivate. inspire. prepare.

Theme ”RAZORBACKS ASSEMBLE”

School Goals We will meet or exceed the following:       

65% of students will pass the Math ACP exam in Fall and 70% K-2 students will pass Math ACP in the Spring.

75% of K-2 students will pass the Reading ACP exam in both Fall and Spring; overall STAAR Reading will increase from 65% (2015-2016 school year) to 70%% (2016-2017 school year).

65% of students in 4th grade will pass Reading and Writing STAAR. Overall STAAR Science will increase from 50% (2015-2016 school year) to 60% (2016-2017 school year).

57% of students in K-2 will be in TIER 1 ISIP by Dec 2016 and 68.5% (increase from 66.5% 2015-2016 ) will be in TIER 1 by April 2017.

STAAR: 75% overall passing MET STANDARD Rating with all DISTINCTIONS 4

School Initiatives  

Increasing collaboration through the use of learning communities and VERTICAL TEAMS

Establishing a safe and nurturing school climate by focusing on social and emotional intelligences to improve classroom and campus management  

Plan lesson activities and develop effective strategies

Utilizing small group differentiated instruction to increase student achievement

School Colors Hunter Green and Gold School Mascot Razorback

5

BIG ROCKS Curriculum Alignment and Data Driven Instruction

Teacher Capacity and Shared Leadership

School Culture/Climate School Wellness through Parent/Community

6

Introduction Hogg Elementary is on a mission to ensure each child has an opportunity to experience enriched growth opportunities and is engaged in rigorous academic and social activities that provide endless possibilities to succeed! Alignment with District Core Beliefs will be the foundation from which we will operate.

District and school-level changes have been made to the following components; Instruction, Classroom Management, Communications, School Operation, and Parental Involvement. These changes will be highlighted in this handbook and further developed in the Campus Action Plan.

The Action Plan includes targeted initiatives and strategies as the beginning point to our Instructional operation. The District curriculum guides, focused and deliberate classroom observations, progress monitoring, profiling and critical conversations among staff members will be tools that will enable us to achieve our goals.

This handbook has been developed as a means to communicate campus and district policies to all Hogg Elementary personnel. All personnel should become familiar with and adhere to the campus and district policies outlined in this handbook. All Board Policies must be adhered to and may be reviewed on the DISD web site www.dallasisd.org. Items in this handbook are subject to change.

Only changes approved by the Dallas ISD school board and/or principal will be considered a change in campus policy and must be adhered to immediately by all affected staff members. It is the employee’s responsibility to update their handbooks with current information and purge any information that has become obsolete due to the changes.

7

Table of Contents Page

Introduction

7

Table of Contents Hours of Operation Community Expectations

Instructional Programs Quality Instruction Overall Academic Program / Principles of Learning Afterschool / Tutoring Program Bilingual / ESL Program Student Acceleration Programs / Intervention Programs Special Education Program TAG Program

Instruction Guidelines / Instructional Belief

School Curriculum Alignment - Two Bookends Framework Classroom Curriculum Alignment Rubric Rubric for Unit Lesson Plans

Classroom Instructional / Operational Guidelines

Attendance, Birthdays/Classroom Celebrations, Classroom Environment Classroom Management Plan, Clinic Slips Curriculum/TEKS Resource System (TRS), Data Walls, Differentiated Instruction, Evidence of Student Learning, Grade Books, H-Teams Hall Passes, Homework, Instructional Calendar/Curriculum Maps, Inquire-Based Learning Experiences, Learning Stations, Lesson Plans, Retention, Report Cards, Rubric, Snacks, Student with Technology Problem Solving Model, Substitute Folder, Tardies, Unsupervised Students

School Operation Guidelines Absence Procedures: Staff Accidents, Action Plan, Administrative Request, Alcohol and Illegal Substance, Announcements, Admission, Review and Dismissal Committee Meetings (ARDS), Assemblies / Auditorium, Calendar Chain of Command, Child Abuse, Classroom Visitations, Clinic Collection of Money, Collaborative Planning/ Data-Driven Meetings / Projects Computers/Lap Tops/Internet, Corporal Punishment Dress Code for Employees Dress Code for Students Duty, Emergency and other Contact Information, Enrollment/ Withdrawal Field Trips (Lessons) Food and Drinks, Fund Raising, Grade Level Bulletin Boards Hallway Procedures, Interruptions, Inventory/Invoices, Leadership Team Lunchroom Procedures, Maintenance Service Requests, Materials/Supply Requisitions New Teacher Support Team/Mentors, Parent-School Compact, Principal’s Newsletter, Professional Organization Meetings, Removing Students from Classroom, Recess, Requesting a School Check Restrooms, School Operations Committee, Soliciting, Smoking, Student Support Team (RTI), Staff/Faculty Children, Substitutes, Teacher’s Lounge, Technology (Audio Visual, Cell Phones, Telephones, Radios) Textbook Procedures, Vending Machines, Vertical Teams, Visitors Volunteers, Workman’s Compensation, Yelling Teacher Observations & Evaluation Teacher Excellence Initiative (TEI) Assessment Data Driven Decision Making Comprehensive Literacy Plan Math Initiative Overview 8

8-9 10-11 12-20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42-43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59-60 61 62-75 76 77-78 79-85 86-87

Behavior Management and School Safety Discipline Campus Discipline Management Plan Classroom Management Plan Referring a Student to the Office Authority to Remove a Student Emergency Drills

Parental Involvement

Parent Involvement Policy Parent School Compact Parent-Teacher Conferences Parent Conference Schedule Parent Conference Sign-In Sheet Parent Conference Form

School Forms

Bullying Form Auditorium /Assembly Request Form Collaborative Planning Meeting Form Fax Cover Letter Field Trip Participants Form Field Lesson Request Form Lost Textbook Form Request for Maintenance Service Form Request From Administration Form Request to for Counselor Form Request to Leave Early/ Absent Form Technology Service Request Form Textbook Form Tutoring Program Form Vertical Team Meeting Form Handbook Receipt Acknowledgement Forms DALLAS ISD POLICIES/PROCEDURES/UPDATES -online http://pol.tasb.org/Home/Index/361  D.1 Leaves & Absences – DEC(Local), DECA(Local), DECB(Local)-not on-line Board Revised 6-24-10  D.2 Extracurricular Activities/Club Sponsors – FM(Legal)  D.3 Drug-Free Workplace Requirements – DI(Exhibit)  D.4 Employee Standards of Conduct – DH(Local)  D.5 Grading/Progress Reports – EIA(Local)  D.6 Grading Policy/Homework/Grade Corrections/Retesting/Make-up Work/Late Work – EIA(Regulation)  D.7 Retention & Promotion – EIE(Legal)  D.8 Student Discipline – FO(Local)-X  D.9 Lesson Plans – EEP(Regulation)  D.10 Testing Programs – EK(Regulation) Teacher Excellence Initiative (TEI) Teacher Manual

9

88 89 90-92 93-95 96-97 98 99 100 101 102-103 104 105 106 107 108 109-110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125-127 128

129

Hours of Operation School Hours Teacher Hours Students: PK 3 and PK 4 in Library K-5th Grade stay in Cafeteria Student Pick-Up/ Dismissal Morning Warm-Up Activity Instruction Begins promptly at Tardy Bell

7:30 a.m. – 4:30 p.m.

7:40 a.m. – 3:10 p.m.

7:55 a.m. – 2:55 p.m.

7:30 a.m. – 7:50 a.m.

7:30 a.m. – 7:50 a.m.

7:45 a.m. - 2:55 p.m.

7:45 a.m. - 7:55 a.m.

7:55 a.m.

8:00 a.m.

Note: Students arriving between 7:55 a.m. and 8:00 a.m. are marked tardy. After 8:15 a.m. tardy is unexcused/truant.

Attendance sheets are to be completed by 9:00 a.m. Students that arrive between 8:15 a.m. – 9:59 a.m. are to report to office to receive a tardy pass (their name will be logged) and then report to class. Students that arrive after 10:00 a.m. will be counted absent for the day and an e-mail needs to be sent to the Data Clerk to make the correction.

End of Day for Students

2:55 p.m.

Principal

7:30 a.m. – 4:30 p.m.

Teachers, Nurse, & Counselor

7:40 a.m. – 3:10 p.m. (except for mandatory faculty and staff meetings as needed 3:15 p.m. – 5:00 p.m)

Office Manager and Data Clerk

7:30 a.m. – 4:00p.m.

Teacher Assistants

Schedules staggered to assist in cafeteria before and after school and in the PreK Classrooms 7:00 a.m. – 3:30 p.m.

7:15 a.m. – 3:15 p.m.

7:30 a.m. – 4:00 p.m. (except for mandatory staff meetings as needed 3:30 p.m. – 5:00 p.m.)

Students will be admitted into the cafeteria between 7:15 a.m. – 7:55 a.m. for Breakfast in the Classroom. Students will be dismissed from the cafeteria at 7:40 a.m. with the aid of their assigned first period teacher to get their breakfast and to report to their classrooms. Dismissal will be based on arrival time of teacher. Teachers who arrive first will escort their classes to get breakfast and then report to their classrooms. Breakfast should be complete and cleaned up no later than 8:05 a.m.

10

Morning Tutoring/Student Meetings Teachers/sponsors desiring to meet with students/groups (before school) will ensure that each student has a written pass (signed by the teacher/sponsor), for each student that needs to meet with them in their class or auditorium or other setting different from the morning wait areas. The front office staff will need to be notified the afternoon(s), prior to your group meeting in order to guide students that come in early/late.

Remember, Breakfast in the Classroom begins promptly at 7:55 a.m., so students should be dismissed no later than 7:40 a.m. to get to their assigned area.

Evening Dismissal / Student Pick-up Students are given 5 minutes to clear the building at the end of the day. Teachers are to escort students outside of the building and supervise them until they are picked up or until 3:05 p.m.

Any student left after 3:05 p.m., will be escorted into the computer lab and stay until the TAs have finished dismissing students to the bus/daycares at 3:10 p.m. Parents/guardians will be required to sign-out students when they are picked up late on an individual sheet. Students will not be called over the Public Address System. At 4:00 p.m., the office staff will contact an administrator, the after-school coordinator, or a teacher to provide supervision until a parent or relative can be contacted.

Students whose parents are habitually late should be counseled by the homeroom teacher that supervises them. Students should never be left alone and should be signed in by their teacher to remain after school for ANY length of time beyond 3:10 p.m.

A student support meeting should be requested for parents who have more than 5 late pick-ups. These students may not live in our attendance zone or may lack supervision at home after school which is neglect.

Suggest that their children sign up for the recreation center or a daycare as opposed to being left at school.

Some students may need to remain on campus after school hours for tutoring or extra-curricular activities.

These students must be under the adult supervision of a teacher/sponsor. The After School Coordinator will give direction for supervision of these students who will report to the cafeteria from 3:00 p.m. – 3:10 p.m. At that time, the teacher or sponsor should pick up their students. Teachers should provide supervision for their students on all days that an activity is held. If there is an emergency, get coverage from another teacher rather than cancel the activity or tutoring.

11

School Community Expectations Expectations for the Principal

The principal’s duties and expectations include but are not limited to: 1. Implement the Polices and Programs of the Superintendent of Schools and Board of Trustees 2. Develop and set annual campus performance objectives 3. Plan, develop, organize, coordinate and supervise instructional programs and campus activities, including design and delivery processes and the development of implementation strategies 4. Build a common vision for school improvement with staff, direct planning activities and put programs in place with staff to ensure attainment of the school’s mission 5. Monitor instructional and managerial processes to ensure program activities relate to program outcomes and use findings to take corrective actions 6. Provide instructional resources and materials to support teaching staff in accomplishing instructional goals 7. Foster collegiality and team building among staff members; encourage staff involvement in the decision-making processes 8. Oversee the development, maintenance and use of information systems to maintain records to track progress of campus performance objectives and academic excellence indicators by identifying, analyzing and applying research finding to promote school improvement.

9. Oversee the compilation, maintenance and retention of all physical and computerized reports, records and other documents required and ensure accurate and timely reporting of all required information 10. Work with faculty and students to develop a student-discipline management system that results in positive student behavior and enhances school climate.

11. Articulate the school’s mission to the community and solicit community support in realizing that mission 12. Interview, select and orient new staff and approve personnel assigned to the campus 13. Define expectations for staff performance with regard to instructional strategies, classroom management and communication with the public 14. Oversee employee performance, record observations and conduct evaluation conferences with staff 15. Perform other duties as assigned

12

School Community Expectations Expectations for Counselor

The counselor’s duties and expectations include but are not limited to: 1.

Provide class guidance lessons with each class and every student in the school teaching and understanding how to use the 16 Habits of Mind: Persistence; Managing Impulsivity; Listening and Understanding with Empathy; Thinking Flexibly; Thinking About Thinking (Metacognition); Striving for Accuracy and Precision, Questioning and Posing Problems; Applying Past Knowledge to New Situations; Thinking and Communicating with Clarity and Precision; Gathering Data Through All Senses; Creating; Imagining and Innovating; Responding with Wonderment and Awe; Taking Responsible Risks; Finding Humor; Thinking Interdependently; and Learning Continuously

2. Provide individual counseling and appropriate theories and techniques for students with academic, social and personal concerns that affect school success, usually including two to three counseling sessions for each referral.

3. RTI and SST 4. Provide group counseling for students with common developmental or special needs such as grief and loss, or divorce.

5. Provide professional consultations to assist school staff, parents, and other community members in understanding both individual behavior and human relationships as well as interpreting relevant information concerning the developmental needs of students.

6. Make appropriate student referrals to agencies and provide other resources for students who have received outside resources.

7. Conduct parent workshops and training on developmental and topical issues such as transition, drug and alcohol use, discipline, parenting skills, and helping students succeed in school.

8. Conduct staff training on topics such as child and adolescent development, Character Counts, drug abuse prevention, Developmental Assets, and typical and atypical student behavior.

9. Provide appropriate information and activities for teachers to infuse into their curriculum that contribute to student success and well-being.

10. Implement school wide activities related to healthy student development such as Character Counts, Kindness Week, peer helpers, Red Ribbon Week, and higher education and career activities.

11. Implement activities, programs, or initiatives that promote personal and group safety, including antivictimization, anti-harassment, teen dating violence, conflict resolution, no-bullying, positive discipline efforts, buddy system, sharing information that may cause harm to others.

12. Use the Universal Screening instrument and assist teachers with identifying at risk students and utilize a needs assessment to identify patterns and to develop individual school wide interventions.

13. Provide teacher support by implementing activities that contribute to a positive school climate such as assisting with classroom management techniques or supporting new techniques.

14. Provide crisis intervention counseling for students who need assistance with crisis-related issues such as family or school violence, child-abuse and grief and loss.

15. Administer a Suicide Risk Assessment (SRA) to students who have indicated that they are contemplating suicide and the Response to Violence Questionnaire (RVQ) to students who have demonstrated the potential for violent behavior.

16. Interpret test results and other data to help students identify strengths and weaknesses and to set realistic goals.

17. Provide students and their parents with information regarding higher education.

18. Assist high-risk students in obtaining continuing counseling, treatment, or hospitalization.

19. Identify local safety concerns and possible prevention measures.

20. Inform the campus administrators and psychological and social services when a suicidal/violent student is identified.

21. Other duties as assigned.

13

School Community Expectations Expectations for Teachers

The classroom teacher’s duties and expectations include but are not limited to: 1.

2.

3.

4.

5.

Keep accurate daily attendance by using GradeSpeed and daily scholastic records on all students.

Instruct the students according to the course of study provided by the DISD standards.

Instruct students utilizing the Dallas ISD Instructional Model.

Make weekly and small group lesson plans.

Be responsible for the conduct of his/her class by creating a fair, friendly, yet orderly classroom atmosphere utilizing C.H.A.M.P.S. “A Proactive and Positive Approach to Classroom Management”.

6. Ensure classrooms are neat and orderly each day.

7. All classroom doors are required to stay open during the instructional day.

8. Meet individual student needs.

9. Utilize the adopted textbooks and curriculum provided by the Dallas ISD. 10. Be responsible for all school supplies and equipment issued by the principal and or assistant principal or other designee.

11. Attend faculty in-service and staff developments scheduled by administrative personnel. Meet the required hours mandated by the District. [Note – in order to receive an Exceeds Expectations rating on PDAS you should have no less than forty (40) hours of documented Professional Development (including, but not limited to fourteen (14) – Mandatory Staff Development Hours).

12. Attend grade level, vertical team, and PLC meetings.

13. Notify parents if a pupil is not doing satisfactory work any later that the third week prior to the end of the grading period (ensure a written call log is being kept to document parent communication and have available for classroom monitoring and classroom visits).

14. Cooperate with counselor, SST, and psychological services in identifying and diagnosing problems of individual students including RTI and Schoolnet documentation.

15. Belong to at least two committees and play a major role with one committee to ensure that opportunities for students and or other staff are extended beyond the curriculum for students, parents and constituents of the community.

16. Have conferences with parents or guardians to discuss the problems of the student at a time and place agreed upon by the parents or guardian, teacher and principal.

17. Follow the daily time schedule for the assigned grade level as provided by the principal/district.

18. Supervise students’ transitioning between classes and help them move quickly to their classes.

19. All staff members are subject to assignments for school sponsored activities and duties.

20. Teachers are expected to attend at least two PTA meetings during the year and collaborate with other grade level teachers to provide a program one month during the school year. All teachers will participate with the school Family Math and Science Night and/or Family Reading/Writing Night.

Be punctual. Teachers should expect students to be on time with assignments, homework, getting to school, etc. Therefore, teachers should set a good example by being punctual to their class (es), faculty meetings, and assigned duties. Be here no later than 7:40 a.m. Teachers who tutor and or lead after-school activities sign in no earlier than 3:10 p.m. and out by 4:10 p.m.

21. There will be many reports teachers will have to complete and turn in during the school year. Please note the due dates. All reports need to be done in a professional manner and turned in ON TIME. 22. Cooperate with all personnel and maintain a professional attitude at all times.

23. Performs other duties assigned.

14

School Community Expectations Expectations for the Facility Supervisor

The facility supervisor’s duties and expectations include but are not limited to: 1. Provide fast, friendly, focused and flexible service in support of the campus instructional program.

2. Maintain the campus in a manner that is welcoming and is conducive to high-quality teaching and learning.

3. Maintain a clean facility.

4. Manages the responsibility of maintenance work orders, emergency situations (plant) and inspections.

5. Operate HVAC mechanical systems for environmental comfort according to established guidelines, directives, perform all operator inspections and maintain operator log sheets.

6. Inspection of the facility and grounds daily for security, vandalism, safety hazards and housekeeping.

7. Monitor inventory of supplies and equipment.

8. Report emergency situations and problems, maintenance and safety concerns to appropriate personnel. Take action to ensure adherence to established guidelines and established procedures in the handling of problems and emergencies.

9. Maintain good public relations and communication.

10. Performs special projects and other related duties assigned.

School Community Expectations Expectations for the Cafeteria Supervisor

The cafeteria supervisor’s duties and expectations include but are not limited to: 1. Provide fast, friendly, focused and flexible service in support of the campus instructional program.

2. Provide students with a well-balanced and nutritious meal.

3. Manage the preparation and delivery of quality meals for all food through the use of standardized recipes and instructions on the menus to students and staff.

4. Ensure that high safety and sanitation standards are complied with by staff to ensure the health and safety of both staff and students.

5. Ensure that the food service program meets or exceeds federal, state and local laws and regulations.

6. Ensure the requirements in the area of meal service accountability are adhered to within district guidelines.

7. Maintain complete records for program accountability.

8. Perform all other related duties as assigned.

15

School Community Expectations Expectations for the Office Manager

The office manager’s duties and expectations include but are not limited to: 1. Provide fast, friendly, focused and flexible service in support of the campus instructional program.

2. Establish streamlined systems for organization and structure of the front office in order to maintain an efficient professional atmosphere.

3. Maintain daily attendance records (staff) and submit monthly and bi-weekly transmittals, supplemental pay forms and absence/duty report forms to payroll.

4. Prepare requisitions for school materials, provide budget line codes, monitor available funds, and verify the receipt of materials.

5. Maintain communications with central staff and other schools.

6. Serve as a resource to school staff, students, parents and the public regarding school and district policies and procedures.

7. Maintaining campus financial records (bookkeeping - money, receipts and deposits).

8. Maintain campus records and inventory annually and archive aging records annually.

9. Serve as chief information receptionist, greeting visitors and responding to routine inquires 10. Assist with answering telephone within 3 rings when principal’s clerk is out of the office.

11. Performs special projects and other related duties assigned.

12. Provide fast, friendly, focused and flexible service in support of the campus instructional program.

13. Organize and manage routine work activities of the office and front desk/counter.

14. Answering the telephone immediately and second calls within three (3) rings.

15. Maintain a regular filing system and process incoming correspondence as instructed.

16. Place and receive telephone calls, recorded messages including electronic messages.

17. Respond to inquiries from employee/public in an accurate, knowledgeable and efficient manner.

18. Type and/or secure letters, memos, weekly and monthly newsletters (Home to School Connection), reports, bulletins and announcements for the principal’s approval and signature 19. Assist in the procurement and recruitment of community resources/corporate sponsorships; local businesses, corporations, and organizations.

20. Assist in the recruitment and training of volunteers and adopters.

21. Serve as a resource for school related organizations, including Parent Teacher Association & SBDM. 22. Work with appropriate community agencies to provide services to the students and parents of Hogg.

23. Produce and disseminate materials and information pertaining to school programs.

24. Maintain the principal’s and school calendar, arrange conferences, events and appointments 25. Maintain and update the school’s star student and star faculty bulletin board each week.

26. Assist CRC with monitoring the daily attendance kept by teachers and recording student tardiest/early dismissals (truancy records).

27. Provide incentive ribbons and attendance reports for teachers/staff each six weeks for awards ceremonies.

28. Keep a record of and maintain keys for the staff and substitute teachers.

29. Perform special projects and other related duties as assigned.

16

School Community Expectations Expectations for the Computer Record Controller (CRC) The CRC’s duties and expectations include but are not limited to:

1. Provide fast, friendly, focused and flexible service in support of the campus instructional program.

2. Complete student enrollment and withdrawal - maintain a record keeping system for documentation, and maintain file copies and forms 3. Collect data, complete all input documents and update the student database via electronic data transmission to maintain systems supported including school instructor file, student demographic and enrollment data, grade reporting and attendance.

4. Verify the accuracy of all processed data, recognize discrepancies and take corrective action.

5. Input student attendance and absence excuses daily 6. Request, send and maintain student cumulative records, create new cumulative records for students new to the district 7. Provide accurate records for attendance and truancy for all students.

8. Perform special projects and other related duties as assigned.

School Community Expectations Expectations for the Instructional Coach

The academic coordinator’s duties and expectations include but are not limited to: 1. Work with administrative staff, department chairs, and campus instructional leadership staff to develop, coordinate, and deliver professional growth activities in all content and program areas.

2. Provide one-on-one teacher assistance in content and program areas.

3. Develop strategic intervention methods that provide instructional support for students functioning below grade level in content and program areas.

4. Provide focused, sustained training that assists teachers in meeting data-driven, collaboratively determined instructional goals in content and program areas.

5. Interface with all appropriate departments and personnel to ensure program coordination and implementation in content and program areas and student success.

6. Participate and provide professional development as required to perform and improve required skills in content and program areas.

7. Assist teachers in obtaining instructional materials for curriculum development and implementation.

8. Participate in curriculum development and revisions in content and program areas.

9. Coordinate vertical Science/Math team meetings.

10. Formulate a plan to increase parent involvement and participation.

11. Coordinate a series of parent education activities and programs. (Family Nights, etc.)

12. Performs all other tasks and duties as assigned.

17

School Community Expectations Expectations for the Media Specialist

The media specialist’s duties and expectations include but are not limited to: 1. Promote life-long learning by fostering positive attitudes toward libraries.

2. Ensure students have access to books and materials needed for school assignments and research.

3. Assist teachers in the selection of books and other instructional materials, ensuring media center materials are available to supplement the school’s instructional programs and meet curriculum needs according to TEKs, the district’s Year at a Glance (YAG) and other approved curriculum.

4. Assist users in identifying, locating, and interpreting information.

5. Supply books and materials for promotional reading programs throughout the years including RIF, EBL, and Book-It. 6. Facilitate special reading projects/programs/initiatives such as RIF, EBL, and Book-It, and multi-cultural celebrations.

7. Monitor student’s Star Reading progress per six weeks and print reports for administrators and teachers to study student growth with regard to reading and comprehension.

8. Monitor assigned student’s reading profiles per six weeks (kinder, first and second grade).

9. Conduct and monitor daily reading interventions for students in the elective/specials rotation (kinder, first and second grades).

10. Supply books and materials for promotional reading programs throughout the years including RIF, EBL, and Book-It. 11. Collaborate with teachers to integrate research, information retrieval skills, and literature appreciation into the curriculum.

12. Instruct students in the skills related to reading, research, production of materials, and use of information technologies; and Arrange flexible scheduling of facilities to meet the needs of the school.

13. Provide a system to shelve and maintain books and materials to ensure optimum use of media and materials.

14. Promote appropriate conduct of students using media center facilities.

15. Work with administration and staff to implement a technologically advanced facility and program.

16. Promote the library media program, services, and materials by maintaining a positive relationship with students, staff, and the community.

17. Research and provide content knowledge and resources to staff about learning and teaching literacy (teaching strategies) 18. Provide information and guidance regarding effective and innovative literacy practices through activities.

19. Perform all other tasks and duties as assigned.

18

Expectations for Students

We must have high expectations for all students and expect their best at all times.

Students will: 1. Be in attendance and punctual each day of the DISD Designed calendar 2. Attend school every day on time and ready to learn 3. Be on task and attentive to instruction 4. Develop Good Thinking Habits and the 16 Habits of Mind 5. Know how to ask questions, seek help, and get enough information to solve problems 6. Start each day of class prepared with the appropriate materials and assignments 7. Complete all assignments accurately and neatly 8. Be responsible for appropriate conduct 9. Follow all rules and regulations established by DISD and Hogg Elementary School 10. Be respectful, focused, and provide excellence in everything they do!

19

NCEA The National Center for Educational Accountability (NCEA) is a non-profit, non-partisan organization that promotes higher performance for all students. NCEA provides in-depth school data, self-audit tools and best practice reports on the NCEA website.

(NCEA – formerly Just4Kids) Our campus utilizes the NCEA data and tools to improve our teaching and learning practices in the following manner: 

To identify performance opportunity gaps- the variance between our student performance and the student performance of comparable schools throughout the state.



To analyze individual student performance and identify the level of performance required for the student to reach the college and career readiness standard



To develop student acceleration plans based upon the level of student performance in addition to passing/ not passing the TAKS



To determine trends in campus data and develop strategies for campus improvement.

School Effectiveness Indices The school effectiveness Indices is a calculated based upon the school’s performance above or below that which would be expected across the entire district.  Schools are only held accountable for the outcome levels of continuously enrolled students.  Background variables of students, over which the school has no control, are eliminated from the equation.  Variables are weighted by the Superintendent of Schools  Schools have no advantage by starting with high-scoring or low-scoring students. Lower scoring students have lower predicted scores. Higher scoring students have higher predicted scores.  Only one year of historical data are used to for the student level equations.

Classroom Effectiveness Indices (Teachers CEIs are listed on their my data home page) Classroom Effectiveness Indices are a relative measure of student achievement that has been scaled to a mean of 50 and a standard deviation of 10. A CEI of 50 indicates that a teacher’s students progressed at expected levels. CEIs above or below 50 indicate that students progressed at greater or lesser rates, respectively, than similar students in the district.

A CEI below the 40th percentile is considered low. A CEI between the 40 th and 60th percentile is considered average.

A high CEI percentile is above 60.

CEI tiers are based on CEI percentiles. CEI tiers are utilized to determine the type of professional development sessions teachers are required to attend. CEI tiers are also utilized to determine which faculty members are reassigned if a campus is required to be reconstituted.

CEIs will be utilized by campus administrators to assist in making data driven decisions in regard to classroom teaching assignments, mentoring, tutoring and professional development.

20

Instructional Programs

21

Quality Instruction Aligned  Guaranteed and viable curriculum  Effective lesson objectives and DOLs  Activities are aligned

Purposeful  Activities are relevant and challenging  Every aspect of the class is tied to learning  Time is managed to enhance learning

Effective Strategies Engaging  Multiple response strategies  Student learning is active Scaffold Rigorous  Individual student needs are met  Appropriate interventions are planned and implemented daily

22

Writing Math Thinking Language Arts

Overall Academic Program

Social Studies

Science

Principles Of Learning

The academic program at Hogg Elementary will be one that is TEKS based and integrates thinking as the core of every subject matter in the daily educational experience of our students. Teachers are required to read and implement the school initiatives and strategies as outlined in the Campus Improvement Plan. The academic program will comply with District time allotments and all District curriculum materials.

Our school will provide effective classroom instruction through utilization of the nine Principles of Learning as described by the Institute for Learning.

Organized for Effort – All students are taught a rigorous curriculum, matched to standards, along with as much time and expert instruction as they need to meet or exceed expectations.

Clear Expectations – Descriptive criteria and models of work that meets standards will be publicly displayed and students will refer to these displays to help them analyze and discuss their work.

Fair and Credible Evaluations - Fair and credible evaluations are ones that students can prepare for: therefore, tests, exams and classroom assessments – as well as the curriculum – must be aligned to the standards.

Recognition of Accomplishment – Clear recognition of authentic accomplishment is a hallmark of an effort-based school. This recognition can take the form of celebrations of work that meets standards or intermediate progress benchmarks on route to the standards.

Academic Rigor in a Thinking Curriculum – Knowledge and thinking are intimately joined. This implies a curriculum organized around major concepts that students are expected to know deeply. Teaching must engage students in active reasoning about these concepts. In every subject, at every grade level, instruction and learning must include commitment to a knowledge core, high thinking demand, and active use of knowledge.

Accountable Talk sm – Talking with others about ideas and work is fundamental to learning. For classroom talk to promote learning it must be accountable to the learning community, to accurate and appropriate knowledge, and to rigorous thinking.

Socializing Intelligence – Intelligence is a set of problem-solving and reasoning capabilities along with the habits of mind that lead one to use those capabilities regularly. Intelligence is equally a set of beliefs about one’s right and obligation to understand and make sense of the world, and one’s capacity to figure things out over time.

Self-Management of Learning – If students are going to be responsible for the quality of their thinking and learning, they need to develop- and regularly use- an array of self-monitoring and self-management strategies. These metacognitive skills include noticing when one doesn’t understand something and taking steps to remedy the situation, as well as formulating questions and inquiries that let one explore deep levels of meaning.

Learning as Apprenticeship – For many centuries most people learned by working alongside an expert who modeled skilled practice and guided novices as they created authentic products or performances for interested and critical audiences. This kind of apprenticeship allowed learners to acquire complex interdisciplinary knowledge, practical abilities, and appropriate forms of social behavior. Much of the power of apprenticeship learning can be brought into schooling by organizing learning environments so that complex thinking is modeled and analyzed, and by providing mentoring and coaching as students undertake extended projects and develop presentations of finished work, both in and beyond the classrooms.

23

After-School / Tutoring Program Tutoring Program

Description Teachers may offer tutoring and enrichment opportunities as needed. Tutoring will be available for students as developed through the Professional Learning Communities. Tutoring may be conducted by the classroom teacher of record, primary grade level teachers and/ or teacher assistants. Tutoring should be scheduled on Tuesdays and Thursdays from 3:10 – 4:10.

Materials The instructional coach, along with the department chairs, leadership team and vertical teams will determine the materials that will be used for tutoring. Materials for tutoring will be those that enrich a student’s knowledge of concept and content.

Procedures  All students receiving after-school interventions must have WRITTEN parental permission prior to their participation in such opportunity.  Teachers with students participating in either one of these tutoring programs must escort the students to the designated tutoring location at 2:55. Students may not be left alone between 2:55 and 3:10 p.m. and simply show up to the teacher’s classroom.  Teachers will complete the After-School Tutoring Form (found in the Forms section of this handbook) that lists the names and telephone numbers of students participating in this program. The form must be returned to the office prior to the commencement of tutoring.  Teachers must allow all students to get a snack between 2:55 p.m. and 3:10 p.m. This time can also be used for students to complete homework assignments (i.e. spelling, handwriting, math computation practice).  Please complete and submit a new form to the office in the event that students are added or dropped from the program.  Teachers must notify parents in writing 48 hours prior to canceling tutoring for an entire week. It is preferable to get another teacher to substitute for you if you have an emergency and cannot tutor one day.  In the event of an unexpected teacher absence on a tutoring day – another teacher will fill-in for the absent teacher. We cannot simply call the parents to inform them that tutoring has been cancelled for that day.  After school tutoring will be held on Tuesdays and Thursdays in order to prevent miscommunication and scheduling conflicts.  All tutoring is to be conducted between 3:10 p.m. and 4:10 p.m. Students who have siblings who are not attending tutoring with another teacher should be allowed to stay or arrangements made with a designated teacher for them to stay after school if they walk home; if there is no one at home to supervise them. Students who usually attend day-care who are not in tutoring should get on the day-care bus as usual. Most day cares are providing a second pickup for students who are attending tutoring.

24

DUAL LANGUAGE & ESL Programs The purpose of Bilingual Education is for students to learn academic and cognitive skills in their native language while they develop and acquire English. 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 program shall be commensurate with a Dual Language Model. The bilingual education program shall use Spanish and English as languages of instruction. The bilingual program shall address the affective, linguistic and cognitive needs of English language learners.

Affective – ELL’s shall be provided instruction in their home language to introduce basic concepts of the school environment, and instruction both in their home language and English which instills confidence, selfassurance, and a positive identity with their cultural heritage.

Linguistic – ELL’s shall be provided instruction in the skills of comprehension, speaking, reading and composition both in their home language and in English. The 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.

Cognitive – Pre-K through 5th grade ELL’s shall be provided instruction in science and social studies in their home language. Mathematics instruction will be provided 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.

Instructional Components Language Arts – Language Arts in the Bilingual classroom shall encompass grammar, spelling, reading, and writing in the home language for Pre-K through 1st grade students. Language Arts in the Bilingual classroom shall encompass grammar, spelling, reading, and writing in both the home language and in English beginning in Grade 2.

Receptive/Expressive ESL – The four areas of language development; listening, reading, speaking and writing, must be taught in ESL classrooms. Students who are less proficient in English may get more time with oral language development, however the four areas must be taught to all ELL’s unless otherwise stipulated on a special education IEP. Classroom Characteristics Cooperative learning group – bilingual pairs Students encouraged to express themselves and take risks Hands-on activities Plenty of manipulatives objects and visuals Learning Journals- students reflect on what they Extensive opportunities for students to listen, speak, learned read, and write Concepts relate to prior knowledge and experience Extensive peer interaction discussion and teacher/ student discussion Problem solving tasks- group and individual Open-ended questions Student responses in complete statements Multiple-Response Strategies Projected Goals Students enrolled in Bilingual classes will increase their English language proficiency by at least one level each year as measured by the TELPAS (Texas English Language Proficiency Assessment. Teachers must also work to prepare students to achieve on or above-grade level performance on the appropriate norm referenced and criterionreferenced exams.

25

Student Acceleration Program(s)

Intensive Reading/Accelerated Reader & Math Education

ACHIEVE 3000 ACHIEVE 3000 is an internet based computer program to assist with reading comprehension and understanding. All students in grades 3-5 will participate. Training for AHIEVE 3000 is forthcoming.

I-Station I-Station is an internet based computer program to assist with reading comprehension and understanding. All students in grades K-2 will participate. Training for I-Station is forthcoming.

Reasoning Minds Reasoning Minds is an internet-based, math program that will be utilized with our for 2nd to 4th grade students. It is a program that when used consistently will improve students’ independence and logical thinking skills – while improving their academic performance in the area of science education

Think Through Math Think Through Math helps students in Texas grades 3rd through 5th develop higher order thinking and problem-solving skills, preparing them for success on the STAAR exam, as well as a smooth transition to college or a career.

26

Special Education Services Teacher: Janice Hackler There are four special education services provided at Hogg Elementary. These four are Inclusion, Deaf ED, FLS and Speech.

All four of these programs provide our students with an opportunity to function in the least restrictive environment which means that they are integrated in the general education classes at a rate determined by the ARD committee. All students receiving special education services are expected to participate in school functions, which include but not limited to PTA presentations, field trips, and other extra-curriculum activities. As with all students, participation is dependent on their ability to be independent or have adult supervision (one-to-one) on the field trip excursions that are outside the school premises.

Instruction for all of our students receiving special education services begins on the first day of school. All teachers are provided with a list indicating which students receive special education services prior to the first day of school along with the child’s IEP and/or BIP. Each student receiving special education services is provided a case manager who will monitor the implementation of the IEPs and BIPs. All teachers including our specials teachers are required to have a copy of the plans and to follow the modifications and accommodations for these students.

An accommodation may require students receiving special education services to function at the same grade level as their peers, however they may require teachers to read the math problems or allow students to utilize highlighters in the classroom. A modification may require students to work on student expectations that are at a different grade level than their peers. Student grades on the report card must note that the grade is modified as required by the IEP. REPORT CARD CODE 906 All special education documents are kept in a secure location. Only “need to know” staff is allowed to view these records. NonDistrict personnel are not allowed access to our students receiving special education services during the instructional day. This includes outside personnel from youth-servicing agencies, hospitals, and behavioral health centers which seek to provide occupational therapy; counseling; speech, social, physical, and/or mental health services.

It is our legal and ethical responsibility to ensure that the IEP’s are followed daily. Teachers must notify the Special Education CILT representative prior to sending failure notices or report cards with failing grades. A special failure ARD must take place prior to these notices or reports sent home.

Inclusion – Our inclusion model at Hogg allows students to spend their day in the general education classroom with the assistance of a special education teacher in the classroom or to receive external support services as deemed appropriate by the ARD committee. Our Inclusion teachers and special education teacher assistants will work with small groups in the general education classroom that may include students that are not receiving special education services.

Saxon Phonics – Identified students will receive Saxon Phonics as a pull-out of program that provides with an opportunity to work beginning/ basic reading skill development. The special education teacher does not provide grades for Saxon Phonics.

Speech – Our speech classes provide students with assistance in areas such as articulation. We do not have a full time speech teacher on our campus which means it is extremely important that teachers make sure students receive these services during the days designated by the speech teacher. Our speech teacher will not assign grades but will also provide suggested activities for teachers to follow in the general education classroom.

VI – Our VI program serves a small group of students. Most of the students receiving VI services are also provided with opportunities to participate in general education classes with their peers.

FLS – Our FLS (Functional Living Skills) program serves a small group of students. These students are provided general education supported by the special education inclusion teacher and assistant.

27

TAG Teacher: Ricardo Grijaldo Our School will provide an array of learning opportunities for gifted/talented students in kindergarten through grade 5 and shall inform parents of the opportunities. Options shall include: 1. Instructional activities teaching and reflecting on the use of the 16 Habits of mind.

2. Instructional and organizational patterns that enable identified students to work together as a group, to work with other students, and to work independently.

2. A continuum of learning experiences that leads to the development of advanced-level products and performances.

3. In-school, and when possible, out-of-school options relevant to the student's area of strength that are available during the school year.

4. Opportunities to accelerate in areas of strength.

Teachers are expected to help in the identification process for these students. Teachers are also expected to provide identified students with the learning experiences outlined above. Our TAG teacher will create a structure for these students to work as a group; however it is up to our general education teachers to provide opportunities for our TAG students to work with other students and to work independently. Teachers should reference the District curriculum materials for differentiated instruction strategies to support this endeavor.

It is the responsibility of the TAG teacher to ensure that our TAG students are served appropriately. This requires the appropriate documentation of services in accordance with federal, state and local guidelines.

28

Instructional Guidelines/ Instructional Belief

29

Instructional Belief At Hogg Elementary we believe that all students have the ability to learn. It is our ethical responsibility to provide the structures and functions necessary for high levels of achievement to be obtained. Our school is organized with the assumption that sustained and directed effort can yield high achievement. Students are given daily targets or objectives for which they will be held accountable and will be given the ability to evaluate their own work against clearly developed rubrics with which they may set their own goals for their effort. Parents and community members are informed of the objectives and targets for each grade level and are provided with opportunities to engage in conferences, workshops and other communicative means to understand the goals for the students.

Our teaching practices at Hogg Elementary will engage students in active reasoning and active use of knowledge in every subject at every grade level. This requires an increase in student discourse and interaction that provides students with the ability to utilize their knowledge as they engage in meaningful and relevant conversations, project development and evaluation with their peers.

30

31

32

Use of Data

Progress Monitoring and Assessments

DOLs

Lesson Objectives

Unpacking Standards

Lesson Planning

Utilize Curriculum Map

2

 Teachers rely on school and district leadership to align progress monitoring and common assessments.  Teachers do not use data to improve alignment or instruction.

 Demonstrations of learning are not posted or do not meet the criteria for effective DOLs.  Students do not consistently demonstrate what they have learned.

 Lesson objectives are posted daily.

However, the objectives do not meet the criteria for effective objectives or the teacher cannot specifically articulate what students are supposed to learn.  Students cannot explain what they are supposed to learn.

 Teachers do not attempt to unpack the standards.

 The curriculum map is not used or is used perfunctorily. Instruction is not focused or does not reflect curricular priorities.  Planning is done as the unit unfolds – not before instruction takes place. Unit or common assessments do not guide the planning of instruction.

Unsat 1

Classroom Curriculum Alignment Rubric

Classroom Alignment

Progressing 4 5

6

 Teachers use data to improve alignment.

 Lesson objectives are posted daily for each distinct area of study and meet the characteristics of effective lesson objectives.  The lesson or activity is tightly aligned with the objectives. In some cases, ineffective strategies or teaching weakens the purpose of the lesson.  In some cases, the activity or lesson does not support the rigor required.  The majority of students can explain what they are supposed to learn.  Demonstrations of learning are posted daily and provide a tight “bookend” for the instruction.  Students demonstrate what they have learned almost daily (at least 80% of the time).  Teachers can articulate how students will demonstrate what they have been asked to learn.  At least 80% of the DOLs meet the criteria for effective DOLs.  Teachers rely on school and district leadership to align progress monitoring and common assessments.

 Units of instruction reflect purposeful “backward planning” from common assessments or unit assessments. However, there may be some pacing issues or too much time is devoted to less important objectives  Teachers have difficulty unpacking the standards.

8

9

Exemplary 10

 Teacher developed assessments and progress monitoring assessments are aligned to the curriculum and guide instruction.  Teachers use data and work with others to improve alignment and differentiate instruction.

 Demonstrations of learning are posted daily and provide a tight “bookend” for the instruction.  Students demonstrate what they have learned daily.  Students can articulate how they will demonstrate what they have been asked to learn.  DOLs meet the criteria for effective DOLs.

 Lesson objectives are posted daily for each distinct area of study and meet the characteristics of effective lesson objectives.  The lesson or activity is tightly aligned with the objectives and is rigorous.  Students can explain what they are supposed to learn and how they will be able to demonstrate that they have learned the objective.

 Teachers can unpack evidence outcomes or frameworks into essential skills or focused objectives.

 Teachers develop their own lesson plans from the curriculum maps and diagnostic data. Instruction focuses on curricular priorities.  Units of instruction reflect purposeful “backward planning” from common assessments, diagnostic data, and/or unit assessments that are aligned with sections of the curriculum map. Pacing is rigorous.

Proficient 7

 Teachers use and follow curriculum maps to plan instruction. Instruction focuses on curricular priorities.

3

33

• The teacher incorporates prior feedback in designing an effective unit plan • The timing and pacing of the content and activities are rigorous and take into account student academic needs

• Lesson activities are purposefully and tightly tied to the lesson objective and demonstration of learning

• Lesson activities are engaging

• The lesson objectives and activities provide all students access to the guaranteed curriculum

• Lesson objectives are aligned with the District common assessments or unit progress monitoring assessments

• Lesson objectives for the unit make a cohesive whole and are tied together logically

Proficient

• Demonstrations of learning (DOLs) require students to demonstrate what they have learned daily  tied directly to the lesson objective and the guaranteed curriculum  accomplished in five to ten minutes  varies from day to day  understandable to students

• Lesson objectives outline what students are supposed to learn  specific  tied to a standard or skill needed to accomplish the standard  follows the mapped curriculum  understandable to students

Basic/ Progressing

• Some activities in the unit require the students to apply the academic standards in real-world situations or scenarios

• There is clear and consistent evidence of scaffolding and differentiated instruction

• The activities are challenging and relevant

• The unit plan includes numerous highly effective strategies to teach the objectives

• The unit exam is developed before the start of the unit and helps guide the construction of the objectives, DOLs, and lesson activities

Distinguished

This is a modified, minimum criteria rubric. Start with “basic/ progressing.” If the criteria in this column have been met at the proficient level, then move to the “proficient” criteria. If the criteria in the proficient column have been met, move to the “distinguished” criteria.

Rubric for Unit Lesson Plans

Classroom Instructional/ Operational Guidelines

34

35

Classroom Instructional/ Operational Procedures Attendance (Student) Attendance must be taken every morning. Attendance is entered into the Chancery Student Information System Daily by 9:00 a.m. Substitute teachers will be provided a printout of the student roster to take attendance.

There will be a different procedure for the first 10 days of school. Our Data Controller will log attendance every day. Be careful and be precise. Please submit any changes to the Data Controller if a student is marked absent by mistake.

The following two markings are the only ones that are to be used and are on the bottom of the attendance sheets. Each teacher should mark students that are tardy 5 minutes or more.

This is important as this is an official record and accurate records are expected from every teacher.

Teachers should write their name, the date the note was received and the student identification number on notes sent from home regarding student absence and submit these with their attendance sheets the day they are returned. It is unacceptable for a teacher to retain notes sent from home. They must be sent to the office the day they are submitted so that truancy isn’t filed on parents who have met the attendance obligation of providing a written note which is excused.

Birthday / Classroom Celebrations for Students Birthday cake and cupcakes that fall under the “SMART SNACKS IN SCHOOL STANDARDS” -USDA may be served in the cafeteria during the last 30 minutes of the day.

Only two Classroom Celebrations are allowed during the school year. Typically these celebrations occur in December and February.

Classroom Instructional/ Operational Procedures

Classroom Environment Classroom Rules and Common Area Rules are to be discussed with students. A written copy of the classroom and common area rules are to be given to students and their parents.

Classroom schedules must be posted inside every classroom.

Lesson Objectives & Demonstrations of Learning (Student Expectations) must be posted and reviewed at the beginning and at the end of each lesson.

An Interactive Word and/or Concept Walls must be a staple in every classroom. Bilingual classrooms must have a Spanish/English word walls. The word and concept walls must be continuously updated and utilized as an instructional tool.

Walls that Teach- classroom walls must be designed as vehicles for instruction that include class-developed rubrics, graphic organizers, literacy charts and high quality student work. The majority of items displayed should be work samples and class developed charts, rubrics or checklists. Please display a limited number of commercially developed materials.

36

Bulletin Boards are important teaching tools and should be planned with care. Bulletin board displays are an indication of the type of learning that is taking place in each room and on grade level.

Bulletin board guidelines are as follows:  Student work should be neat and should reflect the standards of excellence set at all DISD Schools.  Displays of student work should not reveal the student name or grade.  Student work should be current and groupings of student work must include the student expectation (TEKS) for which the work represents.  Student work should be replaced monthly. Work that is dated should not reflect the previous month. All student work should be changed regardless of the time period, beginning the first date of the month.  The overall appearance of the bulletin board should be attractive and should reflect excellence. (see bulletin board sign-up for specific dates) Classroom Cleanliness Teachers should instill in the students a pride in keeping the room clean, orderly, and attractive. Classroom procedures should include a cleaning routine at the end of the day. Please use an empty paper box to assist in our school’s recycle program. The green team will empty paper that is in this box weekly. Paper products only are to be put in these boxes and we request that paper not be wadded up. Periodic inspections by teachers will help to ensure that rooms are in good order. Be sure that waste materials and other distracting clutter are removed from the classroom. Students utilizing individual pencil sharpeners may do so only if the shavings are self-contained and disposed of properly.

Pencil shavings on the floor will not be tolerated. Teachers may not use their classroom to store all of their personal materials. Personal materials that are not utilized must be removed from the classroom due to limited storage and space constraints.

Classroom Instructinal/ Operational Procedures

Classroom Management Plan Classroom procedures must be clearly planned and well-articulated with students at the beginning of the school year. These procedures include a structured opening routine every morning upon the students’ arrival into the classroom. (no more than 15 minutes) Teachers will be asked to submit their classroom procedures to the principal 3 days prior to the commencement of school. This form is located in the classroom management plan located in the Behavior Management and Safety section of this handbook (p.95-97).

LIVESCHOOL (web-based positive behavior tracker) will be used on a daily basis. Grade levels will set rigorous positive cut-points for various rewards. Parents will receive 3 week progress report.

Teachers will use www.pbisworld.com to correct negative behavior to positive behavior.

Clinic Slips All students referred to the clinic MUST have a Clinic Slip. The clinic slip takes the place of a hall pass unless another student is sent to accompany the student going to the clinic. The clinic is opened daily from 7:55 a.m. until 2:45 p.m. From 2:45 – 3:45 p.m. students should be sent to the clinic for emergencies only.

37

Curriculum Central / TEKS Resource System (TRS) TRS/Curriculum Central houses the district curriculum planning guides and links to other resources.

All teachers must be knowledgeable of how to access TRS/Curriculum Central in order to effectively use the curriculum products and resources. Additionally, Curriculum Central and My Data Portal are linked.

All teachers are expected to utilize My Data Portal on a regular basis to review student and classroom data in order to improve instruction.

Data Walls

Each classroom will display data walls to track student’s growth.

Differentiated Instruction There are generally several students in any classroom who are working below or above grade level and these levels of readiness will vary between different subjects in school. It is important to offer students learning tasks that are appropriate to their learning needs rather than just to the grade and subject being taught. This means providing 3 or 4 different options for students in any given class. Readiness (ability), learning styles and interest vary between students and even within an individual over time. In a differentiated classroom all students have equally engaging learning tasks. In preparation for differentiating, the teacher diagnoses the difference in readiness, interests and learning style of all students in the class, using a variety of performance indicators.

Evidence of Student Learning Your classroom should reflect student learning at high cognitive levels. High quality student work must be displayed at all times. The work displayed should be student generated, show evidence of higher order thinking and/or active use of knowledge. Teachers are encouraged to display photos of students completing lesson activities to be displayed along with the published work products.

Grade Books **IMPORTANT**

Classroom Instructional/ Operational Procedures

Grade books should reflect an accurate record of student grades. Teachers will utilize GradeSpeed as their official grade book and for all grading purposes. However, teachers may utilize a grade book of their preference (store bought, computer generated, etc.) as long as there is a hard copy clearly labeled as GRADE BOOK in the classroom and the following grade book procedures are followed: 1. All grade books must adhere to the school wide grading policy and must comply with District Policy.

EIA (Regulation).

2. Each grade in the grade book must represent a TEKS Student Expectation, which is clearly labeled.

3. Teachers must inform all students when they are not passing the minimal standard for a subject. In addition, the Special Education Liaison/Special Education ILT member and Principal must be notified if a special education student is in danger of failing the 6wks. A failure ARD must be conducted for students who have failed any 6wk period in any subject and parents should be notified weekly if progress of a special needs child is not meeting the passing standard.

H-TEAMS

38

Hall Passes Hall passes should be issued for emergencies only. Do not send students to the office to check your mailbox and do not send students to the copy room for dropping off or picking up copies. All students in the hall will be checked by Administration. Students without proper passes in the hall or who are misbehaving in the hall will be returned to their respective classrooms and teachers will be reprimanded.

Emergencies are defined as needing special restroom privileges or medical attention. Do not permit students to go to their lockers.

Homework - (See Appendix for district policy) Homework should be used to reinforce and support mastery of learning, engage parents in the learning process, and when appropriate and possible, should be differentiated for students depending on their mastery of the objectives.

Classroom Instructional/ Operational Procedures

In prekindergarten–grade 1, grades from homework assignments may not be recorded in the grade book or used in the calculation of six-week grades, but teachers may assign homework that is engaging and reinforces classroom learning. Feedback should be provided regarding any assignment sent home for completion. Homework should be based only on content standards previously taught, assigned, and completed during the same instructional week at a level of difficulty that can be completed independently by students.

Homework can help families become more involved with the educational process, communicate high expectations for students, and help students develop self-discipline and organizational skills.

Homework should be based only on content standards previously taught and at a level of difficulty that can be completed independently by students. In grades 2–5, grades from homework assignments will be counted only if they improve the student grade average, but feedback should always be provided on homework.

Students may be assigned no more than one hour per night of homework or no more than five hours per week for all grade-level subjects/teachers combined. Departmentalized teachers should collaborate to determine homework assignments that meet this expectation. Student/parent reading time is not included in the homework time limit.

Amt. of time Days

Kinder

Grade 1

Grade 2

Grades 3, 4 & 5

Max of 30 min.

Max of 30 min.

Max of 60 min.

Max of 75 min.

M – Th

M – Th

M – Th

M – Th

Content Any Any Any Any Homework schedule is in addition to mandatory reading assignment of at least 15 to 20 minutes of daily reading. (Note – subject to change. Refer to district policies and guidelines attached – see Appendix.)

Instructional Calendar/Curriculum Maps All teachers are to utilize the campus instructional calendar to reinforce skills and concepts that our students have not mastered. Vertical teams and instructional coach are responsible for monitoring and adjusting the campus instructional calendars according to formative assessments that are given schoolwide and within the classroom. Students should be taught what they don’t know. Assessments can be based on observation, verbal assessments as well as written assessments.

39

Inquiry-Based Learning Experiences Students are to be provided with tools and opportunities to engage in discourse that will allow them to raise questions, solve problems and reason. Such tools may be include graphic organizers and manipulatives along with structured opportunities at each grade level and content area that allow students to extend projects, explain and justify their work and time to reflect on the learning strategies.

Learning Stations All teachers are to create learning stations that will promote self-managed student learning. Materials and activities contained in the centers must have a high cognitive demand and requires students to utilize critical thinking skills. The utilization of learning stations are an effective way to allow for differentiated classroom instruction.

Lesson Plans Teachers may utilize the school wide lesson plan template that is housed in GOOGLE DRIVE. Lesson plans are due on Fridays at 11:59pm. This ensures proper planning of instruction for teacher/partner teachers and collaborative review of administration and instructional coach.

Classroom Instructional/ Operational Procedures

Lesson plans must address three basic areas: (Specific Guidelines will be provided on a separate handout) 1. Preplanning Brief description of the objectives/skills/TEKS/resources. Include allocated times: Lesson Objectives; Demonstration of Learning (DOL); TEKS/SE (Texas Essential Knowledge and Skills/Student Expectation); CIP alignment; and list all resources needed including textbooks, kits, visual aids, technology, and any other instructional materials to be used.

2. Body of Lesson Description of the teaching and learning activities including Anticipatory Set, Objective to student, Purpose, Content of the lesson and the necessary strategies to deliver the lesson. Include instructional technology and differentiated instruction when appropriate.

3. Closure Description of the students' reflection, summary or evidence of their learning.

40

Problem Solving Model All students Pre-K through 5th grade are required to utilize the Quality Work Criteria Chart & Understand Plan Solve, CUBES or CUBS and Check problem-solving model to complete “Problem of the Day” activities. Teachers are to utilize grade appropriate instructional strategies to ensure student success.

Retention Retaining students has long lasting implications. Before the recommendation for retention will be approved, the classroom teacher must: Classroom Instructional/ Operational Procedures

1. Provide documentation of tutoring on a regular and consistent basis.

2. Provide documentation that the student has been referred to the Student Support Team (SST) at least 18 weeks prior to the recommendation for retention.

3. Provide documentation of implementation of the strategies recommended by the SST. 4. Provide documentation of at least 3 parent contacts regarding the student’s academic achievement levels.

5.

6.

7.

8.

Provide the student’s profile and portfolio for administrative review.

Submit a copy of the parent’s consent for possible retention.

ALL documentation must be submitted to the Principal by April 14th.

The principal will give the Data Clerk and the grade level chairperson the list of potential retained students by May 19th.

Report Cards All report cards are now computer generated. Teachers must input grades electronically during a specified window of time. Once teachers have input their grades they will be provided a report card printed by the data controller.

Report cards may only go home on days designated by the District – no sooner and no later unless a waiver has been granted for the entire school by the executive director and placed in writing to the teachers by the principal.

Rubrics

Classroom teachers are to develop rubrics along with the students for projects and assignments in order to provide clear expectations and fair evaluation of student work. (Criterion Reference Charts will guide the rubric.)

Snacks Other than in PK and Kinder – students are not permitted to have snacks or food in the classroom, unless it is part of a classroom assignment. Students should be taught proper food handling techniques and to use waste receptacles that may contain food and food should never be placed in a metal trash can or any trash can that does not contain a trash can liner. Teachers may wish to provide snacks as a classroom reward or may wish to utilize a snack in a part of a lesson. Teachers please ensure that the snacks are healthy and nutritious for students. NO GUM or STICKY CANDY! SNACKS NEED TO FOLLOW THE “SMART SNACKS IN SCHOOL STANDARDS” -USDA

41

Students with Technology Students are not permitted to have tablets, IPods, DS (or other portable gaming devices and electronic devices that are not needed for instructional purposes) cellular phones. All items taken up should be labeled and turned in to the principal’s office to the Principal’s Clerk who will record the item on a roster kept in the office and give a signed receipt to the teacher. Until that time, it is the responsibility of the adult who took the item to make sure that it is not lost or stolen. Items collected will be locked in the vault and will not be returned to students without a parent conference and paying the required fee established by the Dallas I.S.D. for cell phones according to district guidelines and policies.

Substitute Folder

The substitute folder must also contain the following:  Special student information (medication, etc.)  Daily schedule  Lesson plans 



Seating charts Name of student helper

Classroom Instructional/ Operational Procedures

Every classroom must have a current substitute folder in a visible designated location that contains grade level appropriate material. The lessons in the substitute folder should be “canned” lessons that do not involve the introduction of any new concepts for the students.

Tardies Students will be marked tardy in the classroom if they arrive to school after 8:00 a.m. Students arriving after 10:00 a.m. will be marked absent. Students arriving after 10:00 a.m. will need to report to the office and will be marked absent if you have already submitted your attendance in accordance with the Chancery attendance requirements.

All students who arrive at your class after 8:00 a.m. are considered tardy and should be marked on your tardy sheets which are submitted to the office each morning. Students who arrive at school after 8:00 a.m. are required to bring a tardy card from one of the office staff. NO EXCEPTIONS. Teachers MUST call parents after the first three tardies each six weeks (please document and keep record of your contact). Refer students to the community liaison on his/her fourth tardy each six weeks.

Students who are habitually tardy should be referred to the counselor for Student Support.

Unsupervised Students Students must not be left in the room or hallway unsupervised. If an emergency arises

and the teacher must leave the room, he/she should ask the teacher nearest his/her room to supervise the students. Stepping out of the classroom to speak with someone or to take a cell phone call is considered leaving the students unsupervised. Do not place students outside of the portable or in the hallway as a disciplinary action.

42

School Operation Guidelines

43

School Operations Absence Procedures Unplanned Absence  In the event of an unplanned absence notification must first be submitted to AESOP in order to attempt to get a substitute teacher for your class by 6:00 a.m.  Call the Office Manager by 7:30 a.m. to notify that you have submitted your absence to AESOP. The phone number is 972-502-8600. If no one answers the phone or the phone is still on program, try to call back until you reach someone. Leave a message for the Office Manager so that she can attempt to ensure class coverage.  Teachers must utilize the AESOP System to report an absence in addition to calling the Office Manager.  Unfortunately, unplanned absences will result in the split of a class among the grade level if a substitute cannot be reached. Teacher assistants will only be used to cover classes in extreme emergencies.

Our goal is to not interrupt the overall campus instructional program.  On the first day back from an absence, a form must be completed and submitted to the Office Manager.

If an absence form is not completed, an administrative notice will be placed in your mail box indicating failure on your part to comply with district procedures for completing the required documents for payroll and auditing purposes.

Planned Absence  In the event of a planned absence a Request to Leave Early / Absent Form must be completed as soon as possible prior to the absence and submitted to the Office Manager for processing. Do not give these directly to an administrator for approval. The Office Manger must receive the notice first and will request the required approval or inform you if the approval was denied. Approval for absences prior to or after a holiday may only be approved by the Principal. Staff requesting these dates need to note the district policy states that staff may not use personal days or state days. The approved or denied notice will be placed in the employee’s box with further directions if approval is not given. Contract days are not subject to approval for leave of absence other than those approved by FMLA. Absences beyond the district’s approved number of days absent will require a request for Leave of Absence (LOA). This process is timely and requires a doctor’s approval to return to work. The number of dates changes annually. Leave requests are the responsibility of the person requesting a leave. See may request the help of the Benefits Coordinator if you are having difficulty or need assistance.

If you arrive late/leave early/or leave for part of a day you will be required to complete the Request to Leave Early/Absent form and your time will be adjusted to reflect a half or whole day absence for exempt employees per policy and hourly for non-exempt employees (hourly employees).

You will be expected to call the school by 2:00 p.m. to inform the administration via the office manager if you will or will not return to work the next day. This is very important in order to retain substitutes for the next day. Should you not call before 3:00 p.m., the substitute will be asked to cover your class the following day and you will be docked an additional personal or sick day. Absences affect our student’s achievement; guest teachers/substituties often-time do not provide the same academic growth opportunities.

Personal business days cannot be taken two days before or after a scheduled holiday or a scheduled break.

Sick days taken immediately before or after a holiday or scheduled break must be documented by a physician or other medical personnel. For further detailed information about absenteeism and illness please see the DISD Policies.

44

Procedure for Signing IN/OUT All staff members must sign in using the biometric clock and in the attendance binder (this is backup to the biometric clock). The office manager will run a report at 7:45 a.m. to ensure all teachers have signed in for the day – if you have not signed in by 7:45 a.m., you are considered tardy and are subject to reprimand. To ensure adequate supervision of students, we must know which classes have coverage and which ones do not. If you know you are going to arrive later than 7:45 a.m. due to unforeseen circumstances such as inclement weather, please call the main office so that we are aware that you are running late and report to the office once you have arrived. Let the office know who will cover your class until you arrive. Your grade level chair should know that you will arrive late.

It is especially important to sign out from the biometric clock when staff members are performing other duties that require supplemental pay. When staff members are performing other duties that require extra duty pay, they must sign back in on the biometric clock after 4:30 p.m. indicating attendance for the different pay scale. Teacher assistants and support staff members must sign in and out using the biometric clock daily. The principal and feeder pattern executive director must approve all over-time and supplemental pay in advance using i-expense.

Teacher assistants and support staff members must sign in and out using the biometric clock daily in accordance with their scheduled arrival and departure times. Failure to clock in and out timely will result in loss of pay. Support staff must sign in and out at their assigned times. Late arrival does not mean that you stay late to make up time unless you have written approval from the principal.

All employees are encouraged to review their timecard on Oracle prior to the payroll cut-off date (see employee calendar). A request for payroll correction must be submitted in writing to the Principal. The correction request must include a detailed statement documenting the reason for manual correction of the time card. Time card correction requests as a result of failure to clock in and/or out will not be approved if there is an established pattern of excessive absences, late arrival or early departure.

Employee attendance will be reflected on the Summative Annual Appraisal. All employees with a pattern of excessive absences, late arrival or early departure may receive a rating of below expectations in reference to compliance with policies and procedures.

Staff members may request to leave early by completing a Request to Leave Early form, which requires approval by an administrator. Staff members may not leave the campus unless the form has been approved and the staff member has clocked out on the Biometric clock. Staff member may be subjected to be docked or other disciplinary actions for frequent early departures.

Emergencies will be evaluated on individual basis. Do your very best to set up personal medical appointments after 3:10 p.m. - thank you.

45

School Operations

Early Departure / Late Arrival Teacher reliability is a key factor in providing students with a sound educational experience; for this reason, tardiness and early departures are unacceptable. Teachers unable to constantly adhere to the specified time may be docked accordingly.

Accidents Teachers and staff members must report all accidents to the office immediately. The office manager will prepare a report for documentation. This documentation is required in the event it becomes necessary to file for Workman’s Compensation. District policy mandates the report to be filed within 24 hours of the accident. Failure to report an injury in a timely manner may have an adverse effect on eligibility of Workman’s Compensation benefits.

Action Plan The Action Plan is a living document that provides detailed information regarding the programs and strategies implemented to increase student achievement. All faculty and staff members must be comply with the policies, procedures and strategies outlined in the Action Plan. All requests for purchases must comply with those activities planned and prescribed in the Action Plan.

Administrative Request Please utilize e-mail when an administrative request is necessary. This will help since most of these requests are considered after school hours. All requests will be considered and a 48 hour reply will be given to all requests - unless the request requires additional information not provided within the request.

Alcohol and Illegal Substance Department managers, principals, and other administrators, in consultation with the Department of Human Resources, may remove an employee from a duty and require testing for illegal drugs, alcohol, and/or controlled substances, based upon reasonable suspicion.  Reasonable suspicion includes but is not limited to:  The occurrence of an accident or incident that results in damage or loss of District property or injury to any employee;  Observations of appearance, behavior, speech, or body odors; and/or  Reports or complaints about use of alcohol or illegal substances during work hours from other employees or members of the public.

For counseling please contact the 24 Hour Employee Assistance Program: 1-800-479-9639 Website: www.magellanhealth.com/member

School Operations

Announcements All teachers and students must listen attentively during all announcements. The principal will make announcements at the beginning of the school day except in cases of emergency. Afternoon announcements will be made as needed at 2:50 p.m. Announcements will be kept to a minimum since most pertinent information will be in the monthly newsletter.

Any staff member wishing to submit an announcement must fill out a “Hogg Shout Out” form and turn into the office manager one day before the announcement time. Announcement forms may be picked up from the office. Please do not hand principal or students announcements at the last minute.

46

Admissions, Review and Dismissal Committee Meetings All faculty and staff members that are participating in ARD committee meetings are expected to report to the meeting location by the time specified. It is not necessary to arrive early; however, it is requested that you check with the office to determine if a parent/guardian has arrived before attending the ARD. If a parent is not present, it may be possible that you are not needed and that the ARD will have to be rescheduled. All staff members are expected to conduct themselves in a professional manner and provide accurate information at the ARD in addition to student work samples as well as samples of work of other students if a comparison of work is necessary. We want our parents to be well educated as to what is required and a visual example is always preferred. A STAR Reading Report is required for every student and the frequency should demonstrate that the student’s reading ability has been assessed along with the use of the assessment tools identified by the district. Always come to the ARD with student profiles, attendance records and discipline records, anecdotal records of student behavior and or related work ethics.

Assemblies / Auditorium

Calendar All faculty and staff members are responsible for submitting grades, forms and reports as indicated on the faculty and staff calendar. All staff should review the school calendar daily and record district-wide and school-wide dates that may conflict with planned activities. The school calendar will be uploaded to google drive calendar for efficient access.

47

School Operations

Assemblies need to be planned with Grade Level or Committee Chairs. A written agenda must be approved prior to any assembly and must strictly observe time allotments. Teachers are expected to remain with their classes for the entire assembly and supervise their assigned students. Students should be taught and reminded prior to an assembly of appropriate assembly behavior and consequences for not following those guidelines. Specials teachers will supervise students if an assembly is scheduled during the classroom teacher’s planning period. Once a program begins, it is not appropriate to allow students to pass through the front doors of the cafetorium. Late arrivals should enter the back doors of the cafetorium.

All personnel who wish to utilize the auditorium for an assembly or rehearsal must get approval from the Assistant Principal to determine if the date/time are available according to the school calendar, and then from the Principal to determine if the assembly is aligned with the school’s goals and objectives. All equipment and projection requests need to be made to the Media Specialist prior to the day of the assembly to ensure that they are available as well.

Chain of Command The chain of command for resolving problems is as follows Teacher/Staff member  Grade Level Chair  Instructional Coach Principal.

All personnel must be respectful, professional and courteous at all times.

Child Abuse The role of the teacher in reporting cases of child abuse is unique. No other member of our society, except the parent, has the opportunity to observe a child in daily situations, as does the teacher. Any deviation from a child’s normal patterns of behavior or changes in physical appearance could be a sign of neglect and/or abuse in the care of that child. The teachers should be constantly aware of the wellbeing of every child with whom he or she comes in contact.

The Supreme Court of the United States let stand a Fifth Circuit Court of Appeals decision in the Doe v. Taylor case establishing the “deliberate indifference” decision. This decision reduced or abolished the normal tort immunity of administrators and districts in cases of sexual and physical abuse against children where such abuse is ignored. (Child Abuse Hotline: 1-888-572-2873)

Classroom Visitations

School Operations

Local school administrators and other district personnel will informally and formally visit teachers’ classes. These visits will allow school administrators to provide suggestions, answer questions, and keep abreast of curriculum needs in the building. In addition, visitations will be made to monitor the implementation of the Action Plan. Do not stop instruction while a visitor is in your classroom – proceed as planned unless otherwise asked by an administrator. Inform students as to how you want them to behave and proceed with learning when a visitor enters the room. Place a special chair/desk close to the door for visitors that may need to wait for a break in teaching/learning rather than interrupt teaching and learning.

Parents who wish to visit a classroom must first “sign in” at the office and obtain a visitor’s pass before proceeding to the classroom. If they do not have a visitor’s pass, please send them to the front office. No one is to be admitted into a classroom without a DISD badge, Visitor Sticker or Volunteer Badge. Parents are not permitted to meet with teachers during class. Schedule conferences during your planning period, before or after school. We will not allow parents to visit classrooms during the day without prior notification of the visit from the teacher. Please ask any adult in the building if you can be of any assistance to them, especially those without a visitor’s pass. Escort adults to the front office for a visitor’s pass rather than expecting them to get one if they didn’t comply with the school’s requests by signage in the first place.

Clinic The school clinic is staffed with a registered nurse. The four main priorities as mandated by State Law:  spinal screening for scoliosis  health appraisals (including vision screening)  hearing tests  tracking and keeping all immunizations current All schools must be at least 98% in compliance with Texas laws.

48

School Operations

The nurse must report certain contagious illnesses and any form of child abuse to the proper authorities.

The school nurse will see students with emergency health problems, injuries, seizures, fever, vomiting, diarrhea, and severe headaches.

Staff members’ responsibilities are to: 1. Report illnesses and injuries of students (absent/present) to the nurse.

2. Report suspected drug abuse, vision and hearing problems, or other problems affecting health status.

3. Report student pregnancies.

4. Send all medication to the clinic.

5. Refuse to provide students with any kind of medication.

6. Verify that students are not avoiding class by asking for a referral to the clinic.

COLLECTION OF MONEY:

All money collected should be turned in to the office manager by the end of each day.

All students will be issued a receipt for the amount of money or fees/dues collected by the sponsor over $5.00.

All money collected from students must be reflected on a tabulation form (field lessons, etc.) The tabulation form must include the teacher/sponsor’s name, grade and section The teacher/sponsor must complete the Dallas ISD teacher/sponsor deposit slip.

All forms must be filled out completely.

Collaborative Planning/Data-Driven Meetings / Projects Collaborative Planning Meetings/Data-Driven Meetings – Teachers are expected to attend and participate in weekly Collaborative Planning Meetings/Data-Driven Meetings with campus administrators and/or coordinators.

Grade level teams are encouraged to meet at least 2 days per week in addition to the data meeting to ensure curriculum alignment and foster collaboration among all team members.

49

Computers/Lap Tops/Network/Internet

School Operations

The following policy for acceptable use of computers and networks, including Internet, shall apply to all District administrators, faculty, staff and students. All technology equipment shall be used under the supervision of the site administrator. 

Users shall not erase, rename, or make unusable anyone else’s computer files, programs or disks.



Users shall not let other persons use their name, Log on, password, or files for any reason (except for authorized staff members).



Users shall not use or try to discover another user’s password.



Users shall not use DISD computers or networks for any non-instructional or non-administrative purpose (e.g. games or activities for personal profit).



Users shall not use a computer for unlawful purposes, such as the illegal copying of software



Users shall not copy, change or transfer any software or documentation provided by DISD, teachers, or another student without permission from the campus Teacher Technologist.



Users shall not deliberately use the computer to annoy or harass others with language, images, or threats.



Users shall not deliberately access or create any obscene or objectionable information, language, or images.



Users shall not intentionally damage the system, damage information belonging to others, misuse system resources, or allow others to misuse system resources.



Users shall not tamper with computer, networks, printers or other associated equipment except as directed by the Teacher Technologist.



Users shall not take home technology equipment (hardware or software) without written permission of the supervisor.



Users shall not pawn any school equipment.

(Approved by the Dallas ISD Board of Trustees on June 22, 1995. Additional information may be found in the Board Policies and Administrative Regulations and in the Student Code of Conduct.)

Corporal Punishment The Board prohibits the use of corporal punishment in the District. Students shall not be spanked, paddled, or otherwise physically disciplined for violations of the Student Code of Conduct. Writing an excessive number of sentences is a form of corporal punishment and is therefore prohibited.

Teachers and staff members are encouraged to have students complete Think Sheets or compositions that acknowledge the behavior that is inappropriate and identifies the choices the student will make in the future to avoid violating the classroom, campus and/or district student code of conduct.

50

Dress Code All employees are expected to follow the District dress code during all school operational hours.

This includes field trips, workdays, and staff development days unless otherwise approved by EMPLOYEES the principal. Unless you are participating in an outdoor field trip where you will be walking in the open, please do not request to wear jeans to school.

DISD/District employees shall act as role models, by exemplifying the highest standard of professional appearance, for the educational purposes of teaching community values and proper grooming and hygiene. Professional personnel are expected to dress in a manner that projects a professional image for the employee, school, and District.

Employees shall not wear-on the outside of their clothing any jewelry or similar artifacts that Appropriate Attire are either obscene, distracting, or may cause disruptions to the educational environment. Hats and Grooming are not to be worn inside.

School Operations

All employees are expected to exemplify proper grooming standards in a manner that projects an appropriate image for the employee, school, and District.

Teachers may wear polo-style school shirts, Hogg T-shirts or Teacher Slogan T-Shirts on Friday only!

Male professionals shall wear a dress shirt, dress slacks, or other appropriate professional clothing.

Males

Male employees shall keep their hair groomed neatly. Beards and mustaches shall be neatly groomed. Male employees shall not wear earrings or other similar facial jewelry.

Female professionals shall wear professional dresses and skirts, which are no shorter than two Females inches above the bend of the knee in length, dressy slacks and appropriate footwear, or other approved professional clothing.

Office, clerical, and teacher assistant support personnel shall wear the above professional attire.

Support Staff

Other support personnel shall wear attire in conformity with the workplace.

Jeans, shorts, revealing/provocative shirts and tops, T-shirts, short skirts, spandex or similar Inappropriate Attire tight outfits. Slippers, thongs, house shoes, sneaker-style and other similar foot apparel are not considered professional attire.

Administrators shall have the discretion to determine the appropriateness of attire and grooming, and may make special exceptions for teachers in certain grades/subjects (e.g. vocational courses, physical education or for medical necessities.)

The above standards are meant to promote community values and enhance an orderly educational environment, and shall not infringe on any individual's religious beliefs or protected free speech.

51

STUDENTS

School Operations

Slacks and Pants

Tops

Color: All slacks and pants must be a solid color: Khaki, navy blue, or black Style: Slacks and pants can be pleated or flat front, full length, appropriately fastened at the waist. Pants with loops require belts.

Material: Cotton, canvas, corduroy, linen, polyester, or twill.

Shirts and blouses must have button down collars or have straight collars. Turtlenecks and polo styles are permitted. All tops must be worn tucked inside pants, slacks or skirts.

Color: All students PreK-5 shall wear hunter green shirts only.

Style: Long or short sleeves with a collar required. Turtlenecks and polo styles are permitted.

Logos: Manufacturer trademarks, if any, must be one inch or less. DISD school logos are permitted and are not limited in size.

Undershirts: Must be white or match the color of the top.

Skirts and Jumpers Shorts and Capris Jackets, Cardigans, and Sweaters

Color: Khaki, navy blue and black, in a solid, single color.

Style: Skirts must be at least knee length.

Color: Khaki, navy blue, or black, in a solid, single color Style: Must be at least knee length Color: Should match an accepted uniform color Style: All must be worn over a collared shirt, turtleneck or polo style top. Jackets or sweaters cannot have hoods. (No hoodies for students in Grades 3 - 6) Logo: DISD school logos are permitted and are not limited in size.

(All DISD issued school jackets are permitted.)

Style: Athletic shoes, loafers, dress shoes, or other closed toed/closed heel shoes. Mules described as closed toed and open heel are appropriate.

Blue jeans, low cut pants, low rise pants, sagging slacks or pants, sweat pants, sweat shirts, hats, caps, bandanas, hair rollers, hair curlers, plastic hair bags, hair nets, sweat bands, skull caps, and other similar clothing or grooming items shall not be worn at school. Insignia on outerwear not related to the school or to the District is prohibited including but not limited to professional sports team and college insignia. Students may not wear clothing that is either revealing or provocative. Students are prohibited from wearing attire that may be considered weapons, such as chain belts, wallet chains, or other similar attire. Whether or not a student is Inappropriate attire dressed appropriately or properly groomed shall be left to the discretion of the principal or their and grooming designee.

Footwear

Student complaints regarding appropriate attire and grooming for religious and/or philosophical reasons shall follow the complaint procedures outlined in FNCA (REGULATION).

For enforcement purposes, headwear worn as legitimate religious attire (as determined by the Board of Trustees) may be considered as an exception.

Dress Code Level I offenses include inappropriate clothing. Level I offenses require an automatic referral to Violations: the office. Parents will be contacted and students will receive a violation notice.

52

Emergency and Other Contact Information Teachers and staff are required to maintain accurate contact information with the main office. Please notify the office as soon as possible when changes to your contact information have been made. This includes change of address, telephone number, etc.

School Operations

Enrollment / Withdrawal Enrollment of new students Students enrolling on campus will be processed by our Data Controller.

The Data Controller will look at the enrollment numbers for each teacher to determine placement of new student. Teachers with the lowest number of students will get the new student.  An enrollment slip will be provided to the new student and a copy will be given to the assistant principal for textbook processing.  Write the name of the student and ID number on the next available line on the pink attendance sheet.  Enter the appropriate code in the date column – the code should be on the enrollment form.

Withdrawal  Students will not be withdrawn from a class during the school day unless it is an emergency.

Parents will be informed to complete the withdraw form and allow one day for processing.  Teachers are asked to write the student’s assigned grades earned up to the date of withdrawal on the withdrawal form, sign their name, and indicate whether the student is clear on textbooks.  Teacher are asked to turn in the withdraw form by 3:15  Parents will pick up the completed withdraw form by 3:30  Teachers are to keep the student textbooks and follow procedures described in the textbook procedures section of this handbook.

If a student is transferring from your class to another, please be sure textbooks have been collected.

DO NOT SEND TEXTBOOKS OR CONSUMABLES WITH THE STUDENTS.

53

Field Trips

54

Food and Drink Outside the Cafeteria Faculty and staff are allowed to have soft drinks or coffee in their classrooms as long as it does not create a pest problem.

Staff members must clear lounge of dishes and silverware immediately after use. Do not send students to the lunchroom to pick up food for you. People on duty must refuse students taking food out of the cafeteria.

Staff members will not send students during the school day to vending machines or teacher’s lounge.

Fund Raising – Collecting Money from Students 1.

2.

3.

4.

You must complete a fundraiser request form.

The request must be approved by the principal, BOC committee and Executive Director.

All fundraisers must be conducted for the benefit of students.

The sponsor is required to keep accurate logs and records- these records must match the receipts submitted to the office manager. All records must be turned in at the end of the fundraiser.

5. ALL money must be turned into the office- you may NOT use cash collected to purchase items. The money must be turned into the office and the sponsor must request a school check for purchases.

1. No club or organization should operate its own bank account. Money and/or fees must be turned into the principal’s office to be deposited in the school activity fund for your club or organization.

STANDARD OPERATING PROCEDURES: 1. Each club or organization will write and submit a budget for proposed activities. A school-wide calendar will be developed to help schedule different fund-raisers. Make a list of all students belonging to the organization that you sponsor.

2. A designated administrator will be assigned to work with sponsors on spending funds and keeping

accurate records.

3. Make a list of all students that belong to the sponsored organization.

4. Sponsors may wish to keep students after school hours for various reasons such as practice for

programs, meetings, conferences, etc. In every case, the students are to be notified one day in advance so they may notify their parents and arrange transportation. The sponsor should see that the students leave the building when they are dismissed. Have the students to go to their lockers, etc., before reporting to you

5. Fund raising activities should be conducted before or after the regular academic day 6. (8:00-3:15 p.m.). Violations can result in the loss of this privilege.

Grade Level Bulletin boards

Each grade level is expected to post and maintain a bulletin board in the common areas reflective of the school initiatives. Our theme this year is “Razorbacks Assemble” The bulletin boards may be interactive and should include an opportunity for all students in their respective grade levels to participate (i.e., special education student work should be included in the grade level displays). Work displayed should be student generated high quality work products. Student writing demonstrating use of the writing process should be displayed at all grade levels (pre-writing, drafts, and published work).

55

School Operations

Hallway Procedures

We will practice H.A.L.L. in the hallway at all times.

H – Hands Behind Your Back A – All Eyes Forward L – Low Speed L – Lips Sealed Students and class group of students are required to walk on the right side in the 2nd square from the wall. No pushing or shoving or touching Students must remain quiet in the hallways.

Teachers must supervise students in the hallways and the restrooms at all times. Halls are to be quiet at all times.

Interruptions School staff, parents or visitors shall not interrupt instruction unless approved by the principal or assistant principal. Teachers are to refrain from leaving the classroom unattended during instructional time. Please do not send notes with students to other teacher’s classrooms when instruction is in progress.

Inventory/ Invoices An inventory of the building is taken each year. The Assistant Principal or school secretary will provide you with a list of grade level curriculum resources. Please complete the inventory form and return it to the assistant principal prior to the first day of school to ensure prompt delivery of instructional materials. Any additions or deletions to or from your room should be noted and the sheet returned to the assistant principal or the school secretary. We will make every effort to ensure that teachers have the curriculum materials and resources needed. If you do not receive materials in a timely manner (1 week) inform the principal.

PLEASE DO NOT HAVE EQUIPMENT OR FURNITURE MOVED WITHOUT FIRST RECEIVING PERMISSION FROM THE PRINCIPAL. Upon receiving materials you have requisitioned, check the shipment for completeness, mark items not received, and send the packing slip (invoice) to the main office as soon as possible.

This is very important.

Leadership Team The Campus Instructional Leadership Team will have standing biweekly Wednesday meetings to review campus data and provide feedback in regard to the implementation of Action Plan strategies.

All faculty and staff members may submit an agenda input form to have ideas or concerns related to the campus instructional program addressed.

56

School Operations

Lunchroom Procedures Student behavior during lunch periods requires consistent work by the Teacher Assistants, Teachers, the Assistant Principal and others. The following procedures must be adhered to daily. It is important for teachers to review these procedures with their students daily.

1. Teachers accompany students to the door marked Entrance and wait until students are in the cafeteria.

2. Students are not permitted to talk in the lunch lines.

3. Students may not throw trash on the floor and must clean their immediate surrounding before they may be dismissed.

4. Each table will be clearly labeled for each class.

5. Assigned lunchroom helpers by teacher each day.

6. The Teacher Assistants and Principal are in charge of the lunchroom. Teachers may not trump the TA’s during this time – which means that teachers may not take their class until the TA’s have dismissed them. Teachers may not assign lunch consequences for the teacher assistants on duty to enforce.

7. All adults must be positive in voice and body language in the cafeteria at all times.

8. Parents may not provide food for other students other than their own.

9. Students may not remove food or utensils from the cafeteria.

10. Students displaying outstanding lunchroom behavior will be invited to dine in the Razorback Café.

Maintenance Service Requests Teachers may complete a maintenance service requests if there is something in the classroom that is in need of repair. This includes but is not limited to leaks, cracked floors, and specific areas that need cleaning. Please complete the Maintenance Service Request form, make a copy for your records, and turn into the office. Information will be logged and forwarded to the facility supervisor.

The log will be utilized to track timeliness of the completed work orders.

Materials/ Supply Requisitions Requisitions must be submitted by grade level on or before the established due date. Teachers may only spend the amount allocated. Make sure to include shipping and handling charges. Classroom supplies may be ordered from the service center, office depot or RWG Gonzalez to ensure prompt delivery. You may order from other DISD approved vendors. However, we cannot guarantee prompt delivery of materials.

New Teacher Support Team/ Mentors All first year teachers are assigned a campus mentor. The new teacher support team will meet on a regular basis. Mentors are expected to communicate with their mentee on a weekly basis. Teachers (especially new teachers) should not work in isolation. If you do not have regular contact with your mentor or if there is not a collaborative relationship- contact Ms. Garza. WE ARE HERE TO SUPPORT YOU.

57

Parent School Compact All teachers are expected to go over the Parent School Compact with parents and students. A Parent School Compact will be sent with the enrollment packet. At the first parent conference night in October and again in March, parents will be afforded a second and third time to be informed of the Parent Student Compact. Students and parents must sign the Parent School Compact during the first parent conference night. All compact letters must be returned to the office immediately the day after the conference or upon getting all signatures. Please submit Parent Compacts as a group (all at once).

Required Title I compliance.

The newsletter will be published monthly. The update will contain the most accurate and up-to-date information. All faculty and staff members are expected to submit forms documents and reports as specified on the newsletter. The newsletter is used to provide accurate and up to date information in the event that different deadlines are published on the calendar.

School Operations

Principal’s Newsletter

Professional Organizational Meetings All professional organization meetings and personal contacts from professional organization representatives shall be held before school or after school. Correspondence may be passed out during these meetings.

Removing Students from Classroom Students will be called from class only in emergencies and only by a request by the principal, assistant principal, counselors, attendance personnel, or nurse. Never permit a student to leave a class without permission from office personnel.

Note: If a parent wishes to withdraw a student from your class please send the parent to the office.

Recess

Dallas ISD Elementary Schools have daily recess for students in PreK–Fifth grade at least once a day: two (2) fifteen minutes daily (1st- 15 min recess at specials and 2nd 15 min recess with classroom teacher.

Teachers are not allowed to withhold recess from students as punishment for low-level infractions.

Requesting a School Check 1. Complete a check request form, which must be signed by the principal and approved by the BOC committee.

2. All purchases must be from a district approved vendor.

3. The grade level, club or organization must have the funds in their account in order to make the purchase.

4. The check will be made for the amount of the purchase only.

5. After completing the purchase the receipt must be turned into the office manager.

Please allow 5-7 business days to process check request.

58

Restrooms Restroom schedules will be scheduled for each grade level and will be posted in your classroom near the door so that substitutes will be able to follow the schedule. Please adhere to the schedule. Teachers should check the restrooms before and after the students use them to ensure cleanliness and that there is no (new proof) of graffiti on the walls/stalls.

School Operations Committee (Faculty/Staff Advisory Committee) The school operations committee will meet monthly along with the Board of Control to discuss campus operations including but not limited to attendance, discipline, student incentives etc. All faculty and staff members may submit an agenda input form to have ideas or concerns related to school operations addressed.

Soliciting / Vending / Vending Machines No item may be sold on campus (personal or organization) without permission of the principal.

At no time should a student be sent to the cafeteria or teacher’s lounge, to purchase an item for a teacher.

Smoking Smoking is not permitted on the campus of any DISD facility including the parking lots.

School Operations

Student Support Team (Response to Intervention – RtI) Teachers are responsible for referring students experiencing academic, social or emotional difficulty to the S.S.T. The S.S.T. is a committee designed to recommend intervention strategies, programs and/or services to assist students and increase their level of academic achievement. It is advised that before referring a child to S.S.T. that a teacher work with the Campus RTI Committee and Ms. Mellman to develop appropriate RTI for the student.. A referral may need to be made for 504 students as well.

The classroom teacher MUST refer students to the S.S.T. that: During the previous school year  Did not pass STAAR.  Scored below the 40th percentile on TerraNova/Supera.  Have I-Station Assessment results at frustration level indicating that a student is struggling And  Experience academic difficulty after you have implemented several intervention strategies.

Staff / Faculty Children Staff members are not to bring their children on campus during work hours. The DISD policy does not allow this to occur. Please adhere to this policy. Staff members with children attending our school must supervise their children after-school or make day-care arrangements until the end of the work day.

Substitute Processing  

Teacher’s first call or text (preferred) Mr. Casco to report an absence that was not preapproved.

Ms. Juarez will submit requests for approved professional absences- Teachers are responsible for securing substitute teachers for personal absences. When a substitute is 59

School Operations

 

not secured for personal absences the teacher’s class will be divided among the grade level team. We suggest teachers call a sub from the provided list and call the sub system or utilize the oracle AESOP as soon as possible. It is extremely difficult to secure a substitute teacher on the day of an absence after 6:00 a.m. - Request a substitute at least 24 hours in advance if possible.

Ms. Menchaca notifies the principal of teacher absences Ms. Menchaca provides the front office with a print out of substitute assigned for teachers who are out for the day.

The following steps will be followed by all substitutes:  Step 1: provide Sub I.D. Card to the office clerk - the card is photocopied and file is logged  Step 2: The white colored sub form is logged with the date and filed in the sub binder  Step 3: Sub clocks-in on the biometric clock  Step 4: The sub is provided with a welcome letter that contains school procedures, a copy of the master schedule, school map, and key to the classroom.  Step 5: Substitutes are required to escort students to appropriate drop-off location, must sign out at 3:45, and return the key.  Substitutes will be asked to complete a survey describing their experience at our school.

Teacher’s Lounge Students are not to be sent to these rooms for vending machines or telephones.

Your cooperation in keeping them neat will be appreciated. The refrigerator will be cleaned out every Friday, so please do not leave ANYTHING that you do not want thrown away.

Technology (Audio, Visual, Telephone Usage, Cell phones, radios, etc.)

E-mail – Teachers are expected to check their e-mail daily, however this may not occur during instructional time.

Films/DVDs Films/movies/ are not allowed. You may show short segments for instructional purposes.

Cell Phones Teachers are not to use cellular phones, blue tooth headsets during class. Cell phones must be kept on silent or on vibrate at all times.

Telephone Telephones are provided for the convenience of staff members. Telephone messages that are received in the office will be placed in the mailboxes. Staff members will not be called to the telephone during class or hours of operation unless an emergency exists.

Laptops Teachers are responsible for any assigned equipment including laptops. Damages to laptops due to neglect will be the responsibility of the person to whom the laptop was assigned.

60

Textbook Procedures Ms. Diaz is the Textbook Custodian, and is your contact person for all textbook issues. Ms. Diaz will personally ensure that each teacher has the Districtrequired textbooks and TE’s in the classroom by August 21st. If at any time a textbook or TE is needed, e-mail Ms. Diaz immediately at mariadiaz@dallasisd.org and the requested materials will be placed in your room within 24 hours unless the books need to be ordered from an outside vendor (see School Forms in the back of the handbook).

Each Teacher must follow the Textbook Calendar and the procedures below:

School Operations

   

Keep accurate records of all textbooks received and issued to each student using the Book Check Form, recording ISBN and Hogg numbers by student.

Conduct textbook inspections for damaged and lost textbooks and requisitioning replacements if needed, following your Textbook Calendar.

Notify Ms. Diaz about surplus books. Surplus textbooks are defined as any extra textbooks in the classroom.

If you have a student who is transferred from your classroom to another, ensure that all textbooks including consumables are collected and kept in your classroom. DO NOT send books out of your classroom for any reason. After you have documented them on your Textbook Check Form, they will be considered “Surplus Books”, and you need to notify Ms. Diaz. She will come and check those books off your list and provide a set of books for the student in the other class.



Turn in ALL textbooks at the end of the year, following the Textbook Calendar.

The teacher’s responsibility once a textbook has been lost or damaged: The teacher must make at least three (3) DOCUMENTED attempts to collect payment, keeping a copy of all documentation in the Textbook Notebook.   

Send notice of loss to parent or guardian by student Send notice of loss to parent or guardian by regular mail (stamps can be obtained from the office manager) Phone parent or guardian

*Dallas ISD Policy requires teachers to be held monetarily responsible for lost textbooks if three documented attempts are not made. After the teacher has made at least three (3) documented attempts to collect payment (letter attached), the teacher should turn the collection over to the principal.

A teacher must immediately notify Ms. Diaz in writing of a destroyed textbook or lost textbook if the student was not at fault, i.e. fire, flood…. The teacher should obtain the following information from the student or parent or guardian: type of destruction of loss, date of destruction or loss, location, and if loss, explanation of why the student was not at fault. This information, along with the title, textbook serial number, and quantity must be reported to Ms. Diaz immediately. Time is very important, as the principal only has five (5) days to report the occurrence to Textbook Services.

61

The teacher should requisition a replacement textbook if needed.

The student, parent, or guardian is responsible for:     

Reimbursing the school for any damaged or lost textbooks issued to the student.

Returning all textbooks at the end of the school year or upon withdrawal from this school.

Ensuring that the student’s name is written inside the assigned textbook(s).

Keeping the assigned textbook(s) covered.

Proper use and care of the issued textbook.

Each student, or his parent or guardian, shall be responsible to the teacher for all assigned textbooks not returned by the student. Any student who fails to return all assigned textbooks shall forfeit his right to free textbooks until the textbook(s) previously assigned are returned or are paid for by the student, parent or guardian. If a student fails to make restitution for lost or damaged textbooks, the school shall allow the student to use a copy of the textbook at school during each school day but not assign a copy of the textbook for out of class use. (Education Code 12.65c)

School Operations

The Hogg Book Check Form on the following page will be used each six weeks, on the dates provided. Teachers will use one form per title of book. The teacher will initial across from the student’s name under the appropriate dated column to indicate that the student is in possession of the assigned textbook on that date. A blank space indicates that the student is NOT in possession of the assigned textbook, and will alert the teacher to begin documentation of parent notification immediately. These forms will be kept in the teacher’s Textbook Notebook. Ms. Diaz will be making spot checks frequently to be sure that the Textbook Calendar is being followed. If the guidelines are not adhered to:  

1st Time: A memo will be sent to remind the teacher responsible, with a re-check the next day.

2nd Time: A memo will be sent to the teacher, copied to Mr. Casco to be placed in your folder.

62

Vending Machines At no time should a student be sent to the cafeteria or teacher’s lounge, to purchase an item. Report any refunds to Mrs. Juarez in the event of a machine malfunction.

Vertical Teams Vertical teams will meet regularly to engage in professional development, analyze school data, and to coordinate enrichment activities. Vertical teams will meet once a month (contingent upon other scheduled activities, meetings, holidays, and testing) on Mondays from 3:15 – 5:00 – please see school calendar for specific dates. Vertical team members are expected to actively participate in the vertical team meetings. Members will be expected to assist in planning and facilitating our Family Fun Nights.

Visitors All visitors to Hogg Elementary must first report to the main office. Please direct or escort any visitor or parent without a visitor’s pass to the office so they may obtain one. Do not under any circumstances allow parents or other individuals into the classroom without a visitor pass or District identification.

Volunteers All volunteers must first report to the main office and wear a volunteer sticker or badge. All volunteers must complete a criminal background check before permitted to work on our campus.

Workman’s Compensation Any job-related injury should be reported to the principal immediately. If the employee misses more than one day because of the injury, an “Employer’s Report” must be completed in the office and filed with Employee Benefits. When the employee returns to work, a Supplemental Form must be completed and sent to Employee Benefits. Any injury must be reported to the principal’s office

Yelling

We must be the example for our students. The campus redirection strategy is Give Me 5.

1. Eyes on speaker 2. Quiet 3. Be still 4. Hands free (put things down) 5. Listen

63

School Operations

Yelling at students is prohibited and will result in disciplinary action. Remember to treat our students, as we want to be treated. It is not acceptable for campus administrators to yell at or publicly criticize faculty, staff members, and parents. It is also not acceptable for faculty and staff members to treat our students in that manner.

Observations & Evaluations

64

Teacher Excellence Initiative (TEI) The Teacher Excellence Initiative (TEI) is the tool by which teachers will be provided feedback, strategic professional development, coaching, and ultimately appraised. The Teacher Excellence Initiative (TEI) Teacher Manual can be found at may be found at http://www.dallasisd.org/tei.

Dallas ISD’s Destination 2020 plan focuses on improving the quality of instruction and placing an effective teacher in front of every child. Without a comprehensive teacher effectiveness system, the district will not be able to accomplish its goals. The Teacher Excellence Initiative was designed with one primary objective: improving student learning by improving teacher effectiveness.

Through TEI, the district is building on research and emerging models to establish a three-pronged approach to ensuring teacher excellence:

  

Defining Excellence: The vision for effective teaching and how it is evaluated Supporting Excellence: Differentiate professional learning for teachers Rewarding Excellence: Teachers are compensated based on their professional growth and impact on student learning

65

REFER TO APPENDIX FOR TEI TEACHER MANUAL

66

67

68

69

70

71

72

73

74

75

76

TEACHER PERFORMANCE RUBRIC

77

2016-17 SPOT Observation Form

Campus:

Teacher Name:

Grade/Subject:

Date:

Observer:

Time In:

Time Out

PRAISE - What were the instructional strengths of the lesson and what did that look like with respect to student actions?

QUESTION - Which indicator has the most potential to be improved that ties into what the teacher could have said, asked, or done to push students to more clearly & accurately understand the concept and why?

ALIGNMENT

POLISH/NEXT STEP – What specific instructional practices will you and the teacher develop over the next cycle? (include clear actions, owners, and timelines)

2.1 Are all students involved in structured well-organized objective driven lesson/content appropriate to the standards for the subject, grade, and level?

RATING_______ MASTERY

2.2 Are all students able to master the learning objective appropriate to standards for the subject, grade, and level?

RATING_______ DELIVERY

2.3 Are all students able to understand the content in a clear and cohesive manner?

RATING_______ COGNITIVE DEMAND

2.4 Are all students engaged in appropriately challenging/demanding content?

PROCEUDURE & SYSTEMS

RATING_______

3.1 Are all students able to access the classroom in a manner that optimizes on task instruction?

BEHAVIORAL EXPECTATION S

RATING_______

3.2 Do all students comply with established and communicated expectations for behavior?

CLIMATE & CULTURE

RATING_______

3.2 Do all students maintain a respectful academically accountable classroom?

RATING_______

Exemplary 3

2.5

Proficient 2

1.5

Progressing 1

.5

78

Unsatisfactory 0

Not Observed N/O

INDICATOR

DOMAIN 2: INSTRUCTIONAL CONTENT

2.1 ALIGNMENT: Structures well-organized objective driven lesson/content appropriate to standards for subject, grade, and level

Consistently and effectively establishes clear standards- based lesson objectives:  Aligned to district curriculum maps & assessments.  Moves students toward grade-level and/or developmental levels of mastery Most instructional goals are appropriately demanding for grade, course, time in school year, and/or IEP goals Focuses students at the beginning and throughout the lesson, by clearly stating and explaining to students:  What they are learning  Why it is important  What mastery looks like  How to connect it to prior knowledge and their own lives Most students can demonstrate through their actions and/or comments that they understand each of the above appropriate to their subject, grade, and level Consistently and effectively develops a clear, understandable, and rigorous method to measure student mastery or growth (DOL/exit ticket, projects, etc.)

Mastery:  Can be identified at lesson closure in a manner appropriate to mode of instruction  Can be completed independently at a high level by most students Checks for academic understanding:  Performed at almost all key moments to determine pace of the lesson and whether or not key steps or concepts need to be discussed further before moving on  Gets an accurate reading of understanding from almost every check Effectively makes adjustments using data gathered from checks, but may miss a few opportunities for needed adjustments Consistently presents the content and purpose:  Correctly in a logical, coherent fashion  To support the learning of the posted objective(s)  Supporting specific student needs (special populations)  Connecting to prior learning Uses multiple strategies, questioning techniques, and academic language to emphasize key concepts and their value with little to no irrelevant information Most students demonstrate that they understand the content at an appropriate level of rigor.

Instructions, procedures, and material usage for participating in activities are clear to most students Consistently and equitably:  Adapts content and process of instruction based on general performance levels, interests, learning styles, and diverse cultures so that most students are able to access content at an appropriate level of rigor  Uses a variety of high order questions and suggestions that push students beyond initial thinking Consistently uses more than one response and instructional strategy that:  engages most students  promotes student mastery Most students are asking themselves and other students, higher order thinking questions that explain, analyze, classify, compare, evaluate, represent or synthesize the content DOMAIN 3: CLASSROOM CULTURE Little loss of instructional time due to inappropriate or off-task student behavior  Routines, rules and procedures are consistently implemented and run smoothly with some prompting from the teacher  Transitions that run smoothly with some teacher direction Students are rarely idle while waiting for the teacher. Students, who finish, assigned work early are regularly engaged in meaningful task Most classroom materials and supplies are organized so that they are accessible to teacher and most students without disruption to lesson Most of the class space supports and extends:  Lesson content  Instructional delivery Peer interactions Most students are self-directed to follow behavior expectations and/or behaviors Teacher consistently responds appropriately to off task behavior resulting in positive behavioral change Most strategies used to focus students are:  Timely  Specific  Sensitive to individual student needs Most students are appropriately praised or teacher utilizes an intrinsic motivational system for positive behavior and efforts toward improvement Keeps most students engaged by consistently using a variety of engagement strategies where most students are encouraged to take risks Almost always maintains a welcoming and safe classroom environment that:  Supports learning  Promotes positive interactions with most students in a manner appropriate to the grade and level of the student  Respects the unique needs of nearly all of learners Most students at the level appropriate to the student are: Highly motivated (little to no prompting)  understand the relevance of tasks  Setting appropriate goals and assuming responsibility Most students collaborate and encourage each other’s efforts and achievements

2.2 MASTERY: Ensures mastery of learning objective appropriate to standards for subject and grade

2.3 DELIVERY: Explains instructional content clearly and cohesively

2.3 COGNITIVE DEMAND: Engages students in appropriately challenging/demanding content

INDICATOR 3.1: PROCEDURES and SYSTEMS: Organizes classrooms to allow for optimal on task instruction

3.2 BEHAVIORAL EXPECTATIONS: Establishes, communicates, and maintains clear expectation for student behavior

3.3: CLIMATE and CULTURE: Maintains a respectful academically accountable classroom

79

Balanced Score Card Performance Appraisal The Balanced Score Card is the tool by which the counselors, nurse, community liaison, teacher assistants, office staff, food service personnel and custodians will be provided feedback, strategic professional development, coaching, and ultimately appraised. The tool is comprised of four Performance Areas: Core Values, Basic Work Requirements, Core and Work-Specific Competencies and Key Results and Success Measures.

Planning Conferences – each employee will participate in a planning conference conducted by the coevaluator and/or the principal as identified in the Dallas ISD Employee Appraisal Manual. The Key Results and Success Measures will be determined at this time. Conference summaries will be distributed no later than 10 days after the planning conference. Conferences will be held during August and September.

Third-Party Information- via campus support staff performance surveys will be conducted and included

in the performance appraisal as cumulative data. Cumulative data can be related to performance areas indicating need for improvement and can also be used to document effective and positive performance. The purpose of the survey is to receive feedback regarding specific key results and success measures and the quality of FRIENDLY, FAST, FOCUSED and FLEXIBLE SERVICE.

Employee in Need of Assistance- an intervention plan may be developed at any time at the

discretion of the principal when the principal and/or supervisor have documentation that would potentially produce and evaluation rating of “Below Expectations” or “Unsatisfactory”. The principal must initiate and be involved in the development and evaluation of an intervention plan, with assistance and follow-up by the supervisor. An employee will not receive a salary increase for the following year if the evaluation results in “Below Expectations” or “Unsatisfactory” in Performance Area 4 or in any two other performance areas.

Summative Conference- the principal will complete performance areas 1-3 and the supervisor

completes performance area 4 of the evaluation instrument. Employees will receive a copy of the final appraisal at least 5 working days prior to the summative conference. Employees may waive in writing the summative conference.

80

Assessment

81

Driven by Data

82

Going Deep: Effective Analysis of Assessment Results MAKING A SOLID HYPOTHESIS: Look at Specific Questions:  Did students all choose the same wrong answer? Why or Why not?  What misunderstandings are revealed: what do you think students were doing wrong her?  What are all the steps students needed to be able to do to answer this question correctly?

When does it seem the student mastery broke down within these steps?

Look Within Standards:  On questions that measured the same standard: were students better o some questions tha on others  If so, what are the differences in difficult between those questions? Why did students do better on one question thn o another?

Compare Similar Standards:  Do the results on one standard influence the other?

TEST YOUR HYPOTHESIS:  

Review written student work—do their errors match my hypothesis of why they are struggling?

Ask students how they solved the problem—do their errors line up with your hypothesis?

MAKE EXPLICIT ACTION STEPS:   

Explicit Instruction: what would I have to teach to overcome these misunderstandings? How will that teaching be different than the last time?

Assignments/Activities: What activities/assignments will students need to practicea this new skill to the point of mastery?

Assessment/Check for Understanding: Where will I build in assessment/checking for understanding durng the lesson itself?

REPEAT THE PROCESS FOR STRUGGLING & SPED STUDENTS: First Line of Action—Low-Hanging Fruit:  Sort data by students’ scores—are there questions that only the struggling students are getting wrong?  What are all thes steps the students need to take to answer these questions correctly? Which of these steps need to be made more explicit to the students?  What sort of pracatice do the students need to master this standard—heavy repetition of computational skills? Following a multi-step protocol?

Second Line of Action—In Class Support:  What are the standards that will be review/retaught for the whole class?  Are the struggling students’ misunderstandings differet than the rest of the stuents on these standards?  What additional support/steps will the struggling studets need when these standards are being reviewed?

83

Comprehensive Literacy Plan

84

85

120 MINUTE DALLAS ISD BALANCED LITERACY BLOCK PK-5TH

Read Aloud

Independent Reading

Reading Workshop

Shared Reading

Guided Reading

Write Aloud

Independent Writing

Writing Process /Writing Workshop

Guided Writing

86

Shared Writing

THE WRITING PROCESS Writing is a fluid process created by writers as they work.

Accomplished writers move back and forth between the stages of the process, both consciously and unconsciously. Writers benefit from the structure and security of following the writing process in their writing.

WRITING STAGES A series of steps through which the writer works to produce a published product

PREWRITING

Students generate ideas for writing: brainstorming; reading literature; creating life maps, webs, and story charts; developing word banks; deciding on form, audience, voice, and purpose as well as through teacher motivation.

ROUGH DRAFT

Students get their ideas on paper. They write without concern for conventions. Written work does not have to be neat; it is a 'sloppy copy.'

REREAD

Students proof their own work by reading aloud and reading for sensibility

SHARE WITH A PEER REVISOR

Students share and make suggestions for improvement: asking who, what, when, where, why, and how questions about parts of the story the peer does not understand; looking for better words; and talking about how to make the work better.

REVISE

Improve what the narrative says and how it says it: write additions, imagery, and details. Take out unnecessary work. Use peer suggestions to improve. Clarify.

EDITING

Work together on editing for mechanics and spelling. Make sure the work is 'goof proof.'

FINAL DRAFT

Students produce their final copy to discuss with the teacher and write a final draft.

PUBLISHING

Students publish their written pieces, sending their work to publishers; reading their finished story aloud, making books. This is a time to celebrate!

87

WRITING WORKSHOP Writing Workshop consists of three parts: the Mini-lesson, Writing/Conferencing and Sharing. The infrastructure is predictable and consistent so that student’s experience with the organization of Writing Workshop remains the same from year to year within the continuum of writing.

MINI-LESSON Connection: 1 minute for recalling a previous experience

Teach: 4-5 minutes to teach a new concept

Active Involvement: Brief time students learn, by doing, how to use concept learned

WRITING/CONFERENCING After mini-lesson; self-guided; writing block gradually increase from 10 - 45 minutes as stamina increases; students write where they are comfortable writing

Contains 3 parts: Research = teacher observes and interviews to understand what the writer is trying to communicate; Compliment = compliment what the student is trying to achieve in writing; Teach = teach something the student is already attempting to do

SHARING Closes Writing Workshop with a 5 minute teaching time; reemphazises the mini-lesson

Students share with partners or small groups; a miniconference can be held in front of the class for everyone to observe specifically highlighting student's implementation of mini-lesson

Source: Calkins, L. Units of Study for Primary Writing (2011)

88

RtI Tier Instruction-Initial Student Identification Decision-Making Process for Elementary Reading Step 1

Goal of Step 1: Identify 5%-15% of served students for Tier 2 and/or Tier 3 instruction.

Identification of Student(s)

Guiding Question(s): Using the cut scores from ISIP and ISIP Español, which students initially meet the criteria for tiered instruction (yellow/red)?

Step 2

Goal of Step 2: Identify 5%-15% of served students for Tier 2 and/or Tier 3 instruction.

Identification of

Guiding Question(s): Of those students identified through ISIP and ISIP Español as Tier 2/3,

Student(s)

which 5%-15% of the students have the greatest need for tiered intervention?

Step 3

Goal of Step 3: Determine 1-3 foundational skills that each identified student must master to meet Tier 1 ISIP and ISIP Español cut scores.

Identification of Targeted Skills

Guiding Question(s): In examining the ISIP and ISIP Español results and the results of diagnostic assessments (e.g. running records, fluency probes, components of Journeys/Senderos diagnostic, quick phonics screener), what are the greatest areas of concern for each identified student? Do any of the students have the same instructional needs?

Step 4

Goal of Step 4: Set improvement goals for each student that are realistic and obtainable within 12 weeks of intensive intervention.

Goal Setting

Guiding Question(s): Using the identified skill concerns, the ISIP and ISIP Español and diagnostic assessments, what are some realistic and obtainable goals for each student? Are there language goals that should be included in the intervention plan?

Step 5

Intervention and Progress Monitoring

Goal of Step 5: Identify interventions and progress monitoring schedules that will support the tiered instruction.

Guiding Question(s): What research-based intervention tools/lessons (e.g. I-Station Teacher Directed Lessons, I-Station Curriculum, Journeys/Senderos Interventions) will be used to meet the needs of each identified student? How often will you use ISIP and ISIP Español to monitor progress to determine the effectiveness of the intervention? What is the plan for students who have unique skill needs not th

common to your grade level (e.g. a 4 grader that lacks phonics skills)?

Step 6

Goal of Step 6: Establish an intervention plan in the EXCEED program for each student that addresses goals, area(s) of concern, intervention tools, and ISIP and ISIP Español progress monitoring schedules.

Complete

Guiding Question(s): What information from data analysis should be addressed in the 89

Intervention Plan

intervention plan? Is the plan entered in EXCEED to provide documentation of the RtI process.

Step 7

Parent Notification

Goal of Step 7: Parent(s) of each student identified for tiered instruction is notified of the intervention plan.

Guiding Question(s): How will the parent(s) be notified of the plan? Has the RtI discussion been communicated to the parent? Has the parent(s) that cannot attend a school conference been fully informed of the intervention plan?

Step 8

Goal of Step 8: For each identified student, decide what underlying reasons or functions best explain the student’s difficulties.

Other Considerations

Guiding Question(s): What are the strengths, talents, current skill level and/or classroom habits of the identified student(s)? What rewards, incentives or preferred activities seem to motivate the identified student(s)?

90

Elementary Reading Three Tier Instructional Model

Tier 1 – 120 Minute Reading/LA Block

Tier 2 - Intervention

Tier 3 - Intervention

High quality, rigorous instruction for all students (80-90% will master content)

3-5 Students (5-15% of class)

1-3 Students (1-5% of class)

Differentiated and culturally Proficient

ISIP/ISIP Español Progress Monitoring of targeted skills every 2 weeks

ISIP/ISIP Español Progress Monitoring of targeted skills every 2 weeks

Guided Reading/ Small Group Instruction

30 minutes during the school day outside of the 120 minute Reading/LA instructional block

30-45 minutes per day before, during or after school or Saturday School

Universal Screener-ISIP/ISIP Español

Lessons delivered 3-4 days per week for 12 weeks ( 2 six weeks timeframe)

Lessons delivered 5 days per week for 12 weeks ( 2 six weeks timeframe)

Diagnostic assessments (e.g. running records, fluency probes, components of Journeys/Senderos diagnostic, quick phonics screener)

Established cut score for progress monitoring to determine intervention effectiveness

Established cut score for progress monitoring to determine intervention effectiveness

Demonstrations of Learning

Targeted instruction to meet individualized student needs (no more than 3 foundational skills)

Intensive Targeted instruction to meet individualized student needs (no more than 2 foundational skills)

Enrichment opportunities Productive group work Scaffolding and modeling Focus on academic vocabulary ACPs

Provided by personnel trained in delivering quality reading instruction

Provided by personnel trained in delivering quality reading instruction

Professional Learning Communities/Grade Level and Vertical Collaboration

RtI/SST Committees

RtI/SST Committees

Professional Learning Communities/Grade Level and Vertical Collaboration

Professional Learning Communities/Grade Level and Vertical Collaboration

91

Math Initiative Overview

CRITICAL COMPONENT I: CURRICULUM AND ASSESSMENT ALIGNMENT Lesson Objectives, Purposeful Aligned Instruction, Multiple Response Strategies, Demonstrations of Learning, District and State Assessments

CRITICAL COMPONENT II: ENGINEERING PROCESS Rigorous and Relevant Problem Solving and Cooperative Learning (PBLs)

CRITICAL COMPONENT III: USE OF LITERACY STRATEGIES Writing to Support and Summarize Conceptual Learning in Mathematics Content

CRITICAL COMPONENT IV: BLENDED LEARNING Technology Integration in Instruction, Intervention, and Assessment

CRITICAL COMPONENT V: PARTICIPATION IN STEM RELATED ACTIVITIES Opportunities to Participate in STEM Related Activities

92

93

-

- -

-

-

- -

-

-

Behavior Management and Safety

94

Discipline

There are two discipline management plans at Hogg Elementary. One is the Campus Discipline Management Plan and the other is the Classroom Discipline Management Plan. The campus plan outlines the campus beliefs on behavior, common areas behavior, and school wide expectations.

The Classroom Management Plan is one that outlines teacher expectations and classroom procedures. Each grade level/ department will work with their team leader to create a set of cohesive guidelines for success that are developmentally appropriate for their grade level. Once the grade level expectations have been developed, each teacher will then develop their own plan. Classroom Management Plans must be completed and approved prior to the beginning of the school year. All plans must follow District policy. Students will not be placed outside of the class as a disciplinary measure.

Teachers must review the classroom procedures daily until they become routine and must implement the classroom rules immediately. All teaches must give parents/guardians and students a written copy of the classroom rules with a set of rewards and consequences.

Campus Discipline Management Plan Guidelines for Success

Classroom Discipline Management Plan

Teachers should observe the following points for classroom discipline: (This year we will focus more on students’ social and emotional needs and development). (Don’t forget to use the SST process when needed).

1.

Indicate a genuine interest in every student in the class.

2.

Be generous with sincere praise, but do not strive for popularity.

3.

You are here to be effective, not popular.

4.

Praise in public; reprimand in private.

5.

Be consistent. Students are quick to spot inconsistencies.

6.

NEVER punish in anger “to get even”.

7.

Never punish the entire group for the misbehavior of one or a few students.

8.

Indicate confidence in the student’s ability to develop self-control.

9.

Keep students who are potential problems highly engaged at all times.

10. In the case of serious, persistent disruptive behavior, seek help from the assistant principal, or parents should be contacted immediately. Always call the office if you are expecting a return call from a parent regarding a message you have left.

11. Avoid creating situations that encourage students to lie, to challenge your authority, or to test your intentions. Students try to save face when they are in a tight spot.

12. Steer clear of the use of sarcasm or any technique, which belittles students or tends to place them on the defensive. This type of teacher behavior escalates student misbehavior and causes more discipline problems than it alleviates.

13. Keep In contact / communication with parents through daily/weekly behavior reports/calendars.

14. Rule of thumb: Praise twice as much as you correct.

95

Campus Discipline Management Plan SECTION I: Beliefs about Behavior Management Mission: To provide enriched academic experiences that inspire our students to become creative, self-managed life-long learners.

Guiding Principles about Interacting with Students: Beliefs about behavior and discipline:  All students must be treated with dignity and respect.  Students should be taught the skills and behaviors necessary for success.  Time and energy should be focused on acknowledging responsible behavior rather than responding to misbehavior.  Discipline is training expected to produce a specific character or pattern of behavior, therefore, student misbehavior represents a teaching opportunity.  Responses to misbehavior should be preplanned to ensure that all faculty and staff members respond in a brief, calm and consistent manner.  Summary statement of Staff beliefs: All teachers will model C.H.A.M.P.S. “A Proactive and Positive Approach to Classroom Management”.

Guidelines for Student’s Success: Exercise self-control.  Use courteous language.  Resolve conflicts in a calm and respectful manner.  Be appropriately dressed and groomed.

Demonstrate a positive attitude.  Take a leadership role.  Be polite.  Be cooperative.

Respect the rights and feelings of others.  Behave in a manner that does not disrupt others.  Treat others with courtesy and respect (i.e., put oneself in the place of the other person, whether that person is another student, teacher, parent, community person, administrator, lunchroom or custodial worker, or any other person on campus.)

Take responsibility for school property.  Respect the building, grounds, and property.  Keep the campus free from trash and graffiti.

Support the learning process.  Attend all classes regularly and on time.  Be prepared for class (i.e., bring assignments, books, and supplies).  Listen carefully to instructions.

96

SECTION I: Beliefs about Behavior Management  Actively participate in class activities.

SECTION II: Behavior in the Common Areas Goal Statement: Our goal is for all students to behave respectfully and responsibly in order to maximize time on task and classroom instruction.

Expectations for Students (Rules and Procedures) Hallways:  Students walk with their hands to themselves in a straight line on the right side of the hallway 3 floor tiles from the wall.  Teachers will move up and down the line in order to observe and correct any inappropriate behavior.  Students will respect the bulletin boards and all school property while in the common areas.  Students must quietly stand in line while waiting to get into or returning from specials and hold questions and comments upon arrival to class.

RESTROOMS: Expectations for Students (Rules and Procedures):  Enter quietly  Use the restroom and place paper in the proper container  Flush the toilet  Wash your hands and throw paper towels in the trash  Get a drink of water  Line up quietly CAFETERIA: Expectations for Students (Rules and Procedures):  Enter quietly through the South door  Exit quietly to the West door  Memorize your lunch number  Show respect for all staff  No talking in the serving line  Talk quietly while sitting at the table  Raise your hand and get permission before getting up from the table  Clean the area around you  Wait until your table is called before standing up and lining up to leave the cafeteria

97

SECTION II: Behavior in the Common Areas PLAYGROUND Expectations for Students (Rules and Procedures):  Stay in line until you have been directed by the person in charge  Do not throw rocks or objects that will cause harm  Play on the equipment appropriately  Do not play rough or pretend to fight  Stay within visible distance of the teacher  Do not take food, drinks or straws outside  Line up quietly when you hear the whistle or the teacher calls Corrective Action Plan: 1. Effective classroom management plan that is used fairly and consistently 2. Classroom behavior logs documenting corrective action and parent contacts 3. Referral to the Counselor to develop a behavior intervention plan.

Office Referrals: Students may be referred to the office for the following 1. Serious, persistent disruptive behavior- appropriate documentation of the above mentioned items are to be submitted to the office along with a written referral and documentation of previous attempts providing student with appropriate skills and behaviors.

2. Severe Clause- Fighting and/or injuring another student immediate office referral.

3. Bullying-Means systematically and chronically inflicting physical hurt or psychological distress on one or more students. Fill out “Suspected Bullying Teacher/Staff Initial Reporting Form” and fax to Counseling Services within 24 hours and notify school counselor. (FORM IS FOUND IN THE SECTION SCHOOL FORMS) Responsive Strategies: Will be determined at the campus administrators’ discretion based upon the Dallas ISD Student Code of Conduct      

Administrative conference Parent conference with campus administrators Administrative detention Out of School Suspension Dallas ISD Police and Security department notification DAEP (according to Dallas ISD policy)

98

Classroom Discipline Management Plan Campus:

Hogg Elementary

Principal:

Jairo Casco

Classroom Management Plan for: Teacher

Guidelines for Success: 1.

2.

3.

4.

5.

Rules:

Teaching Expectations:

Monitoring Procedures:

Encouragement Procedures: 

Class



Individual

99

Date Submitted:

Correction Procedures

Classroom Behavior Management Plan, Part II 1. Procedures for Assigning Classwork and Homework:

2. Procedures for Managing Independent Work Periods:

3. Procedures for Collecting Completed Work:

100

4. Procedures for Keeping Records and Providing Feedback to Students:

5. Procedures and Policies for Dealing with Late/Missing Assignments:

6. Classroom Routines Upon Entering classroom:

7. Classroom Routines during instructional time:

101

Referring a Student to the Office Teachers will handle their own minor discipline problems. All teachers must maintain a classroom environment that is conducive to high quality teaching and learning and teach model and provide instruction that promotes good citizenship.

Teachers should work to identify the cause of the student’s misconduct and redirect misbehavior through teaching, conferencing, referring the student to the Student Support Team or campus administrators as appropriate.

Do NOT send a referral with the student to the office unless it is for something that compromises the safety of other students such as fighting. The referral must be completely filled out and turned in to the office by a responsible student where the referral is logged and will be handled as soon as possible. The principal will either call for the student or will pick up the student when the referral has been processed.

Referral Submit to the office

Action taken is recorded on the referral

Referral Logged in at the office for processing

In the event of a suspension a copy of the suspension form is provided to the Data Controller

Administrator follows due process to determine appropriate action

Record of the referral is entered into the computer

Parents are informed by the administration about the referral

Students are not allowed to make up work for days missed due to disciplinary action or suspension

Teachers should maintain appropriate records of students’ conduct to discuss during parent conferences. Contact parents with reports of positive/appropriate student behavior as frequently as you report misbehavior or noncompliance. Parents/Guardians are more likely to intervene and provide assistance when a positive home/school relationship has been established.

The following steps must be taken prior to sending students to the administration: 1. Teacher Warnings 2. Student / Teacher Conference 3. Contact Parents by Telephone, Home Visit, or note 4. Parent Conference 5. Refer to Counselor for Peer Mediation and/or counseling Referrals shall be reserved only for chronic cases of inappropriate student behavior. Evidence of prior steps taken to correct student actions must be documented on the Student Referral form otherwise students will be sent back to the classroom.

Example: A student (Rodrigo) in Mr. DeLuna’s class is making “funny noises.” Mr. DeLuna should then begin with giving Rodrigo a warning. If the behavior continues, the teacher should then document the action and contact the parent. If the behavior persists, then Mr. DeLuna may seek suggestions from CILT representative.

If all measures have been taken and the child continues to make “funny noises” then Mr. DeLuna may complete a Student Referral Form indicating the inappropriate behavior and all of the measures that have occurred prior to completing the form.

102

Once a referral has been completed for inappropriate behavior and disciplinary actions have been provided by the administration, teachers must then begin with the steps prior to sending the student to the office again for the same action.

Example: Rodrigo has been to the principal’s office because he is persistent in making “funny noises.” After his visit to the principal’s office, Rodrigo returns to class the next day and decides to make more “funny noises.”

Mr. DeLuna must then begin the referral process all over again. Rodrigo’s reoccurring “funny noise” making does not constitute an immediate referral to the office. In some cases where chronic misbehavior exists, the teacher may refer the case to the SST.

103

Authority to Remove a Student The Board of Education has adopted the following Policy FOA (Legal)

Discretionary Removal: A teacher may remove from class a student:

1. Who has been documented by the teacher to repeatedly interfere with the teacher’s ability to communicate effectively with the students in the class or with the ability of the student’s classmates to learn; or 2. Whose behavior the teacher determines is so unruly, disruptive or abusive that it seriously interferes with the teacher’s ability to communicate effectively with the students in the class or with the ability of the student’s classmates to learn.

The teacher must complete the Student Removal Form to have a student removed from class.

Placement of Student: If a teacher removes a student from class under the provisions above, the principal may place the student in another appropriate classroom, in-school suspension, or as provided by Section 37.008.

The terms of the removal may prohibit the student from attending or participating in school-sponsored or school-related activities.

Mandatory Removal: A teacher shall remove from class and send to the principal for placement

in a DAEP or expulsion, as appropriate, a student who engages in conduct described in Education Code 37.006 (removal) or 37.007 (expulsion).

Return to Class: The student may not be returned to the regular class pending the required

conference. The principal may not return the student to the class of the teacher who removed the student without the teacher’s consent, unless the placement review committee determines that such placement is the best or only alternative available.

If the teacher removed the student from class because the student engaged in the elements of an offense listed in Education Code 37.006 (a)(2)(B) or 37.007 (a)(2)(A) or (b)(2)(C) (assault, sexual assault, attempted murder) against the teacher, that student may not be returned to the teacher’s class without the teacher’s consent. The teacher may not be coerced to consent.

Placement Review Committee: Each school shall establish a three-member committee to determine the placement of a student when a teacher refuses the return of a student to the teacher’s class. The committee shall make recommendations to the District regarding readmission of expelled students.

Committee Composition: Committee members shall be appointed as follows: 1. Campus faculty shall choose two teachers to serve as members and one teacher to serve as alternate member; and 2. The principal shall choose one member from the professional staff.

104

Emergency Drills Fire Drill SIGNALS 1. Three bells-- Evacuate immediately 2. Two Bells-- Return to the building 3. One Bell-- Halt and stand at attention. Listen for the two-bell signal.

Alternative system: A hand bell will be rung in the event that the electrical system is not operative.

FIRE DRILL PROCEDURE: When the fire alarm sounds, students will leave the building through the exit designated on the fire drill map in the classroom. Students will walk with the teacher quickly and quietly (all personnel participate in the drills) to the exit assigned. Classes nearest the exits need to leave the building and proceed to the area of the campus assigned for the group without delay. One slow group may create congestion by slowing traffic.

Teachers will discuss these procedures with students at the beginning of the school year (several times before a practice run).

Tornado Drill SIGNALS 1. Five continuous bells – All students and teachers are to follow the Tornado Alert Plan for entering the building and seeking shelter in the school corridors. Students are to “duck and cover” 2. Two Bells – Return to class 3. One Bell – Halt and stand at attention. Listen for the two-bell signal.

105

Parental Involvement Parental Involvement is an essential component to the overall operation of any school. There are several opportunities for parents to be involved in the education of their child at Hogg Elementary.

These opportunities include parents’ role throughout the creation of the Campus Improvement Plan, input during Site Based Decision Making meetings, Campus Volunteers and PTA. Hogg Elementary also provides learning opportunities for our parents through monthly parent workshops and parent conferences.

This section of the handbook provides information relating to the following:   

Parental Involvement Policy Parent-Student Compact Parent Conference Night Procedures

106

Parent Involvement Policy 2016-2017

A strong home-school connection is critical for the positive achievement of students at Hogg Elementary School. We are committed to open and clear communication in English and Spanish.

All parents are given the opportunity to participate in their child’s education in ways listed in this document.

Communication and Student Learning  Wednesday Folder

A Wednesday folder will be sent home with the students. A Calendar of events and information for the upcoming month will be sent home and e-mailed at the parents/guardians request. Some of the student’s work will be sent home. The student’s behavior for the week will be noted. Parents are asked to remove and review contents and return the folder signed on Friday. Please return any forms that require parent response.



Parent Teacher Conferences



Report Card and Special Notices

Major District-wide conferences will occur in October and January from 4:00 p.m. to 8:00 p.m. Parents may also contact teachers/administrators to schedule individual conferences during teacher planning periods or before/ after school. The Title I Compact must be shared by every teacher with each student and their parent(s)/guardian(s) at each of the Parent Conference Night. A Title I Compact will also be sent at the beginning of school with the enrollment form and for new students, at time of enrollment.

The first report card will be issued during parent conferences. Report cards will be sent home at the end of each six-week period with students. The dates are indicated on the student calendar sent home with each student at the beginning of the school year. The calendar is also available on the DISD web site at www.dallasisd.org. Special notices will be sent with every student during the third week of each six-week period.

Instructional Programs  Family Nights

There will be training sessions during the school year to share information with parents to help their child succeed in school. Our family nights and information session will include Student Success Initiative (STAAR Testing Information), Science Fair, Writing and other school initiatives. Dates and times for these will be publicized and information will be sent home with the students (Also see school calendar for dates and times).

Volunteers  Visiting the School

It is very important that you sign in upon entering our campus in the main office. You will receive a visitor’s sticker in order to go to a designated area of the school.



School Volunteers We welcome the services of volunteers. A background check and training are required for volunteers.

Please see the front desk clerk for more information.

School Decision-Making and Community Collaboration  Site Based-Decision Making Committee (SBDM) The SBDM is an advisory committee. Members are elected and appointed to serve on this committee. The meetings are held monthly beginning at 5:00 pm, prior to the PTA meeting



Parent Teacher Association (PTA) This organization will meet on designated dates (see school calendar for dates) at 6:00 p.m. in the school cafeteria. Everyone, including community members are welcome to attend and participate.

107

Hogg Elementary Parent School Compact 2016-2017 Parent’s Responsibility     

I will come to all meetings/parent conferences so that I can be a part of the decisionmaking process at Hogg Elementary!

I will be quick to respond to teacher requests and will discuss any concerns about my children calmly.

I will help my children establish a routine for school days, being sure my children are clean and that their clothing is clean and meets the Hogg Elementary dress code.

I will be sure my children are at school and on time every day with the supplies they need.

I will expect my children to behave, and I will set consistent consequences for misbehavior, in compliance with the Code of Conduct.

School’s Responsibility  

  

Hogg Elementary will ask for parent and community input regarding the education of our children and will continue to communicate with parents by providing information in Wednesday Folders.

Hogg Elementary School administration and teachers will have a homework policy that respects students’ time and abilities. Homework assignments will be an extension of what is learned in the classroom and not merely busy work or untaught concepts that may cause parents and students to stress at home.

Hogg Elementary will be used to foster growth and advancement through training workshops for parents and community, focusing on the development of social skills and working together.

Hogg Elementary staff will communicate positive reports as well as concerns about students to parents.

Hogg Elementary will expect students to behave and will set consistent consequences for misbehavior in compliance with the Code of Conduct.

Student:

Date:

Parent

Date:

Teacher

Date:

Principal

Date: 108

Compacto de Padres de la Primaria Hogg 2016-2017 Responsabilidades de padres     

Yo asistiré a todas las juntas y conferencias de padres para ser parte de las decisiones que se hacen en la escuela Hogg.

Yo responderé rápidamente a lo que la maestra requiera y discutiré todas las relaciones acerca de mi hijo/a calmadamente.

Yo ayudaré a mi hijo/a para que establezca una rutina los días de escuela y me aseguraré que mi hijo/a este limpio y que su ropa este limpia y presentable con el código de la escuela Hogg.

Yo me aseguraré que mi hijo/a este en la escuela a tiempo cada día y me aseguraré que tenga los materiales necesarios.

Yo espero que mi hijo/a se porte bien y yo le daré unas consecuencias consistentes si se porta mal.

Responsabilidades de la Escuela 









La primaria Hogg les preguntará a los padres y a la comunidad su opinión acerca de la educación de nuestros niños y nos comunicaremos con padres dándoles información en la carpeta de los martes.

Los administradores y maestros de Hogg tendrán una póliza de tarea que respeta al tiempo y habilidades de los estudiantes. El encargo de tarea es una extensión de lo que aprendió en el salón.

La primaria Hogg será usada para el crecimiento y el progreso a través de entrenamiento y talleres para los padres y la comunidad, enfocando en el crecimiento de habilidades sociales y trabajando juntos.

La facultad de Hogg les comunicará reportes positivos al igual que inquietudes de los estudiantes a los padres.

La primaria Hogg espera que los estudiantes se porten bien y se les dará consecuencias consistentes si se portan mal de acuerdo con el Manual de Código de Conducta.

Estudiante:

Fecha:

Padre:

Fecha:

Maestro:

Fecha:

Director:

Fecha:

109

Parent – Teacher Conferences Conferences provide a wonderful opportunity for parents and teachers to get to know each other and discuss the children they share. For all conferences, especially the first one, you can make a good first impression by being organized and on time. Being prepared reduces your anxiety and maximizes your meeting time by allowing you to focus on sharing information about your students and building a partnership between home and school. It is expected that all teachers will be in attendance for both the fall and spring parent conference days.

Preparing for the conference:  The parent-teacher conferences are to be held between 4:00 p.m. and 8:00 p.m. Call parents and provide them with options for the times and complete the parent-teacher conference schedule. Try to accommodate as many parents as possible by scheduling a time for them. Otherwise you can utilize the first come – first served approach.  Make sure that your classroom is neat and organized. Bulletin boards should be current and have plenty of samples of student work.

Night of the Conference  Post the schedule outside the door the evening of the conferences so that they may sign up for a time slot.  Have parents sign-in (use the Sign-In sheet for this) before conferencing with you. This is a form of documentation – so it is very important.  Have plenty of seats for your parents outside your room which will provide you with enough privacy during your conference with other parents.

During the Conference  Stay calm.  Remain focused and remember to begin and end with something positive about the child.

This will set the tone for your brief time together and you want the parent to leave on a good note.  Complete the Parent -Teacher Conference Form during (not before or after) the conference and send it home with the parent. This will serve as a progress report for those parents who attended.

110

Hogg Elementary Parent – Teacher Conference Schedule Time 4:00 4:10 4:20 4:30 4:40 4:50 5:00 5:10 5:20 5:30 5:40 5:50 6:00 6:10 6:20 6:30 6:40 6:50 7:00 7:10 7:20 7:30 7:40

The parents of…….

111

PARENT-TEACHER CONFERENCE SIGN-IN SHEET TEACHER

Date STUDENT’S NAME

PARENT’S NAME

112

CONFERENCE FORM Name of Student Nombre del Estudiante

Class: Aula:

Time of conference: Hora de conferencia

Student’s Greatest Strength/ Éxito mas grande del estudiante:

Area in most greatest need of improvement / Área cual necesita mejorar el estudiante:

Engagement in SchoolWork Trabajos de escuela

Academic Performance

Behavior

Social Skills

Homework

Nivel académico

Comportamiento

Destrezas sociales

Tareas

Additional Comments / Comentarios adicionales:

113

School Forms

114

DUE: within 24 hours to Counseling Services fax: 972-925-3507

SUSPECTED BULLYING TEACHER/STAFF INITIAL REPORTING FORMFORM # 1 Date Submitted:

Date of Incident:

School:

Victim: Grade:

I.D. #: D.O.B.:

Special Ed.:

Parent/Guardian:

Gender:

M

F

Ethnicity:

Parent/Guardian Phone #:

Address (# Street, City, Zip):

Complainant (If different from Victim):

I.D. #:

Complainant Parent/Guardiant (If Complainant is a minor): Complainant Parent/Guardian Phone #: Accused:

BULLYING ALLEGATION (Check all That Apply): Beating Gossiping Biting Hair Pulling Blackmailing Hitting Defaming Humiliating Destroying property Hurtful name-calling Exhibiting Intimidating inappropriate and/or Isolating threating gestures or Kicking actions Leering Extorting Making gang signs Fighting Making threats

I.D. #:

Manipulating friendship Ostracizing Poking Posturing Punching Pushing Rating or ranking personal characteristics Rejecting

115

Shoving Spreading hurtful rumors Stalking Staring Strangling Teasing Terrorizing Tripping Using graffiti or graphic images Using peer pressure

DESCRIBE THE ALLEGED SUSPECTED BULLYING INCIDENT ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Teacher/Staff Signature: Administrator Signature: *Administrator: Submit copy to SST Chairperson

116

Cafetorium/Media Center/ Assembly Request Teacher

Grade Level / Section:

Requested Date(s):

Purpose:

Audience

Assembly

Room #

Time:

Rehearsal

to

Other:

All rehearsal requests will be approved based on availability. Assembly request may be denied based on appropriateness and/or funding.

Description of Assembly or Rehearsal Please attach an agenda if this request is for an assembly

Equipment Needed

Request has been

Microphone

Approved

Screen

Infocus

Stereo

Computer

Denied due to the following reason:

Signature of Administrator: Approved requests that require equipment should be photocopied by the administrator granting approval and placed in the custodian’s and media specialist’s boxes.

117

Other:

Collaborative Planning/Committee Meeting Form Goals: __________________________________ Date Type of Meeting

Grade □

Grade Level

Lead □

Other:

Members Present (Please sign in) 1.

2.

3.

4.

5.

6.

7.

8.

9.

Topics for Discussion: □ CILT Minutes/ Input Form □ Review or Study Student Work Samples □ Rubric Development □ Book/Article Review

□ School Initiatives □ Vertical Team Minutes/ Input Form □ CIP Strategies □ Parent Newsletter Info.

□ DATA analysis/ Progress monitoring □ Tutoring □ Learning Walk Feedback □ Learning Walk Feedback

Other:

Agenda Items:

Results

Team leaders are required to submit a copy of the minutes into the office and maintain a copy of the minutes in the grade level notebook.

118

Hogg Elementary School 1144 N. Madison Ave ▪ DALLAS, TX 75208 PHONE: 972-502-8600 ▪ FAX: 972-502-8601

FAX DATE: TO: Fax # being sent to:

FROM: # of pages including cover:

RE:

119

Field Trip Participants

This form must be completed and turned in to the office three days prior to field trip.

Teacher

Grade Level / Section:

Room #

Teacher going on trip?

Y N

Students attending field trip: Name of Student

Telephone Number

Name of Student

Telephone Number

Parents/ Volunteers attending field trip: Name of Parent

Cleared?

Y Y

Name of Student

Name of Parent

N N

Cleared?

Y Y

Name of Student

N N

Students NOT attending field trip: Teachers may not distribute these students. Placement will be made by administration.

Name of Student

Reason Not Attending

120

Placement during Field Trip

Field Lesson Request

Field Lesson Requests must be approved 14 days prior to the Field Trip.

Please allow at least three days for request to be processed.

Teacher

Grade Level / Section:

Date of Requisition:

Date of Field Trip

Location: # of Students

Room #

Time of Departure: # of Adults

Arts Partners Field Trip?

Y

N

# Buses Needed

Return: Handicap Bus Needed?

APP # Need lunch from Cafeteria?

Indicate the number of lunches requested from cafeteria

If not Arts Partners, how will Field Trip be Procured?

Reason for field Trip Requests without TEKS will not be approved.

TEKS: Reason for Trip:

All teachers whose students will be attending field trip will be required to submit lesson plans describing the classroom learning activities prior to the field lesson and follow-up activities after the field lesson designed to provide evidence of student learning.

Your request has been: Administrator Signature:

□ Approved

□ Denied

Upon approval:  

Office manager will make a copy of this Request form and route to the cafeteria manager On date of approval, person making request should show the office clerk this form to receive the appropriate # of Field Trip Stickers. Stickers may not be picked up the day of the field trip.

121

Y Y

N N

Lost Textbook/Workbook or Library Book 1st Notice

2nd Notice

3rd Notice

Date:

Hogg Elementary School 1144 N. Madison Ave. Dallas, Texas 75208 Dear Parent(s)/Guardian: This letter is to inform you that your child has lost the following textbook(s): TITLE OF TEXTBOOK

BOOK NUMBER

PRICE OF TEXTBOOK

According to State Law, if your child has lost, damaged or had his/her textbook stolen, it is the student’s, and parent’s or guardian’s responsibility to refund the State of Texas the cost of the textbook(s).

Please take care of this as soon as possible to clear your child’s records at the school.

Sincerely, Signature_________________________

Teacher’s

122

REQUEST FOR MAINTENANCE SERVICE All maintenance service requests are to be sent to the office unless an emergency.

DATE NAME ROOM # Services Needed:

Request completed by: Date: _______________________________________________

Office clerk will log the request in the main office and forward to the facility supervisor for completion. Upon completion, the facility supervisor is to return this form to the office.

123

PRINCIPAL REQUEST FORM This form is used to request non-maintenance items. Please complete and return this form to the office.

Teacher: Room # Date: I Need:

Action taken by the principal:

124

.

COUNSELOR REQUEST FORM Please complete and place in the appropriate counselor’s box.

Teacher: Room # Date: I Need:

Action taken by Counselor:

Once the request has been filled, the counselor must complete the form and provide a copy to the teacher and maintain a copy for their records.

125

REQUEST TO LEAVE SCHOOL EARLY / ABSENT I am requesting to: Date request made:

□ Leave School Early

□ Be Absent

Contracted Dates (August 15th – May 31st) should not be requested for vacations. Vacations should be scheduled during holidays and or non-contract days.

Requested Date(s): Is a substitute needed?

Time:

Y

to

N

(A substitute is needed if you have a class during the hours of 8:00 a.m. and 3:15 p.m. that needs supervision.)

Reason:

Employee Name: Print Your Name Legibly

Employee Signature:

Your request has been:

□ Approved

□ Denied

Administrator Signature: Upon Approval: Next Steps for Person Making Request

□ Contact the Talent Management System

□ Provide Split List to Administrator/Team

□ No Action Necessary

A copy of the approved request form must be submitted for the principal to the office manager in advance. The only exceptions to this are emergencies. The office manager will contact the principal or assistant principal if you must leave the campus prior to approval. Doctor’s appointments are not considered emergencies as they are typically scheduled.

126

TECHNOLOGY SERVICE REQUEST Please indicate steps you have taken prior to making the request □ Checked ports

□ Rebooted

□ Checked plugs

□ Checked ink cartridge

Teacher: Room # Date: Type of Computer: Computer Decal or Serial Number: Brief description of problem:

Describe what you were doing when the problem occurred:

(bottom section to be completed by Teacher Technologist)

Action Taken TAC Trouble Ticket # Date final repairs were made: Please complete and return this form to the teacher technologist.. Upon completion of repair or service request, the technologist will return this form to the office.

127

Hogg Elementary Textbook Form 2016-2017 Teacher’s Name Student Name

Title of Textbook Hogg BOOK #

1st Six Weeks

Price 2nd Six Weeks

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 128

3rd Six Weeks

Grade/Section 4th Six Weeks

5th Six Weeks

6th Six Weeks

ISBN # Comments: Date student transferred or withdrew

Hogg Elementary Tutoring Program Teacher

Grade Level / Section:

Room #

Name of Student

Telephone Number

Tutor

Location

Name of Student

Telephone Number

Tutor

Location

Name of Student

Telephone Number

129

Tutor

Location

Vertical Team Meeting Form

Goals: ___________________________________ Date

Team:

A

B

C

D

Lead

Members Present (Please sign in) 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11

12.

Topics for Discussion: □ Learning Walk Feedback □ Review Student Work Samples □ Project-Based Learning □ Other:

□ Instructional Calendar

□

□ Student Intervention Plans □ Book/Article Review

□

DATA analysis/ progress monitoring Instructional Strategies

Agenda Items:

Results:

The Vertical Team meeting forms are due to office after each meeting. The leadership team member is required to maintain a vertical team notebook

130

(School Copy)

FACULTY HANDBOOK ACKNOWLEDGEMENT SHEET I ____________________________, have received and read Hogg’s Faculty Handbook for the 2016-2017 school year. I understand the campus/district policies and procedures that are listed within, and will govern myself accordingly.

_______________________ Signature

______________ Date

_______________________ Position

(Please sign and date both copies. Copies will be collected by Mrs. Norma Juarez, on Friday, August 26, 2016. Retain the employee copy for your records)

131

(Employee Copy)

FACULTY HANDBOOK ACKNOWLEDGEMENT SHEET I ____________________________, have received and read Hogg’s Faculty Handbook for the 2016-2017 school year. I understand the campus/district policies and procedures that are listed within, and will govern myself accordingly.

_______________________ Signature

______________ Date

_______________________ Position

132

Dallas ISD Policies/Procedures/Updates http://pol.tasb.org/Home/Index/361

133

1. Teacher Performance Rubric 2. Student Learning Objectives Rubric 3. Distinguished Teacher Review Rubric 4. Spot Observation

134