simplebooklet thumbnail

This online book has all the information from the faculty handbook, some additional guidelines, and additional resources to help teachers answer any questions they might have.

of 0
A&M Consolidated High School
Faculty Handbook
2016-2017
CSISD | A&M Consolidated High School Faculty Handbook
2
I. A&M CONSOLIDATED HIGH SCHOOL
Goals and Objectives ………………………………………………………….. pages 5-16
II. STAFF ORGANIZATION
Administrator Job Description and Duties ...................................................... pages 17-21
Counseling Office Duties ................................................................................ pages 21-22
Bell Schedule ......................................................................................................... page 23
Staff by Department ........................................................................................ pages 24-25
Master Schedule .............................................................................................. pages 25-27
Teacher Conferences ....................................................................................... pages 27-28
Lunch Schedule……………………………………………………………..pages 28-29
School Organizations and Sponsors................................................................ pages 29-30
Important Dates ...................................................................................................... page 31
III. BUILDING ORGANIZATION
Map of Site ............................................................................................................. page 32
School Map ..................................................................................................... pages 33-34
Locker Location Information ................................................................................. page 35
Building Use Procedure and Forms
o During School Hours ................................................................................. page 35
o After School Hours .................................................................................... page 35
Fiscal Policies
o Deposits ..................................................................................................... page 36
o Furniture Requests ..................................................................................... page 36
o Request to Change Inventory ..................................................................... page 36
o Textbook Requests ..................................................................................... page 36
o Technology Requests and Work Orders .................................................... page 36
Who do you Contact?............................................................................................. Page 37
IV. TEACHER RESPONSIBILITIES AND SCHOOL POLICIES
A. Drug-Free Schools ................................................................................................. page 38
B. Dress CodeTeacher ............................................................................................ page 38
C. AttendanceTeacher
Workday ........................................................................................................... page 38
Absence from duty procedures ........................................................................ page 39
Faculty Meetings .............................................................................................. page 40
D. Grading
Progress Report and UIL Eligibility Calendar ................................................. page 40
Grading Policies ............................................................................................... page 41
CSISD Grading Guidelines ....................................................................... pages 41-53
Electronic Grade Book ..................................................................................... page 53
Report Card Comments ............................................................................ pages 53-54
Final Exam Schedules ………………………………………………………..page 54
Final Exam Exemptions ............................................................................ pages 54-55
E. AttendanceStudent
CSISD | A&M Consolidated High School Faculty Handbook
3
Attendance ................................................................................................ pages 55-59
College Days .................................................................................................... page 60
Sample ScheduleNew Student ................................................................... page 60
Sample ScheduleChange .............................................................................. page 60
Attendance Codes ..................................................................................... pages 61-62
Teacher Attendance Procedures ................................................................ pages 62-63
Early Dismissal/Admission Form ............................................................. pages 63-64
Hall Passes/Call Slips/Guidance Request Form .............................................. page 64
UIL / Extra-Curricular .............................................................................. pages 64-65
F. Discipline
Discipline of Students ...................................................................................... page 66
Fighting ............................................................................................................ page 67
Student ID’s ..................................................................................................... page 67
Cell Phones and Electronic Devices ......................................................... pages 67-68
Tardy Policy ..................................................................................................... page 68
Student Dress Code Policy........................................................................ pages 69-70
Consequences of Violations ...................................................................... pages 70-71
ISS UIL/Extracurricular Participation Policy ………………………………..page 71
Positive Referral............................................................................................... page 71
Counselor’s Referral ........................................................................................ page 71
Discipline Referral ........................................................................................... page 72
Principal Assignment to Alternative Education Assignment........................... page 72
In-School-Suspension Notice………………………………………………..page 73
Permanent Removal of Student by Teacher..................................................... page 74
G. Field Trip Information
Field Trip Request .......................................................................................... page 75
Student Health History and Travel Permission ............................................... page 76
o Bus Request ........................................................................................ pages 76-77
o Overnight Field Trips ................................................................................. page 77
o Field Trips .................................................................................................. page 77
H. Fundraising………………………………………………………..………… pages 77-78
I. Library Information
General Information .................................................................................. pages 79-80
Faculty Use of Materials .................................................................................. page 80
Scheduling the Library for Class Use .............................................................. page 80
Appropriate Use of Videos / CD / Published Materials ............................ pages 80-81
J. Student Intervention Team (SIT Team) ................................................................ page 81
K. RTI ........................................................................................................................ page 82
L. Special Education / 504 / Content Mastery
Student Services “Cheat Sheet” ............................................................... pages 82-83
504 and Special Education ....................................................................... pages 83-85
504 Accommodations / Special Education Accommodations ........................ page 85
Special Education Information Explanation ............................................ pages 86-88
Content Mastery Guidelines and Forms .................................................. pages 88-89
CSISD | A&M Consolidated High School Faculty Handbook
4
M. Special Programs
AVID ............................................................................................................... page 89
Student Success Learning Labs ...................................................................... page 90
Credit Recovery / Night School ...................................................................... page 91
N. Safety Procedures and Drills
Monitoring ...................................................................................................... page 91
Emergency Services ………………………………………………………… page 91
Staff ID’s ......................................................................................................... page 92
Student ID’s ..................................................................................................... page 92
Visitor Passes .................................................................................................. page 92
Fire ................................................................................................................... page 92
Duck and Cover ............................................................................................... page 93
Lock Down Drill .............................................................................................. page 93
O. Teacher Duties
Monitoring ................................................................................................ pages 93-94
Teacher/Administrator Stations Before and After School .................... pages 94-95
Teacher Duty Periods Description ........................................................... pages 95-97
Academic Success Responsibilities ................................................................. page 97
Study Hall Responsibilities .............................................................................. page 97
Department Head Responsibilities ................................................................... page 98
Level Leader Responsibilities .......................................................................... page 99
Parent Contact Log .......................................................................................... page 99
P. Teacher Evaluation
Lesson Plans............................................................................................ pages 99-100
Walk Through Form ...................................................................................... page 100
Options and Qualifications ........................................................................... page 100
T-TESS ................................................................................................. pages 101-105
Annual Teacher Review ................................................................................. page 106
Annual Teacher Appraisal Conference .......................................................... page 106
Q. The ABC’s of CSISD and AMCHS ........................................................... pages 107-115
R. District Contacts................................................................................................... page 116
S. Forms to be Turned In.......................................................................................... page 117
“To educate the hearts and minds of students for life”
Goals and Objectives of A&M Consolidated High School
CSISD | A&M Consolidated High School Faculty Handbook
5
Approved by AMCHS CIP Committee on August 25, 2016
A&M Consolidated High School
College Station Independent School District
Annual Campus Improvement Plan
2016-17
CSISD | A&M Consolidated High School Faculty Handbook
6
Executive Summary . . . . . .
. . 3
Goal 1 . . . . . .
. 4
Objectives
Activity Statements
Goal 2 . . . . . . .
. 5
Objectives
Activity Statements
Goal 3 . . . . . . .
. 6
Objectives
Activity Statements
Goal 4 . . . . . . .
. 8
Objectives
Activity Statements
Goal 5 . . . . . . .
. 9
Objectives
Activity Statements
District Professional Development Plan . . . .
. 10
Campus Professional Development Plan . . . .
. 11
CSISD | A&M Consolidated High School Faculty Handbook
7
2016-2017 CIP Committee Members . . . . .
. 12
Executive
Summary
In considering the campus goals for AMCHS, the CIP team and the Campus Leadership
Team chose to adopt the district goals as our campus goals for the 2016-2017 school year.
Representatives from each department met to review, update, and address the needs of
each of the students on our campus.
CSISD School Board established the following priorities:
Actively communicate to the community, staff, and students the district’s
strengths and challenges in an environment that promotes trust;
Provide a safe learning environment that results in academic, social, and
emotional success while promoting a healthy lifestyle for each student; and
Maximize resources in order to create highly successful students.
At the district level, the following goals have been adopted:
All students will successfully complete rigorous and relevant coursework that will
prepare them for their future
Through increasing opportunities for choice, students will be able to customize
learning opportunities to meet their unique needs and develop creative thinking
Provide a safe and supportive environment for all, with an emphasis on positive,
strong, healthy relationships
Empower families and the community to be full partners in students’ educational
success
Demonstrate accountability to our community by providing a quality education
based on local standards, while meeting state and federal targets
The district goals, also adopted by AMCHS, are in line with our campus vision statement:
A&M Consolidated High School is dedicated to educating and empowering
students to become confident, resourceful, lifelong learners who are prepared for
challenges beyond high school. Students of AMCHS will know the value of giving
more than they take, will be responsible for their own actions, and will know that
they are an important part of our school community.
Goal
1
All students will successfully complete rigorous and relevant coursework that will prepare
them for their future.
CSISD | A&M Consolidated High School Faculty Handbook
8
Objective(s)
1. Ensure that all students have access to rigorous and engaging curriculum and
technology that promote learning to be a productive and responsible citizen in a global
marketplace.
2. Support the needs of diverse learners as they engage in rigorous coursework.
3. Provide access to the general curriculum for students with disabilities through the use
of inclusive practices across grade levels and campuses.
Activities
Person(s) Resp
Resources
Timeline
A. Continue the alignment of curriculum to the State TEKS,
readiness and supporting standards in the core subject
areas.
B. Provide staff development for teachers that focuses on
best instructional practices (such as UDL, Principles of
Learning, the Workshop Approach, AVID/culturally
responsive teaching, READ180, and differentiated
instruction models) with an emphasis on student learning/
effective teaching (especially when teaching students who
live in poverty).
C. Support teachers as they continue to refine and create
content to keep their courses rigorous, challenging, and
supportive
- Department
heads, classroom
teachers
-C&I Directors
-Administrators,
Instructional
Coaches, AVID
teachers
- Administrators,
department heads
- Staff Time
- Local funds
-Title II Part A
- Local funds
-Title III
-State
ESL/Bilingu
al
- SCE funds
- Staff time
- Local funds
July-August
July-June
Staff dev
days
Year-round
D. Support campus staff in the SIT & RTI processes
E. Identify students with AP potential and encourage their
inclusion in rigorous courses on our campus
F. Provide SAT prep support
G. Integrate technology that significantly modifies or
redefines students’ classroom experiences
H. Explore creative ways to make the most of early release
day schedules for students
- Administrators,
counselors, SPED
staff
- Testing
coordinator,
counselors,
administrators
- Testing
coordinator,
teacher leaders
- Technology
facilitators
- Staff Time
- SCE funds
- Staff Time
- Staff Time
- Local funds
- Staff Time
- Local funds
Year-round
December -
February
August -
October;
spring sem
August PD,
staff dev
CSISD | A&M Consolidated High School Faculty Handbook
9
I. Provide college and career exploration opportunities for
all AMCHS students.
J. Implement common vocabulary across all grade levels
(25 per year)
- Campus
leadership team
- Counselors, SPED
contact teachers
- Administrators
- Teachers
- Staff Time
- Staff time
Staff time
November
11, January
27, April 6
Year-round
Year-round
Evaluation
Community-Based Accountability items (below) at the following (2014-15 link, 2015-16 HS link):
- Graduation rates
- SAT/ACT scores for college readiness
- Advance placement and dual credit
- Certification and licenses for students
- Achievement and passing rates on state and local assessments
- State Compensatory Education funding report
Goal
2
Through increasing opportunities for choice, students will be able to customize learning
opportunities to meet their unique needs and develop creative thinking.
Objective(s)
1. Provide opportunities for students to become fluent in and adapt to a variety of
technologies.
2. Offer a wide array of workforce readiness programs to meet the expanding needs of
students and the workforce.
3. Ensure that every school promotes extra-curricular, co-curricular, and enrichment
opportunities for every student.
Activities
Person(s) Resp
Resources
Timeline
A. Provide staff development for teachers that focuses
on best instructional & learning practices including but
not limited to: UDL, Principles of Learning, technology,
the Workshop Approach, AVID, differentiated instruction
models.
- Administrators,
Instructional Coaches,
Teacher leaders
- Counseling
- Staff
Time
- Local
funds
- SCE
funds
August PD, Staff
dev days
Year round;
focused time w
seniors
CSISD | A&M Consolidated High School Faculty Handbook
10
B. Support teachers as they continue to refine and create
content to keep their courses rigorous, challenging, and
supportive.
C. AMCHS will provide information regarding
curriculum/career choices that prepare students for
success beyond high school, including colleges,
universities, technical schools and the military.
- Administrators,
department heads
- Staff
Time
- Local
funds
- Staff
time
- Local
funds
Year-round
D. Place importance on the use of instructional
technology by providing all teachers with technology
training.
E. AMCHS will provide access to the TEKS in a variety of
ways: online learning, flipped learning, project based
learning
F. Identify ways to create interest in new methods of
course delivery.
G. AMCHS will provide opportunities for students to
participate in a variety of extra-curricular, co-curricular,
and enrichment opportunities.
- District trainers,
campus tech
facilitators
- Administrators,
counseling, teacher
leaders
- Administrators,
counseling, teacher
leaders
- Administrators,
teachers, coaches,
and club sponsors
- Staff
Time
- Staff
Time
- Local
funds
- SCE
funds
- Staff
Time
- Local
funds
- Staff
Time
- Local
funds
August;
sessions
offered year-
round
Year-round
Fall sem.
promotion;
registration
push
Year-round
Evaluation
- Students participating in extra- and co-curricular activities
- Endorsements, certifications, etc.
- Enrollment in PBL & Flipped courses, clubs and organizations
- Other CBA measures
- State Compensatory Education funding report
Goal
3
Provide a safe and supportive environment for all, with an emphasis on positive, strong,
healthy relationships.
Objective(s)
1. Ensure that all CSISD employees meet the social/emotional needs of our students.
CSISD | A&M Consolidated High School Faculty Handbook
11
2. Ensure that the school environment is safe and conducive to learning.
3. Develop specific processes to assist students in successfully transitioning towards
graduation and/or to the next level of education academically, socially, and emotionally.
4. Nurture relationships among staff to promote personal and professional growth.
5. Provide professional, customer-oriented interactions with parents, students, visitors,
and staff.
Activities
Person(s) Resp
Resources
Timeline
PHYSICAL SAFETY
A. AMCHS will continue to update the district crisis
management plan to comply with NIMS (National
Incident Management System) guidelines
B.Review and change (if needed) its Emergency
Operations Plan at least annually
C. Review Safety Audit recommendations and implement
as appropriate
- Administrators
- Administrators
- Administrators
- Staff Time
- Staff Time
- Staff Time
June-Aug
June-Aug
June-Aug;
post 2015-16
audit
SOCIAL-EMOTIONAL SAFETY
D. Develop and implement positive proactive intervention
strategies that address offenses such as bullying,
harassment, and violence (dating and/or sexual abuse)
E. AMCHS teachers & staff will understand how brain
states impact decision making
F. AMCHS teachers and staff will celebrate each other and
our students with special effort to recognize groups often
at the fringes of our campus
G. AMCHS teachers and staff will maintain a positive
campus and learning environment
H. Continue to develop and/or implement positive
behavior intervention and supports [PBIS] (such as
Conscious Discipline®, Foundations®, etc.) in order to
reduce the number of discipline referrals and to address
behavioral RTI needs
- SEL team,
administrators,
counselors
- SEL team
- SEL team
- SEL team, instructional
coaches
- SEL team,
administrators, classroom
teachers
- Administrators
- Staff Time
- Training cost;
local funds
- Staff Time
- Staff Time
-local funds
- Staff Time
- Staff time
- Admin time
Year-round;
focus in Feb.
Year-round
(focus TBD)
Year-round
(focus TBD)
Year-round
(focus TBD)
Year-round
(focus TBD)
Aug before
school;
monthly year-
round
CSISD | A&M Consolidated High School Faculty Handbook
12
DISCIPLINE
I. AMCHS administrators will review data (both reasons
and number of occurrences) at the end of each six weeks
based on types of offenses, intervention, gender, ethnicity
and disability in the following areas: suspensions,
discipline referrals, expulsions, placements at Venture
Center, and physical restraints
J. AMCHS will be consistent in applying disciplinary
consequences at all levels
DROP OUT PREVENTION
K. AMCHS will provide support for the students at risk of
dropping out of school
L. AMCHS will actively intervene with students we know
will struggle to be successful in the general ed population
(Tiger Kickoff program, 9th grade team, 10th grade team,
School Within a School, Credit Recovery).
- Administrators
- Administrators,
counselors
- Administrators,
counselors, team
teachers, Tiger Kickoff
teachers, SWIS teachers
Learning Lab
- Staff time
- Staff time
- SCE funds
- Staff time,
staff for teams
and programs,
SCE funds
Year-round
Year-round
August focus;
year-round
Evaluation
- Effectiveness of safety and security measures
- Discipline and referral data
- Graduation rates
- Participation rates (fish camp, summer bridge program, 9th and 10th grade teams)
- Credits earned by students in 9th grade team, 10th grade team, and SWIS
- Tiger Kickoff (participation rate, resulting academic and behavioral success on campus)
- State Compensatory Education funding report
Goal 4
Empower families and the community to be full partners in students’ educational success.
Objective(s)
1. Provide opportunities for families to support their children in the learning process.
2. Communicate effectively with families and the community regarding school activities
and volunteer opportunities.
Activities
Person(s) Resp
Resources
Timeline
A. Connect families and the community to opportunities to expand
their involvement.
- Administrators,
counselors,
- Staff
Time
July-June
CSISD | A&M Consolidated High School Faculty Handbook
13
B. The AMCHS website, SchoolMessenger and AMCHS social media
outlets will be used to actively communicate with parents and
community members.
C. Campuses will continue outreach initiatives through community
centers (such as the Lincoln Center, Windsor Pointe and the
Barbara Bush Parent Center) to partner with parents and
community members.
D. Maintain parent communication about the availability of online
programs such as Home Access Center (HAC) to monitor student
progress.
E. Maintain a student advisory committee that is representative of
our student body
F. Invite community members to be part of students’ campus
experiences (guest speaker opportunities)
-Administrators,
teachers
- Administrators,
teachers
- Dean of Students
- Principal
- Administrators,
teachers
- Staff
Time
- Staff
Time
- Staff
Time
- Staff
Time
- staff
time
Year
round
Year
round
August
Year
round
Year
round
Evaluation
- Number of volunteers
- Usage statistics (24/7, CSISD Connect, Twitter, Facebook, HAC)
- Customer engagement and feedback
- Family engagement and involvement in student success
- Community/business engagement
- Participation in Leadership CSISD
- Methods of communication, see CBA (Twitter, FB, Instagram, website, school messenger, PTO,
PTO smore, teacher created communication, Remind, HAC, marquee)
- Number of opportunities for families/community to join us on campus (College 101, College night,
Welcome to the Jungle, Open House, Athletic/Fine Arts activities etc.)
- Number of opportunities for staff to engage families in their community
- Use 2015-2016 numbers to determine baseline performance for guest speakers on campus
Goal
5
Demonstrate accountability to our community by providing a quality education based on local
standards, while meeting state and federal targets.
Objective(s)
1. Employ multiple measures of accountability, ensure measured progress over time, and
provide public access to the results.
2. Comply with all state and federal requirements.
CSISD | A&M Consolidated High School Faculty Handbook
14
Activities
Person(s) Resp
Resources
Timeline
A. AMCHS recognizes the value of producing graduates our
community is proud of. With that in mind, AMCHS aims to score
exemplary or recognized in all the areas assessed by the
community based accountability measure (CBAM).
B. Services will be provided for at-risk students to increase
academic achievement and reduce the dropout rate for these
students
- Principal, admin
team, teachers
- Administrators
- Staff
Time
- Staff
time
Year
round
Year
round
Evaluation
- Community-based assessment results
- State and local assessment results.
- Graduation rate
AMCHS Professional Development Overview
CSISD
Professional
Development
Plan
2015-16
All members of the staff who work with students in any instructional environment must
attend training activities. This includes administrators, teachers, professional support staff,
and instructional paraprofessionals. College Station ISD has scheduled 10 inservice days
during the school year for all instructional staff members.
Specific days are designated as District days and the remaining days have been reserved for
campus professional development initiatives, campus planning, teacher workdays, and one
elementary parent conference day. These days are noted on the district calendar.
New Teacher Induction
College Station ISD conducts a three day New Teacher Induction (NTI) professional
development each August prior to district-wide days. NTI is for all teachers new to
the district and in-district teachers who have completed their first year of teaching. It
is recommended that new administrators attend specifically identified sessions of
NTI. Additional days of training (2-4) occur during the school year. For these trainings
teachers are assigned to groups based on their years of teaching experience.
Instructional Coaches are located on each campus for continuous support of new
staff. In addition, mentors are assigned to staff who are in their first year of teaching.
New Employee Orientation
New Employee Orientation is for all new instructional employees and instructional
support personnel, including instructional paraprofessionals. Please contact Human
Resources at 979-764-5411 for more information.
Gifted and Talented
CSISD requires all teachers to acquire 30 hours of Level 1 Gifted and Talented
training. Initial teacher training for 1st through 12th grade staff must be completed
before the beginning of the second year of employment. Kindergarten teachers must
complete this training during the first semester of employment.
CSISD | A&M Consolidated High School Faculty Handbook
15
The District also requires that teachers attend 6 hours of update training annually.
All administrators and counselors must have an initial 6 hours of GT training which
includes Nature and Needs and Identification/Assessment. This training must be
completed by the end of the first semester of the first year of employment in the
district.
Bilingual/ESL
All Bilingual/ESL teachers must have training in Language Proficiency Assessment
Committee (LPAC) procedures.
All Bilingual/ESL teachers must have training in the Texas English Language
Proficiency Assessment system (TELPAS).
All Bilingual/ESL teachers must have training in the English Language Proficiency
Standards (ELPS).
Special Education
State Law requires that every instructional staff member receives Special Education
training annually. District inservice meets this requirement. Staff certified in Crisis
Prevention Intervention (CPI) must recertify every two years. All teachers must
receive training on the Texas Behavior Support Initiative (TBSI).
Contact the Director of Special Services for specific training requirements.
Dyslexia Specialists
Contact the Coordinator of Special Services for specific training requirements.
Extra-Curricular Activity Sponsors and Staff
Teachers who are responsible for extra-curricular activities are required to complete
Cardio-Pulmonary Resuscitation (CPR) and Automated External Defibrillator (AED)
training every other year.
For a more detailed list of district professional development sessions, please click link here.
2016-2017 Campus Improvement Committee
Name
Serving on behalf of...
Term expires
Harvey Cheshire
Community
2018
Kam Owens
Parent
2018
Julia Williams
Parent
2018
Jeff Horak
Business
2018
Ryan Goodwyn
English
2018
Jennifer Kazmerski
Physical Education
2018
CSISD | A&M Consolidated High School Faculty Handbook
16
Samantha Krinhop
Social Studies
2018
Pieter duPlooy
Fine Arts
2018
John Templeton
Career & Technical Education
2017
April Lyman
Special Education
2018
Jon Christenson
Foreign Language
2018
Charlotte Wiggins
Science
2018
Justin McKown
Math
2018
Kristen Keogh
ARR
2016
Gwen Elder
Principal (Ex-officio member)
ongoing
Debbie Lange
Data Coordinator (Ex-officio member)
ongoing
Omar Espitia
Assistant principal (Ex-officio member)
ongoing
Ke-Ke Johnson
Assistant principal (Ex-officio member)
ongoing
Andy Marcus
Assistant principal (Ex-officio member)
ongoing
Mike McEver
Assistant principal (Ex-officio member)
ongoing
Christi Cheshire
Dean of Students (Ex-officio member)
ongoing
Paul Hord
Counseling (Ex-officio member)
ongoing
Chrissy Hester
Central office administrator (Ex-officio member)
ongoing
CSISD | A&M Consolidated High School Faculty Handbook
17
II. STAFF ORGANIZATION
Administrative Duties
Belief Statement: AMCHS is committed to maintaining a safe, well- disciplined campus which
supports high academic standards, proven research-based strategies, and positive relationships
with ALL students.
Role of all administrators:
1. The welfare of our students is always primary. We do not place anyone or anything above
our students.
2. Relationships are the most important factor in determining the success of our students.
3. Assist in improving teacher performance and developing master teachers/facilitating the
work of the classroom teacher/supporting ongoing professional development.
4. Support all staff to think and act professionally towards themselves, students, other teachers,
parents and all stakeholders. We must provide teachers with the support to be exceptional
professional educators.
PRINCIPAL: Gwen Elder
Departments: Foreign Language/SPED
Supervision of staff and students
Management organization responsibilities
Staff Development Planning
Campus Improvement Planning
Activity Calendar
Building Use
Certification of Graduates, Honor
Graduates
Assignment of Staff positions
Monitor Class Loads
Support Community Outreach
Coordination of UIL Activities
Master Schedule Approval
Daily Announcements
Coordination of Graduation Exercises
Regular Review of Curriculum with Staff
Recommend New Staff to Superintendent
Maintain a good knowledge of curriculum
and instructional techniques that best serve
our students
Keep Superintendent informed of all
concerns of campus/staff
VIPS Liaison
Sets high expectations and holds everyone
accountable
Monitors the educational goals and beliefs
of the campus
Oversee budget to be submitted to the
Superintendent
Maximize the skills and talents of staff and
delegate responsibilities fairly
Seek the advice of staff related to budget
Informal observation of all staff
Maintain open line of communication
Approve all schedule change requests
Provide leadership/management related to
the planning, delivery, evaluation and
improvement of the educational process
Ensure the delivery of a comprehensive,
high quality education program to all
students
Effectively manage and investigate the
resources available to the campus
Appropriately involve staff, students, and
stakeholders in the development,
implementation and review of school
policies, programs and operations
CSISD | A&M Consolidated High School Faculty Handbook
18
Professional Development Planning and
Implementation
Conduct Staff Meetings
Share in the responsibility of special school
projects
Always promote a high level of trust,
loyalty, fairness and ethical behavior
Duty before school, lunch and after school
After Prom Bash Liaison
Assist in monitoring guidance program,
attendance of students and special
education
Attendance Review Committee
Evaluate educational programs and provide
leadership for improvement
Community agency liaison
School Marquee
Assign Student Teachers and Observers
Duties of all Assistant Principals:
Always promote a high level of trust, loyalty, fairness and ethical behavior
Duty before school, lunch and after school
Supervision and monitor of staff at all duty posts
Rotate the responsibilities related to supervision of Extra-Curricular Activities
Assist with short and long term goals of the school, department, and individual
Maintain current knowledge of curriculum and instruction techniques that best serve students
Staff Evaluations as assigned by the principal
Assist in the organization of walkthroughs, ATRs, PDAS, and implementation of TINA for
staff members, assist in the evaluation of counselors and paraprofessionals
Attend school board meetings
Assist counselors and principal with student registration
RTI of students in alphabet
Attend After Prom Bash for the duration for the event
Attend and assist principal with graduation ceremonies
Assists principal in the preparation and administration of the school budget within the
assigned department.
ARDs in Alphabet
AVID Liaison of students in alpha
Consistently Follow the Code of Conduct for Discipline
Contribute to the Overall Management of the School
File Truancy within Alphabet
Provide supervision for the health/safety of all students during the school day/extracurricular
activities
Assist principal with staff meetings
Assist department head in analyzing CBM/EOC data
Attend waiver meetings
Attend community activities
Attend SUCCESS Team meetings when assigned by principal
Assist in the establishment and enforcement of policies and procedures
Assist with the planning and development of the instructional programs
Monitor department head meetings and give feedback to principal
CSISD | A&M Consolidated High School Faculty Handbook
19
Community outreach
Mentoring of teachers and students
Be an instructional resource for all staff members
Ability to communicate the vision/mission of the school and the district
Make home visits with counselors
Document conversations with staff/parents/students and keep principal informed
Attend 504 meetings in of students in assigned alphabet
Assist with interviews, reference checks, job announcements, and staff recommendations
Assist with the planning of professional development
Assist with master schedule
Prepare and organize with staff a plan to assist students prior to the TAKS and EOC test
Venture Center liaison
Any other duties assigned by the principal
ASSISTANT PRINCIPALS
Ke-Ke Johnson
Discipline (A-E)
Departments: ARR & CTE
Faculty/Student ID coordinator
Attendance Review Representative
Duty Assignment for Teachers
Perfect Attendance
Honor Roll
Tigers Needing Tigers Mentoring
Program
Master Schedule Planning
Senate Bill 1 and Threat Assessment
Leader
Operation Tiger Give Coordinator
Coaching
Duty Sign up for Dances/Events for all
Staff
Fundraising
After Prom Bash
Comp Time Tracking/GT Coordinator
Mike McEver
Discipline (F-K)
Departments: English/Science
Campus Improvement Plan
Campus Foundations Team
Attendance Review Representative
Master Schedule Planning
AMCHS Facebook & Twitter
Success Time Coordinator
Security Cameras
Textbooks
20
Andy Marcus
Discipline (L-Rh)
Departments: Math & PE
Parking
Campus Foundations Team
Attendance Review Representative
Field Trip Approval
Master Schedule Planning
Event Set Up
Duty Assignments for Administrative
Duties
Equipment Repair/Upkeep/Inventory
Daily Announcements
Gathers Evaluation /Feedback on PD
Omar Espitia
Discipline (Ri-Z)
Department: Social Studies & Fine Arts
Safety and Fire Drills
Master Schedule Planning
United Way Liason
Supervision/assignment of extended
detention
Teacher of the Month
Master Schedule Planning
Drug Dog Liaison
Attendance Review Representative
Music in Hallways
Plasco Track
Radio Coordinator
Conduct election of Department Heads
Summer Graduation Coordination
Safe and Drug Free School Liaison
The Roar
Counseling Office Duties
DEAN OF STUDENTSChristi Cheshire
Counselor Office Manager
o Coordinate Counseling office/Meetings
o Manage counselors’ office and para staff
Liaison with
o Principals
o PTO / Parents
o CIP committee
o Dyslexia Program
o SPED
o PE Off Campus
o CSHS / Middle Schools / Timber
o Credit Recovery
o TAMU / Blinn / Dual Credit
o Department Heads
Coord Honor Grad/Academic letter Calcs
Coord/plan mail out communication
504 Coordinator
Student Records
o Grades/Report Cards/Progress Reports
o PEIMS Update
o Transcripts
o Credit checks/ Registration/ Schedules
o Filing
Registration
o Build/Input Master Schedule
o Course Description Book
21
o Registration Forms
o Meetings with HS / MS students
o Coordinate Waiver meetings
Programs
o Welcome to the Jungle Night
o Provide Newspaper Articles
COUNSELORS
General Duties:
Update 5 year plans
Update credit checks
Recommendation Letters
Assist with Scholarships
Scheduling students
Review of New Student
Records/Transcripts
Individual counseling
PGP’s
ARDS / 504 meetings
Work with failing
students
Special Education
referral forms/records
Supervise aides
Night school and Credit
recovery communication
Arrange and coordinate
CBE testing
At-risk updates
RTI Process
Timber applications
Filing Records
Amiee Parsons - Campus Test Coordinator
PSAT & Nat’l Merit AP testing EOC TAKS
TELPAS ● NAEP CWRA
*Coordinates College Board and ACT testing accommodations
*Coordinates training, scheduling, materials control and accommodations for state and national testing.
*Website updates
*Assists in Counseling office as needed.
Mindy Casper (A-E)
Liaison
o English, ARR
Senior Salute
SAT/ACT Study
Sessions
Tiger Give
Paul Hord (L-Rh)
Liaison
o Sci, LOTE, CTE
Coord Counseling
Curriculum
New Horizon
Coord Graduation
Ceremony
Boys/Girls State
Jamie Boyd (Ri-Z)
Liaison
o Soc St, Hlth/PE
College Night
Tiger Awards 9-11
NCAA Coordinator
Kelli MacAfee (F-K)
Liaison
o Math, Fine Arts
Senior Salute, asst
Tiger Awards, asst
Counseling
Curriculum, asst
Tiger Give, asst
22
Regular Bell Schedule
2016-2017
1
st
period 8:25 9:15
2
nd
period 9:20 10:10
3
rd
period 10:15 11:05
4
th
period (Success) 11:10 11:35
5
th
period/lunch 11:35 1:05
A 11:35 12:05 lunch, 12:10 1:05 class
B 11:40 12:005 class, 12:05 12:35 lunch, 12:40 1:05 class
C 11:40 12:35 class, 12:35 1:05 lunch
6
th
period 1:10 2:00
7
th
period 2:05 2:55
8
th
period 3:00 3:50
Pep Rally Schedule
2016-2017
1
st
period 8:25 9:10
2
nd
period 9:15 10:00
3
rd
period 10:05 10:50
4
th
period (Success) 10:55 11:20
5
th
period/lunch 11:20 12:50
A 11:20 11:50 lunch, 11:55 12:50 class
B 11:25 11:50 class, 11:50 12:20 lunch, 12:20 12:50 class
C 11:25 12:20 class, 12:20 12:50 lunch
6
th
period 12:55 1:40
7
th
period 1:45 2:30
8
th
period 2:35 3:20
Pep Rally 3:20 3:50
23
AMCHS Staff
CHS Staff 16 - 17
ENGLISH (18)
MATH (16)
SPECIAL EDUCATION (21)
CAREER TECHNOLOGY (21)
Aalbers, DeAnn/SH
Albus, Kayla/Ath
Albers, Erin/AB
Agold, Sara/Sub
Carraway, Freda/Yearbook
Biggs, Sarah/Team
Brownrigg, Sandra/Teach 6
Aucoin, Michelle/Coord.
Farmer, Mala/ESOL
Cope, Allison/Cheer
Button, Robin/Diag
Casto, Terri/DH
Goodwyn, Ryan/Ath
Cowan, Kelsey/AST
Foster, Ross/Life Skills
Fisher, Kathy/CM
Lindner, Chauncey/Library
Jordan, Donna/SH
Graff, Nikki/VOC
Fox, Stephen/Ath
Murphy, Holly/ESL
Kerekes, Angela/LL
Guzman, Stephanie/Speech
Gilbert, Nelda/Visit
Posey, Daniel/LL
Keyes, Sheri/Teach 6
Hahn, Charlie/Diag.
Jones, Shannon/SH/Sub
Ruiz, Adam/Team
McKown, Justin/Ath/CM
Hall, Becky/Diag
Luce, Billy/Lunch/ISS
Salerno, Stefano/Ath
Porter, Lauren/LL
Hollis, Allison/Trans. Cor.
Luna, Rebecca/Purchase
Shoemake, Jacquelyn/DH
Pye, Julie/DH
Holland, Carli/Ath
Mock, Elizabeth/Teach 6
Slaton, Heather/Ath
Rader, Matthew/Ath
Lyman, April/CM
Peterson, Janet/Teach 6
Slovak, Becky/SH
Robinson, Sarah/Ath
Moore, Tara/CM
Poe, Kayla/Purchasing
Smith, Jodie/Team
Schroeder, Shawn/LL
Roberts, Eric/Tran. Sp.
Pollard, Melanie/Teach 6
Spinn, Kristen/Ath
Swann, Karen/Tech
Scott, Corey/Ath
Powell, Patrick/SH
Stanford, Grace/AVID
Williamson, Michelle/LL
Slayton, Connie/Bio. Obs.
Rister, Dianne/CM
Williams, Michael/Teach 6
Yeary, John/Ath
Smith, Billie Rae/Life Skills
Robinson, Jay/Video
Williams, Michelle/LL/AST
Still, Latonya/Iss
Rucker, Thomas/Ath
Wilson, Daemon/LL
Vernon,Kasey/Speech
Smith, Monica/Travel
Warhol, Shannon/DH
Taylor, Bart/Teach 6
Williams, Angela/Teach 6
Templeton, John/Purchase
Yeary, Jennifer/Life Skills
Toman, Paige/Teach 6
SCIENCE (18)
SOCIAL STUDIES (18)
PARA-PROFESSIONAL (16)
Bronowski, Chad/LL
Griffith, Steven/Ath
FINE ARTS (13)
Buchner, Nathanael/
Hooton, Randy/Ath
Balthrop, Susan/Library
Childers, Samuel/LL
Jackson, Joseph/Ath
Bevans, Jami/DH
Brooks, Willis/AB Aide
Cochrane, Michelle/LL
Jackson, Robert/Ath
duPlooy, Pieter/Band
Cote, Ryan/LL
Johnson, Naomi/St. Co.
Houchins, Robert/Teach 6
Cunha, Elizabeth/Credit Rec.
Crumpacker, Darcie/CM
Krinhop, Samantha/Teach 6
Lathrom, Keith/Choir
Davis, Stacey/Work
Faith, Jill/SH
Lance, Autumn/Ath
Leland, Bob/Teach 6
Moye, Cheryl/Life Skills
Faulkenberry, Kayla/SH
Lange, Debbie/EOC
McCormick, Jane/Orchestra
Gerling, Kellie/18+
Grenier, Chelsea/SWIS
Lauhoff, Jordan/Cheer
Mothersole, Adam/Band
Graebner, Lee/Aide
Jedlicka, Michelle/LL
Manning, Sarah/Team
Pena, Marissa/SH
Hanna, Marian/AB Aide
Keogh, Stuart/Ath
Minatrea, Mark/Ath
Pratcher, Adrienne/SH
Lipscomb, Ann/Life Skills
Nolen, Chris/SH
Pratt, Jason/DH
Raffield, Cathy/Belles
Mable, Kendra/Life Skills
Owens, Stephanie/Ath
Rodriguez, Bobbi/UIL
Rodriguez, Roy/Sub
Okoro, Ify/Life Skills
Salyer, David/Ath
Warhol, Matt/Ath
Truitt, Chad/Color Guard
Parker, Sheila/Work
Silva, Idalia/Team
Waters, Kevin/Ath
Williamson, Randal/Sub
Roberson, Doris/Life Skills
Thompson, Matthew/Ath
Williams, Dale/Ath
Sarten, Leslie/Sp. Ed. Sec.
Tollett, John/LL
Wilson, April/Teach 6
COUNSELORS (6)
Weinberg, Jenny/Life Skills
Wiggins, Charlotte/DH
Zahn, Lindsay/Sub
Smith, Kirsti/Life Skills
Boyd, Jamie/Ri - Z
Workman, Xavier/Life Skills
Casper, Mindy/A - E
Cheshire, Christi/Dean
FOREIGN LANGUAGE (8)
HEALTH/PE (10)
Hord, Paul/L - Rh
MacAfee, Kelli/F - K
LIBRARIANS/AVID/Cr. Re (4)
Parsons, Amiee/Testing Coord.
Barrs, Linda/Part Time
Abercrombie, William/Ath
Bendiksen, Linda/Teach 6
Cope, Bryan/Ath
SECRETARIES (12)
DeFrancesco, Diana/Home
Christianson, Jon/SH
Gonzales, Samantha/Trainer
Gary, Denise/Librarian
Dowdle, Barton/Teach 6
Hines, Wendy/DH/Ath
Anderson, Keycha/Attendance
Gougler, Jody/Cr. Rec.
Escobedo, Irma/DH
Kapchinski, Karl/Trainer
Bowman, Kristen/Prin. Sec
Keogh, Kristen/AVID
Landry, Maria/Teach 6
Kazmierski, Jennifer/Ath
Duron, Jessie/Counselor's Recpt
Caldwell, Jonathan/SWIS/Ath
Yetter, Timothy/Teach 6
Mann, Chase/Ath/ISS
Hoover, Beth/Textbooks
Weir, Hector/Teach 6
Marshall, Daniel/CM/Ath
Hunter, Tori/AP Secretary
PRINCIPALS (5)
Raffield, David/Ath
Lundy, Kendra/Attendance
24
Master Schedule
Marler, Kelly/Registrar
Elder, Gwen/Principal
McGuffey, Amy/504/Sp Ed
Espitia, Omar/Ri - Z
ISS (2)
Neal Mary/AP Secretary
Johnson, Ke Ke/A - E
SCHOOL RESOURCE OFFICER
(1)
Voelker, Kimberly/Budget
Marcus, Andrew/L - Rh
Walter, Diane/Transcripts
McEver, Robert/F - K
Wilson, Sharolyn/Ath
Alaniz, Joe
Wilhelm, Terry/Receptionist
Dimery, Thirman/Ath
SECURITY (1)
NURSE (2)
Forehand, William
Dusold, Dianne
Weller, Krista
TECHNOLOGY (1)
Strawn, Bob
Porter
Algebra 1
Conf
Algebra 1
Math AS 2
Alg 1 PAP
Algebra 1
Algebra 1
Duty
I-1213
LL
Posey
English 2
PAP
English 2
Conf
11th EOC
AS
English 2
PAP
Duty
English 2
PAP
English 2
2146
LL
Powell
Cmpt Maint
Conf
Duty
9th AS
Video
PIT
PIT
Cmpt Maint
E-2134
SH
Design
Pratcher
Credit Rec
Credit Rec.
Credit Rec
ISS
Duty
Credit Rec.
SH
Athletics
Float
1169
1169
1169
1288
Lunch
1169
1106
Pratt
Duty
US History
Eco - H
12th AS
Eco - H
Eco - H
Conf
US History
G-1274
DH
AP
Eco - AP
Eco - AP
Eco - AP
AP
Pye
Duty
Calc AB
Calc AB
12th AS
Conf
Calc AB
Pre Cal PAP
Pre Cal PAP
I-1225
DH
1225
Rader
Geometry
Conf
Geometry
AS FB
Athletics
Algebra 2
Geometry
Athletics
I-1227
Raffield, C
Belles
Dance
Dance 1
11th AS
Bell
Dance 1
Dance 1
Conf
Gym
2,3,4
1106
Officer
Rister
Business
Law
Prog 1 H
Duty
12th AS
Conf
Prog 2 H
Prog 1 H
Prog 2 H
R-2177
CM
Robinson, J
Adv AV
Adv AV
Adv AV
11th AS
Duty
Conf
Aud/Video
Aud/Video
G-1323
Prod
Prod
Prod
Video
Prod
Prod
Robinson, S
Alg 2 PAP
Geometry
Conf
10th AS
Alg 2 PAP
Duty
Geometry
Alg 2 PAP
I-1209
Flipped
LL
Flipped
Rodriguez, B
US Hist -
AP
Conf
Gov AP
12th AS
Gov AP
Gov AP
US Hist - AP
Duty
G-1276
Gov H
Gov H
Gov H
UIL
Rodriguez, R
Musical
Conf
Theatre 1
9th AS
Duty
Theatre 1
Tech Theatre
Theatre Prod
I-1136
Theatre
Sub
1,2,3
1
Rucker
Pre Law
Pre Law
Conf
9th AS
Intro Crim
Intro Crim
Intro Law
Athletics
R-2171
2171
Justice
Justice
Enforce
Ruiz
Conf
English 2 -
10
English 2
10th Team
AS
English 2
English 2-
10
Duty
English 2-10
G-1278
10th Team
Salerno
Athletics
English 2 H
English 2 H
11th EOC
AS
Conf
English 2
English 2
Athletics
R-2161
Salyer
PT
PT
PT
12th AS
PT
Duty
Conf
Athletics
I-2114
SH
25
Schroeder
Algebra 1
Duty
Geometry
11th AS
Geometry
Conf
Algebra 1
Geometry
I-1206
LL
EOC
Scott
Fund WH
Fund US
Fund US
Football AS
Athletics
Fund Eco
Conf
Athletics
I-1105
FH
Fund Gov
Shoemake
Duty
English 3 H
English 3 H
11th PSAT
AS
English 3
Conf
English 3
English 3
R-2158
DH
2158
Silva
IPC-9
IPC-9
IPC-9
9th Team
AS
IPC
IPC - 9
Duty
Conf
I-1219
9th Team
Slaton
English 4
English 4
Duty
12th Eoc
AS
English 4
English 4
Conf
Athletics
R-2160
SH
Slayton
Science
Res.
Duty
Fund Bio
Sp. Ed. AS
Fund Bio
Conf
Fund Physics
Fund IPC
I-1237
Bio Obs
Science
Slovak
English 1 H
Conf
English 1 H
11th EOC
AS
English 1
PAP
English 1
English 1
Duty
R-2165
SH
Smith, B
Life Skills
Life SKills
Life Skills
Life Skills
Life Skills
Conf
Life Skills
Life Skills
G-1297
1300
Smith, J
English 1-9
English 1-9
Conf
9th Team
AS
English 1-9
English 1H
Duty
English 1-9
R-2159
9th Team
Smith, M
Parent Ed
CSHS
CSHS
CSHS
CSHS
CSHS
CSHS
CSHS
R-2174
CSHS
Spinn
English 2
English 1
English 1
9th AS
English 1
English 2
Conf
Athletics
2149
Stanford
Conf
English 3
English 3
AVID AS
11th AVID
Duty
English 3
English 3
R-2148
1170
Avid
Still
Conf
Fund Eng 1
Fund Eng 4
11th AS
Career
Fund Eng 1
Fund Eng 4
Duty
R-2190
EOC
Inv.
ISS
Swann
CALC BC
Alg 2 PAP
Alg 2 PAP
10th AS
Duty
Alg 2 PAP
CALC BC
Conf
I-1224
Tech
Taylor
Conf
Computer
Tech
Computer
Tech
9th AS
Telenet-H
Telenet-H
Telenet-H
Telenet-H
E-2136
Templeton
Ag Mech
Conf
Ag Mech
10th AS
Duty
Adv Ag
Mech
Prac In
Prac In
G-1310
Purchasing
Thompson
Athletics
IPC
IPC
AS
Duth
Biology
IPC
Conf
E-2111
EOC
Lunch
Tollett
AP Chem
Duty
Chem PAP
10th AS
Conf
Chem PAP
Chem PAP
Chem AP
E-2115
LL
Toman
Equine Sci
Vet Med
Conf
9th AS
Intro Ag Sci
Equine Sci
Adv Animal
Intro Ag
G-1315
Sm An Mgt
Apps
1315
Sm An Mgt
Science
Science
Truitt
ISS
ISS
ISS
ISS
Band
Color
ISS
ISS
Float
1288
1288
1288
1288
1272
Guard
1288
1288
Warhol, Matt
Geography
Conf
Geography
Basketball
AS
Athletics
Geography
Geography
Athletics
1154
Warhol, Shannon
Duty
CASL
CASL
CASL
CASL
Conf
CASL
CASL
G-1299
DH
1297
Waters
Athletics
US History
US History
AS 3
US History
US History
Conf
Athletics
R-1284
Weir
Spanish I
Spanish I
Spanish I
9th AS
Spanish I
Spanish I
Spanish II
PB
Conf
E-2123
Wiggins
Duty
Physics
Physics
12th AS
Conf
Physics
Physics
Physics
26
E-2104
DH
Williams, A
Conf
Fund Alg
Res
Fund Alg
Res
Math SpEd
AS
Fund Alf
Res
Fund Goem
Fund Alg 1
Fund Alg 1
I-1243
Williams, D
Athletics
Conf
Gov PB
Football AS
Athletics
Government
Government
Athletics
I-1156
Gov
FH
Government
Government
Williams, M
Conf
English IV
English IV
12th AS
English IV
English IV
Journalism
Newspaper
E-2147
Dual
Dual
2166
2166
Williams, Michele
English I H
English 1 H
Duty
English AS
1
English 1
H
Conf
English 1 H
English I
R-2163
LL
Williamson, M
Duty
Algebra 2
Algebra 2
10th AS
Algebra 2
Conf
Algebra 2
STAT
I-1220
LL
Williamson, R
Theatre 1
Theatre 1
Duty
12th AS
Theatre 1
Conf
Theatre 1
Theat Prod
I-1137
Sub
2,3
Wilson, A
WH - H
WH - H
Conf
10th AS
WH - H
WH - H
WH - H
WH - H
I-1155
Wilson, D
English 4
Duty
English 4 H
12th AS
Conf
English 4 H
English 4
English 4
R-2164
LL
Wilson, S
Athletics
ISS
ISS
ISS
ISS
ISS
ISS
Athletics
G-1288
1288
Yeary, Jennifer
CASL
CASL
CASL
CASL
CASL
Conf
CASL
CASL
G-1300
1299
Yeary, John
Alg Reas 10
Alg Reas 10
Alg Reas 10
Baseball
AS
Athletics
STAT
Conf
Athletics
I-1214
FH
Yetter
German 3
PAP
Conf
German 2 H
9th AS
German 1
German 1
German 2
German 1
E-2128
German 4
PAP
Zahn
Conf
Soc.
Psyc AP
12th EOC
AS
Psyc AP
Duty
Psyc
Soc
G-1282
Soc. PB
Sub
Psyc
Soc
Blinn Dual (1156)
Gov
Blinn Dual (1156)
Eco
Teacher Conferences
1st
2nd
3rd
4th
5th
6th
7th
8th
Cowan
Aalbers
Faith
AS
Agold
Albers
Albus
Carraway
Keogh, K
Abercrombie
Graff
AS
Farmer
Aucoin
Bevans
Casto
Lathrom
Bendiksen
Jackson, J
AS
Fisher
Bronowski
Cope, A
Childers
Lauhoff
Biggs
Jordan
AS
Grenier
Brownrigg
Dimery
Cote
Leland
Crumpacker
Kerekes
AS
Keyes
Buchner
DuPlooy
Escobedo
Luce
Faulkenberry
Krinhop
AS
Landry
Christianson
Fox
Houchins
Mock
Gonzales
Lindner
AS
Luna
Cochrane
Hines
Jedlicka
Nolen
Goodwyn
Lyman
AS
Poe, K
Cope, B
Hooton
Raffield, C
Ruiz
Griffith
Mann
AS
Pye
Dowdle
Jackson, R
Silva
Stanford
Holland
Manning
AS
Rister
Foster
Kazmierski
Swann
Still
Pollard
Pena
AS
Salerno
Gilbert
Keogh, S
Thompson
Taylor
Porter
Posey
AS
Tollett
Gougler
Lange
Weir
Williams, A
Powell
Robinson, S
AS
Wiggins
Johnson, N
Marshall
Milliams, Mike
Rader
Rucker
AS
Wilson, D
Jones, S
McKown
27
Lunch Schedule
Zahn
Rodriguez, B
Smith, J
AS
Lance
Moore
Rodriguez, R
Toman
AS
Minatrea
Mothersole
Slovak
AS
Robinson, J
Owens
Templeton
AS
Schroeder
Peterson
Warhol, M
AS
Shoemake
Pratt
Williams, D
AS
Slayton
Salyer
Yetter
AS
Smith, B
Scott
AS
Warhol, S
Slaton
AS
Williams,
Michele
Spinn
AS
Williamson, M
Waters
AS
Williamson, R
Yeary, John
AS
Yeary, Jennifer
Bendiksen, L
Aalbers, K
Aucoin, M
Bronowski, Chad Michael
Albus, Kayla
Bevans, J
Buchner, Nathanael
Biggs, Sarah
Brownrigg, Sandra
Childers, Samuel
Carraway, F
Casto, T
Christianson, Jon
Cope, Allison
Cope, Brian
Cochrane, L
Cowan, Kelsey Dale
Dimery, Thirman
Cote, Ryan
Faulkenberry, Kayla Anne
duPlooy, Pieter
Crumpacker, Darcie Cheri
Goodwyn, R
Foster, Ross
Dowdle, B
Jordan, D
Fox, Chris
Escobedo, I
Kerekes, Angela
Gilbert, N
Faith, J
McKown, J
Gonzales, Samantha
Jedlicka,m
Porter, Lauren Elise
Hines, Wendy
Johnson, Naomi
Posey, Daniel
Holland, Carli Kolbe
Keogh, Stuart
Robinson, Sarah
Houchins, Robert
Krinhop, S
Ruiz, Adam
Jones, Shannon
Lance, Autumn
Schroeder, Shawn
Kazmierski, Jennifer
Lauhoff, Jordan
Shoemake, J
Lathrom, Keith
Manning, Sarah
Slaton, Heather
Leland, B
Nolen, Stephen Chris
Slovak, Becky
Luna, Rebecca Renee
Owens, Stephanie
Smith, Jodie
Mann, C
Pratt, J
Spinn, Kristen
Mock, Elizabeth
Rodriguez, Bobbi
Stanford,G
Pena, Marissa
Salyer, David
Walter, Diane
Peterson, J
Silva, Idalia
Williams, M
Pollard, Melanie
Waters, Kevin
Williams, Michele
Powell, Patrick
Weir, Hector
Williamson, Michelle
Raffield, Cathy
Wilson, A
Rucker, Thomas
28
School Organizations
Yetter, Timothy
Slayton, Connie
Zahn, L
Smith, Billie Rae
Still, L
Taylor, B
Toman, Paige
Warhol, Shannon
Williams, A
Williamson, R
Wright, Darren
Yeary, Jennifer
AMCHS Official Clubs as of August 25, 2015
Meeting Day
Sponsor's Name
Ag Mechanics
2nd Tuesday ea mo. @ 6 PM
John Templeton
Anime, Manga, Otaku (A.M.O.)
Thursdays
Robert Houchins
Art Club
Tuesdays after school
Jami Bevans
Astronomy
Mondays
Samuel Childers
Band (band members only)
TBD
Pieter DuPlooy
Bengal Belles (Belle team members only)
Tuesdays
Cathy Raffield, Shannon Warhol
Business Professional of America (BPA)
2nd & 4th Thurs of ea. month
Kathy Fisher & Terri Casto
Creative Writers of Consol
Fridays
Daniel Posey
Crime Stoppers
Wednesday mornings 2x/month
Thomas Rucker
Environmental
TBD
FCA
TBD
John Yeary
FCCLA
Mondays
Elizabeth Mock
FCS P&S
TBD
Janet Peterson
FFA
2nd Tuesday ea mo. @ 6 PM
Paige Toman, John Templeton, Rebecca Luna
Friends Reaching Out
Heather Slaton
Floral
2nd Tuesday ea mo. @ 6 PM
Rebecca Luna
French Club
Tuesdays
Maria Landry
Game Design and Coding
Tuesday and Thursdays
Patrick Powell
Games Club
Fridays
Barton Dowdle
Gay Straight Alliance
TBD
Bart Taylor, Jackie Shoemake, Jenny Weinberg
29
German Club
every other Thurs starting 10/3
Tim Yetter
Health Occupation Students of America HOSA
1st & 3rd Thursday @4 PM
Michelle Aucoin
Horticulture
2nd Tuesday ea mo. @ 6 PM
Rebecca Luna
Humanitarian Club
Lindsay Zahn
Illuminate Bible Club
Fridays before school
Angela Kerekes
Interact
Mondays @ 4 PM
Jason Pratt
International Cultures Club
Sarah Manning
Latin Club
Wednesdays tentatively
Jon Christianson
LEO
Wednesdays
Math Competition
Tuesday afternoons
Jamie Bassett
Mountain Bike Club
TBD
National Honors Society
1st & 3rd Weds before/after school
Charlotte Wiggins
Newspaper Club
Monday-Friday
Mike Williams
Orchestra Club (orchestra members only)
TBD
Jane McCormick
Photography
Jay Robinson
Protectors of the Pride
TBD
Jody Gougler
Science Competition
Mondays as needed
Michelle Jedlicka, John Tollett
Speech and Debate Club
Thursdays
Marissa Pena, LaTonya Still
Skills USA Animation
TBD
Shannon Jones
Skills USA Media Tech
TBD
Jay Robinson
Skills USA Information Technology
TBD
Bart Taylor & Patrick Powell
Spanish Club
Wednesdays
Irma Escobedo
Student Council
Mondays @ 5:30 pm
Naomi Johnson, Denise Gary, Sandra Brownrigg
Theater Club
TBD
Roy Rodriguez
Tiger Robotics
TBD
Patrick Powell
Tiger Slam (poetry)
TBD
Chauncey Lindner
UIL Student Club
TBD
Bobbi Rodriguez
Unity
Tues & Thurs 3:40-4:00 PM
Thomas Rucker
Remember, a sponsor must be present at all meetings and activities. Students may not meet or
be left unsupervised. All fundraising monies must be turned in same day to Kim Voelker.
30
4-Aug
Summer Graduation
16-Jan
Holiday
15-Aug
CSISD Board Meeting
17-Jan
CSISD Board Meeting
11-19
Aug
Teacher In-service Day
18-Feb
Sadie Hawkins Dance
22-Aug
First Day of School
3-Feb
50 Men Who Can Cook
Choir Ice Cream Social
4-Feb
Band UIL
13-Sep
Orchestra Ice Cream Social
14-Feb
Candy/snack day
19-Sep
OPEN HOUSE
17-Feb
End of 4th six weeks
20-Sep
CSISD Board Meeting
21-Feb
CSISD Board Meeting
27-Sep
School pictures
23-Feb
Orchestra UIL
28-Sep
Homecoming Carnival
13-17
Mar
Spring break
1-Oct
Homecoming Dance
21-Mar
CSISD Board Meeting
30-Sep
End of first six weeks
28-Mar
English1 EOC
19-Sep
Open House
30-Mar
Eng 2 EOC
6-Oct
Fall Orchestra Concert
7-Apr
End of 5th six weeks
18-Oct
Choir Concert
14-15
Apr
One Act Play
18-Oct
CSISD Board Meeting
18-Apr
CSISD Board Meeting
19-Oct
PSAT/Senior Skate
26-Apr
Hall of Fame
31-Oct
Candy/Snack Day
1-12
May
AP Testing
4-Nov
End of 2nd six weeks
2-4 May
EOCs
Senior Scan
6-May
Prom
NHS Induction
7-May
Ed Foundation Scholarship
Reception
22-Nov
CSISD Board Meeting
8-May
Choir Concert
23-25
Nov
Thanksgiving Holidays
11-May
Spring Concert
5-Dec
Orchestra concert
25-May
End of 6th six weeks
6-10 Dec
Christmas musical
26-May
Graduation
16-Dec
WIT
29-May
Faculty/Staff Holiday
Choir Concert
Band Concert
20-Dec
End of 3d six weeks
16-20
Dec
Fall Finals
12/21-
1/2
Holidays
3-Jan
Faculty/staff comp day
Important Dates 2016-2017
31
Directions to A&M Consolidated
Campus:
From the North:
You will enter College Station on
Texas 6 (Earl Rudder Freeway). Exit
2818/Emerald Parkway.
Turn right at the stop sign onto Harvey
Mitchell Pkwy South. Stay on
Harvey Mitchell through five
lights. At the fifth light, turn right at the
intersection of Welsh and Harvey
Mitchell.
From the South:
From the south, you will enter College Station on Texas 6. Exit from Texas 6 onto Business 6/Texas Avenue.
Stay on Texas Avenue until you reach Harvey Mitchell Pkwy where a Wal-Mart will be on your left. At the
light, turn left on Harvey Mitchell and travel through four lights. At the fourth light, turn right at the intersection
of Welsh and Harvey Mitchell.
From the East:
From the east, you will enter College Station on Texas 30. When you reach Texas 6 (Earl Rudder Freeway),
turn left onto Texas 6 and exit on 2818/Emerald Parkway. Turn right at the stop sign onto Harvey Mitchell
Pkwy South. Stay on Harvey Mitchell through five lights. At the fifth light, turn right at the intersection of
Welsh and Harvey Mitchell.
From the West:
From the west, you will enter the College Station/Bryan area either on Texas 21 or FM 60. Both intersect
Harvey Mitchell Pkwy. Turn right (south) onto Harvey Mitchell until you reach to Welsh Street.
III. Building Organization
Map of Site
32
School Map
33
Have you ever wondered why
some rooms are numbered
with an I, R, E, T or G?
It spells TIGER!
34
Locker Location Information
FIRST FLOOR
Locker Numbers Location
I-001 I-159 Old Main Hall (I-1157)
I-577 I-802 Science Hall
G-275G408 Old Blue Lockers
G409 G-480 Old Main Hall (G-1287)
3031 M 3116 M Ag/Art/Life Skills Hall
SECOND FLOOR
Locker Numbers Location
E-001 E-210 Foreign Language Hall
E-331 E-554 Science Hall
R-001 R-336 English Hall
Building Use Procedure and Form
To use the following facilities during school you must contact the following people:
Lecture Hall High School Receptionist
Library Librarian
Auditorium HS Receptionist
Social Studies Computer Lab Department Head
English Computer Lab Department Head
Math/Science Computer Lab Department Head
Gyms Athletic Director
To use any facilities after school hours, you must complete a Building Use Form available from the
Receptionist in the Front Office. You may also email the Receptionist in the Front Office with facility
details.
35
Fiscal Policies
Deposits: Deposits are due daily to the financial secretary by 3:00 pm. Prior to holidays and weekends, ALL
deposits need to turned in by noon. DO NOT keep money in a classroom or desk drawer at ANY TIME.
The appropriate deposit forms are located in the main office. Ask the financial secretary for any additional
information.
Furniture Requests: All furniture requests should be given to Mr. Marcus in writing. If you need
additional student desks, or if you have extra desks that you want be have removed from your room,
contact Mr. Marcus. Do not place unwanted furniture in the hallway.
Request to Change Inventory: To transfer an item from one location to another, to report lost articles as a
result of burglary, to return an item to inventory, or to trade the item in for another contact Mr. Marcus and
complete the appropriate form. Forms can be obtained from the receptionist in the main office. It is necessary
for the teacher to complete all of the necessary information including the District I.D. tag number as well as the
model and serial number(s) if applicable. Any new item added to the present inventory must be processed
initially through Mr. Marcus.
Reminder: Our campus policy requires that all Purchase Orders MUST be approved by the Department Head
before the item is purchased.
Textbook Requests: All textbook requests and questions should be addressed
to Mr. McEver and Beth Hoover.
Technology Requests: Any technical problems you might have with your computer, projector, or smart board
must be reported via an on-line work order. The link is on the high school web page under “Faculty Links”.
Your user name is your computer login and your password is your computer password. You may also
contact the Technology Help Desk at extension 5678.
36
Who do I contact if I…
Need the Nurse’s Office?
Call the nurse’s office at extension 6007.
Nurses: Diane Dusold & Krista Weller
Need Emergency Services?
Call 911 directly from your room
Need building keys or an elevator key?
Contact Tori Hunter in the front office.
Have Air Conditioning/heat problems?
Submit a Work Order with the front office receptionist.
Want to put an event on the announcements?
Email Andy Marcus with announcement details, in PowerPoint format.
Want to add an event to the calendar?
Send an email to the front office receptionist with event details.
Need a work order done?
All work orders are done through the front office. Complete a work order form and turn it in to the front office
receptionist.
Found graffiti in the school?
Contact front office receptionist.
Need to request a Bus?
Complete a bus request and turn it into Kristen Bowman. Remember, you must include a budget code and all
expenditures of money must be approved by your department chair.
Have Club/Organization financial questions?
Contact the Financial Secretary, Kim Voelker, at extension 6011.
Have a question about student testing?
Contact Amiee Parsons at extension 6230..
Have students who need schools supplies or are in financial need?
Contact the student’s counselor.
Need help for students who are having academic difficulties and do not qualify for Special Education or 504?
Contact the student’s counselor.
37
IV. TEACHER RESPONSIBILITIES AND SCHOOL POLICIES
A. Drug-Free Schools
The District prohibits the unlawful distribution, possession, or use of illicit drugs and alcohol on school
premises or as part of any of the District’s activities.
Employees who violate this prohibition shall be subject to disciplinary sanctions. Such sanctions may include
referral to drug and alcohol counseling or rehabilitation programs or employee assistance programs, termination
from employment with the District, and referral to appropriate law enforcement officials for prosecution.
Compliance with the requirements and prohibitions is mandatory and is a condition of employment.
(This notice complies with notice requirements imposed by the Federal Drug-Free Schools and Communities
Act Amendments of 1989 [20U.S.C.3224a and 34 CFR 86.201])
B. Dress Code--Teacher
Teachers are expected to dress in a professional manner. Friday is a designated spirit day where casual attire is
appropriate. Blue jeans and staff shirts are acceptable on these days only and the staff is encouraged to
participate in school spirit days as well. Wind suits may only be worn by coaches on game days unless that
coach teaches PE classes during the school day.
The following attire is prohibited for faculty and staff:
Tank shirts or other sleeveless attire
Leggings
Flip-Flops
Shorts (shorts are allowed in PE and at athletic functions but not in the school hallways)
Warm ups & Wind suits (except for PE teachers or for coaches during their athletic period)
C. AttendanceTeacher/Staff
Teachers and staff with perfect attendance each six weeks will be recognized and will receive a treat
from a local restaurant/business.
Teachers and staff with perfect attendance for the semester will be entered in a drawing for a gift card.
Workday
Report to campus on time. All teachers are expected to be at school each working day
from 8:00 a.m. until 4:00 p.m. Teachers must be in the classroom by 8:05 a.m. (unless
on duty).
38
Absence From Duty Procedures
Teachers are expected to be in attendance every day unless illness or unexpected emergencies arise. If
you need to leave campus during the day, sign out online so that your whereabouts will be known in the event
of an emergency. If you must be absent, your responsibilities are as follows:
**ALL ABSENCES MUST BE ENTERED INTO AESOP**
AESOP is found as a link under “Staff” on the high school web page. You can also enter your absence by
phone. Always enter notes for the substitute into AESOP. Also, if you are out for school related activities, you
must put the reason in the Notes to Administrator box.
Teachers who will be out for 2 or more periods will need to register their absence in AESOP. This is true
even if a teacher has a conference and/or gets their classes covered by other staff members. A teacher who is
absent for 2-4 periods in a day will need to use a “half day” absence; teachers out for more than 4 periods will
need to use a full day absence. If a teacher needs a sub after 7:30 a.m., he or she must contact Mary Neal at
extension 6024.
If you are ill or a family member is ill:
Enter absences into AESOP by computer or phone. Nkrumah Dixon (district-wide substitute coordinator)
can be reached at 694-5878. If you wake up and see that you will not be able to come to school you will
need to enter your absence in AESOP immediately. If you need assistance call Mary Neal at 979-422-8428.
If you are taking a Personal Day:
Request a personal day by entering this request into Aesop at least three days in advance.
Enter your absence into AESOP with notes for the substitute (“sub notes on desk” will be fine.)
If you are out for any other reason:
Enter your absence into AESOP with notes for the substitute.
Provide a substitute folder with the following information:
1. Information and instructions concerning the procedure for fire/disaster drills.
2. Complete, legible lesson instructions, indicating books/pages to be covered.
3. Location of materials, supplies, and textbooks.
4. Alternate lesson plans that a substitute could use in an emergency.
5. Behavioral expectations with positive as well as negative consequences identified.
6. Names of students who have permission to leave class during the day (CM, etc.) The list should include
the time of the day that they should leave class/return to class.
7. Names of reliable students who can be of assistance to the sub each period.
8. Name and location of a neighboring teacher/department chair who can assist.
9. Up-to-date seating charts.
10. Provide an answer key, as applicable, for student assignments or tests.
11. Provide a list of “special needs” students (SPED, AB, 504).
12. Provide hall passes, content mastery passes, referral forms, etc.
13. Provide an explanation of your A.M. or P.M. duty. Indicate where you are stationed, when you need to
be on duty, and what your responsibilities include.
Instruct and instill in the class an atmosphere of goodwill, courtesy, and cooperation toward a substitute
teacher.
***You must leave a set of attendance sheets in your classroom if you do not enter your absence into
AESOP before 7:00 a.m. The Attendance office will be able to print these for you.***
39
Faculty meetings are scheduled for the 1
st
and 3
rd
Thursday of each month. You have a choice between a 7:30
a.m. or 3:55 p.m. meeting. You MUST attend one. Faculty meetings are held in the Lecture Hall. If you
cannot attend, you should notify the principal ahead of time.
Additional Faculty Meetings
You are required to attend training sessions throughout the year for testing. Dates will be posted on “AMCHS
Campus” in Google mail closer to the date of testing. For additional information please contact the Testing
Coordinator.
D. Grading
Progress Report and Eligibility Calendar
Faculty Meetings
40
Grading Policies
The District shall establish instructional objectives that relate to the essential knowledge and skills for grade-
level subjects or courses. These objectives shall address the skills needed for successful performance in the next
grade or next course in a sequence of courses.
Assignments, tests, projects, classroom activities, and other instructional activities shall be designed so that the
student’s performance indicates the level of mastery of the designated District objectives. The students
mastery level shall be a major factor in determining the grade for a subject or course.
The Superintendent or designee shall ensure that each campus or instructional level develops guidelines for
teachers to follow in determining grades for students. These guidelines shall ensure that grading reflects student
achievement and that a sufficient number of grades are taken to support the grade average assigned. Guidelines
for grading shall be clearly communicated to students and parents.
CSISD GRADING & ASSESMENT PROCEDURES
Updated 6-27-16
College Station ISD
Grading and Assessment Procedures
This document is intended to define the philosophy, purpose, and procedures behind the grading practices
adopted by College Station ISD. As you read this document, please focus on the common understanding that
grades should convey what a student knows and is able to do as related to academic development.
Grades
Grades are assigned as an indication of the level of academic development in an elementary, intermediate, or
secondary school subject, course, or class.
Terminology
Academic Practice: The purpose of Academic Practice is not to evaluate a student’s final achievement
of a topic, but to determine where he or she is in the learning process, diagnose any problems, and
aid in getting the help needed to learn the material. When a student learns new material, he or she goes
through a time of wrestling with the material before eventually mastering the information or skills. It is
expected that a student will make some mistakes during this learning process. Any work done during this
learning period is considered Academic Practice. Academic Practice could consist of many different types of
assessments including, but not limited to:
41
Academic Achievement: The purpose of Academic Achievement is to evaluate how well a student has
learned the material. After a student has had sufficient instruction and practice on a
topic, it is then reasonable to evaluate his or her independent mastery of the information or skills.
Any work done at that point is considered Academic Achievement. Some student work for Academic
Achievement may take place outside of the classroom. Academic Achievement could consist of many
different types of assessments including, but not limited to:
STAAR/EOC and STAAR/EOC Practice Tests shall not be recorded as grades.
Homework
The purpose of homework is for meaningful independent practice, extension, and enrichment of topics
covered in class. Assignments must be related to state and/or local curriculum standards. Grades may not
be given for clerical tasks such as returning a report card or progress report, acquiring parent signatures,
bringing canned goods, participating in a fundraiser, etc. While students should be able to complete
homework assignments independently, parents are encouraged to oversee the assignments.
Expectations: Homework will be assigned to students on a regular basis with the length of homework
assignments varying according to purpose and level.
If weekend homework is deemed necessary, the amount should not exceed a regular day’s assignment.
Students may choose to use weekends for review, voluntary work, or completion of make-up assignments.
Assigning homework over extended holidays is highly discouraged.
42
Students should not be penalized for wrong answers on homework assigned specifically for practice of basic
skills. However, application and reinforcement of previously taught material and/or research assigned as
homework may be graded for accuracy. Homework assignments regarding previously taught material may be
checked for accuracy, completion and effort. The teacher is expected to provide timely, meaningful
feedback on student worked checked for accuracy.
Homework assignments are to include clear instructions and performance expectations so students can
complete homework independently.
In an effort to reduce homework over holidays, students and parents may see an increase in tests and
assignments before an extended break.
Homework may not be created as a consequence for misbehavior.
Homework for Elementary (K-4)
1. In the primary grades (K-1), homework should consist primarily of reading and a limited number of
independent exercises to reinforce previously taught basic skills.
2. At the upper grades (2-4), homework should primarily consist of reading, practice in mathematics,
application of writing skills, and beginning research. At this level, homework should be designed to build
independent study habits.
3. Long-term assignments at the upper grades (2-4) should be limited in number and duration. These
assignments should include clear checkpoints to monitor progress toward completion.
4. Homework at the elementary grades should not be assigned over the weekends.
43
Homework for Intermediate (5-6)
1. At the intermediate school grades (5-6), homework should primarily consist of reading, practice in
mathematics, application of writing skills, and beginning research. Homework should continue to build
independent study habits, reinforce previously taught material, or prepare students for future learning.
2. Long-term assignments at the intermediate grades (5-6) should be limited in number and duration. These
assignments should include clear checkpoints to monitor progress toward completion.
3. Teachers shall make efforts to be aware of other teachers’ homework, assignments, and testing
schedules.
4. Homework at the intermediate school should not be assigned on the weekends.
Homework for Middle/High (7-12)
1. Homework can be assigned to all students on a regular basis. Homework is an extension of previously
taught material; it may also prepare students for future learning.
2. Weekend homework may be assigned. Students may choose to use weekends for review, voluntary work
for advancement, or completion of make-up assignments.
3. Honors, Pre-AP, Advancement Placement, and Dual Credit courses are college level classes and may
require more extensive homework.
4. As a guideline, homework should be assigned on a regular basis. Teachers shall make efforts to be aware
of other teachers’ homework, assignments, and testing schedules.
Late Assignments/Late Work
The Late Assignment/Late Work penalties apply only to students who are in attendance, but fail to turn
work in on time.
Grades PreK-1 No work is considered late if submitted within a nine week grading period.
44
Grades 2-4 Work that is submitted as Academic Practice or Academic Achievement must be
accepted up to 2 days after the due date without a reduction in grade. After 2
days, a penalty (not to exceed a total of 10 points) may be assessed. No work
will be accepted after the end of the nine weeks.
Grades 5-8 Work that is submitted as Academic Practice must be accepted up to 1 day
after the due date without a reduction in grade. After 1 day, a penalty may be
assessed. Teachers within the same subject area or course must set the same
timeframe and penalty for late work. Academic Practice work will not be
accepted after the Academic Achievement date.
Grades 9-12 Academic Practice late work for all courses must be accepted, with penalty, at
least one day after the due date. Teachers within the same course must set
the same timeframe and penalty for late work.
Late Academic Achievement grades (such as projects, research papers, etc.) must be accepted for
Advanced, On-Level, Honors, Pre-AP, and AP courses with a penalty. The penalty will be determined by the
teachers within the same course level. Extenuating circumstances will be considered for late Achievement
and Practice grades for all courses and grade levels (please refer to your teacher or course syllabus).
All grades taken on Academic Practice and Achievement shall be recorded in the electronic grade book for
grade levels K-12 within a week of being collected. However, major projects, research papers, and similar
student work may take longer than a week to grade due to the nature of the grading process.
Retest/Reassessment
Reassessment must be offered to allow a student another chance to show mastery on an exam after he/she
has scored below a 75 on an exam. After reteaching occurs (if needed), the reassessment option may
include a formal or informal measure deemed appropriate by the teacher/course level for evaluating the
skill or concept. The teacher should make every effort to allow the student to be reassessed as soon as
possible. The opportunity to be reassessed should be provided within one week after the failing grade is
received. A reassessment must be completed prior to the next exam (Academic Achievement assessment).
45
Only one reassessment may be taken per test grade which is below a 75. If the reassessment is
administered, the higher grade must replace the lower one with a maximum grade of 75. Reassessment
shall be optional on the part of the student.
The reassessment option is not available for semester exams or curriculum-based measures (CBM’s).
Math CBMs serve multiple purposes: as a diagnostic tool to help design interventions, to assess the mastery
of the taught curriculum, and to model the rigor necessary to meet state standards. Each measure may be
recorded as a single academic practice grade.
If 50% or more of the students in an individual class (including advanced, Honors, AP & Pre-AP) fail to
demonstrate mastery of state and/or local curriculum standards on an Academic Achievement assessment,
the teacher will reteach and reassess all students during class time. The higher of the two grades will be
recorded in the grade book.
If fewer than 50% of all students in a class fail to demonstrate mastery of state and/or local curriculum
standards on an Academic Achievement assessment, the teacher will provide re-teaching and re-assessing
during or outside of class time. The grade on the re-assessment will be recorded as no higher than 75 if
mastery is demonstrated. If mastery is not demonstrated, the higher grade will be recorded.
Students in Advanced Placement (AP), Pre-AP, or Honors courses will not be eligible to retest or reassess,
but all students in on-level classes will have retest and reassessment opportunities. At the high school, a
student must request a retest or reassessment within 24 hours of receiving his or her failing grade.
Extra Credit
Extra credit must be related to the TEKS in that subject. If Extra Credit is offered, it must be made
available to all students in that course by campus. Extra Credit may not be given for clerical tasks such as
returning a report card or progress report, acquiring parent signatures, bringing canned goods, participating
in a fundraiser, etc. If the extra credit assignment creates a financial or transportation burden on the
student, an alternative extra credit will be given.
Projects/Project Based Activities
46
Effective long-term assignments require clear checkpoints along the way to monitor progress towards
completion. For projects, papers, etc. of a large scope, achievement and/or practice grades will be
provided throughout the process to assess student progress and assist the students in their learning.
Project-based assignments should primarily be undertaken and completed in the classroom. Some portions
of projects may be assigned as homework; however, these tasks should not require group participation,
significant assistance from parents, or costly materials.
Make-Up Work (for non-school sponsored activities)
Students shall be expected to make up assignments and tests after absences. Within this framework, the
maximum time allowed shall be determined at the discretion of the teacher according to the individual
circumstances with a minimum of 1 day for each day of absence plus at least one day to complete and turn-
in make-up work for full credit. A penalty may be assessed for any assignments or tests not made up within
the allotted time.
Make-Up Work (for school sponsored activities)
All assigned work should be completed before the absence unless prior arrangements have been made with
individual teachers. Students must be prepared for all assignments (including quizzes and tests) upon their
return. Obtaining missed work is the student’s responsibility.
Minimum Number of Grades
For each nine -week report card period, the minimum number of grades to be used in calculating the nine -
week average for each core subject and/or course is as follows:
Grades PK: Developmental Checklists will document student’s current level of proficiency per nine
weeks.
Kindergarten: Instructional Reading level as well as developmental stage of writing will be reported
and identified as meets expectations or improvement needed (M or I). Developmental
47
Checklists will document student’s current level of proficiency per nine weeks in Math
and will be sent home with the report card.
Grade 1: Instructional Reading level as well as developmental stage of writing will be reported
and identified as meets expectations or improvement needed (M or I). Developmental
Checklists document student’s current level of proficiency per nine weeks in Math and
will be sent home with the report card. In Science and Social Studies an M or an I on
the report card will be determined by student’s performance on a minimum of 5
learning experiences/checks for understanding aligned to the state standards per nine
weeks.
Grade 2 - 4: Instructional Reading level will be reported and identified as meets expectations or
improvement needed (M or I). If the student’s instructional level matches a research-
based indicator, they can be considered to be
reading on-level.
The Language Arts grade will consist of practice and achievement grades related to
Reading, Writing, Listening and Speaking. A minimum of 9 grades per subject per nine
weeks in Math and Language Arts will be recorded. A healthy balance between
reading and writing grades with embedded listening and speaking components is
required to adequately report to parents students’ progress in Language Arts. As part
of this Language Arts grade a minimum of 2 composition grades will be required each 9
weeks as well. Isolated grammar and spelling practice and achievement shall not be
weighted more than 10%.
A minimum of 5 grades will be recorded for Science (at least 3 must be hands-on
investigations) and 5 grades will be recorded for Social Studies.
Grades K-4: Elementary Art, Music, and PE/Health:
K-1: An M or I will be noted on a report card each nine weeks.
2-4: An M or I will be noted on each progress report and report card.
For each six week report card period, the minimum number of grades to be used in calculating the six week
average for each core subject and/or course is as follows:
48
Grades 5-6: A minimum of 9 separate grades per subject are required each 6 weeks. At least two
of these must be separate Academic Achievement grades.
At least 3 grades (including 1 Academic Achievement grade) must be recorded and
reported by the end of the 3
rd
week progress report; the requirement for 1 Academic
Achievement grade by progress report time is waived for the 1
st
and 4
th
six weeks of
the school year.
PE will have a minimum of 3 grades per six weeks.
Grades 7-12: A minimum of 9 separate grades per subject are required each 6 weeks. At least two
of these must be separate Academic Achievement grades.
At least 3 grades (including 1 Academic Achievement grade) must be recorded and
reported by the end of the 3
rd
week progress report; the requirement for 1 Academic
Achievement grade by progress report time is waived for the 1
st
and 4
th
six weeks of
the school year.
All grades taken on Academic Practice and Achievement shall be recorded in the electronic grade book for
grade levels K-12 within a week of being collected. However, major projects, research papers, and similar
student work may take longer than a week to grade due to the nature of the grading process.
Grading Scales
Grades may be calculated on Academic Practice and Achievement in one of the following methods:
a. Numerical grades: A 100 is the highest grade that can be recorded. The lowest passing grade is
70. The grading scale is:
49
b. Transfer-In Grade equivalents:
Grade Calculations
Report card and/or progress report average:
Note: Grades K-12 will use electronically generated report cards.
Grades 2-12 will use electronically generated progress reports.
PreK-Grade 1 In grades PK-1, no weight will be assigned in reporting progress.
Developmental checklists and authentic assessment will contribute to determining
whether a student (M)et Standard or (I)mprovement is Needed.
Grades 2-4 a. In grades 2-4, each nine weeks grades in Science and Social Studies (including
homework, class work, projects, and tests) are considered equally when the
grade is computed. Teachers have the discretion to weigh certain assignments
higher than others.
b. A student's reading progress will be denoted by their instructional
reading level each nine weeks. This reading level will be identified as
meets expectations or improvement needed.
50
c. The Language Arts grade will consist of Academic Practice and Academic
Achievement related to Reading, Writing, Listening and Speaking comprising
90% of the overall grade.
At least one two composition grades will be entered once per nine weeks.
Isolated grammar and spelling practice and achievement shall not be weighted
more than 10%.
Language Arts Grade Reading, Writing, Listening, and Speaking 90%
Reading
Writing
Learning experiences should include:
Reading Journal
Responses to reading
Project Rubrics
Reading Comprehension
Fluency Practice
Sticky Notes
Vocabulary
Research Assignments
TEKS assessments
Listening & Speaking (TEKS)
2 compositions minimum per 9 weeks
Learning experiences should include:
Writer’s Notebook
Writing Process Checks
Research Assignments
Word Study
Idea Generation
Writing Conferences
Writing Celebrations
TEKS assessments
Listening & Speaking (TEKS)
Isolated grammar and spelling shall not be weighted more than 10%
d. The mathematics grade will consist of Academic Practice and Academic
Achievement related to the Math TEKS. Fact fluency shall not be weighted
more than 10%.
Grades 5-8 f. In grades 5-8, the following percentages apply for report card grade
calculation:
33.3% Academic Practice
66.7% Academic Achievement
51
In high school courses offered at middle school, the high school grading
guidelines will apply.
Grades 9-12 g. In grades 9-12, the following percentages apply for report card grade
calculation:
On Level
Classes*
Honors/Pre
AP *
AP *
Academic
Practice
30%
25%
20 %
Academic
Achievement
70%
75%
80 %
* Unless otherwise determined by a student’s IEP goals and objectives.
h. EOC Courses
EOC assessments were phased-in by the State beginning in the 2011-12 school
year. Beginning with the 2013-14 school year, EOC exams are administered in
the following courses: English I, English II, Algebra I, Biology, and US History.
Final Exams
All high school courses have Fall Final Exams and adhere to the Final Exam
Exemption Guidelines.
For courses where an EOC assessment is taken, a spring semester final exam
will not be administered; however, these courses will administer six-weeks
exams (which covers material from the last six weeks of the 2
nd
semester)
and will adhere to the same exam exemption guidelines referenced above.
Students cannot exempt the same course both semesters.
Grades and six-weeks exams may be assessed during final exam week which
will contribute to the class average in a course.
52
Non-EOC Courses
If a semester final exam is administered in a non-EOC course, the semester
average of grading period grades shall count 80 percent of the semester
average, and the semester test shall count 20 percent. If (due to extenuating
circumstances or exemptions) no semester test is administered, the semester
grade shall be the average of the grading period grades.
i. If an end of year numerical grade is determined, it
shall be the numerical average of the two semester grades as long as the
student passed the second semester (see policy EI local).
Electronic Gradebook Program
A&M Consolidated High School uses the eSchool program for grades and attendance.
Documents with specific instructions for utilizing the program will be available in
Google docs. Denise Gary & Charlotte Wiggins are campus liaisons for the gradebook
program. If you need additional help you can ask a neighbor, your mentor, or
department chair for help as well as contacting Roy and/or Bart.
Report Card Comments
Comment
Code
Description printed on
the Report Card
1
Needs to be prepared for class/exams
2
Needs to attend help sessions
3
Absences hinder grade achievement
4
Incomplete homework
5
Does not use class time wisely
6
Disrespectful
7
Inconsistent effort
8
Needs to work harder
9
Low daily grades
10
Low test grades
11
Incomplete project
12
Refuses to do anything
13
Grade does not reflect ability
14
More effort is needed
15
Did not turn in research paper
16
Did not take retest
Comment
Code
Description printed on
the Report Card
17
Failed retest
18
Needs to improve class participation
19
Needs to listen and follow directions
20
Needs to follow make-up policy
21
Conduct problems affect work
22
Working below grade level
23
Incomplete lab work
24
Grade based on modified work M1
25
Grade based on modified work M2
31
Borderline pass-danger of fail
32
Please call me
33
Needs to retest
34
Incomplete Homework Assignment
51
Has improved greatly
52
Improving
53
Good Student
53
Comment
Code
Description printed on
the Report Card
54
Student is progressing well
55
Works well with others
56
Is prepared for class
57
Exhibits leadership qualities
58
Good job - Works hard
59
Really tries
60
Doing an excellent job
61
Trying very hard
62
Responsible behavior
63
Work shows good effort
64
Outstanding Performance
65
Wonderful asset to class
Comment
Code
Description printed on
the Report Card
66
Good effort in class
67
Doing an outstanding job
68
Excellent work completion and attitude
69
Participates well
70
Has a positive attitude
71
Highly motivated
72
Attentive
73
Polite and considerate
74
Makes good use of time
75
Conscientious, diligent
Final Exam Schedules
**TBA. It will be finalized within the first few weeks of school. Thank you for your patience.
Final Exam Exemptions
The following guidelines for final exam exemptions will apply for all students:
1. Seniors will be eligible for semester exam exemptions for any class for both
fall and spring semesters. The terms and conditions pertaining to exemptions
will remain as stated in the Conditions for Final Exam Exemption (below).
2. Juniors may be exempt three semester exams per semester. Students may choose which
three semester exams they wish to qualify for exemption. The terms and conditions
pertaining to exemptions will remain as stated in the Conditions for Final Exam
Exemption (below).
3. Sophomores and Freshmen will be eligible to be exempt from two semester exams per
semester. However, students may NOT be exempted from a subject’s exam more than once
in an academic year. For example, if student is exempt from his/her Math and English finals
in the fall, then he/she may NOT be exempt from Math or English final in the spring.
Remember to contact parents to discuss
concerns and solutions to problems.
Also, positive contact is appreciated by the
parents and often helps you to reach students
in the classroom.
54
Additionally, the terms and conditions pertaining to exemptions will be as stated in the
Conditions for Final Exam Exemption (below).
Conditions for Final Exam Exemptions:
A student is eligible to be exempt from a final exam if the following conditions are met:
1. The grade average is between 90 and 100 and there are no more than 3 absences during the
semester in any one class. OR
The grade average is between 80 and 89 and there are no more than 2 absences during the
semester in any one class.
2. No “Serious Offense” violation as classified in the Code of Conduct during semester.
3. No more than 3 days in ISS assigned during that semester.
4. If the above qualifications are met and the final exam is not taken, the average of the three
six-weeks grades will be entered on the report card as the exam grade.
5. Any exempted student may opt to take the final exam in any class. If the exam is taken, it
will count in the final semester average.
6. For non-attendance at a final exam, a student will receive a zero. Teachers must contact
parents before a zero is given. If a student is exempt from taking the final exam, his/her
presence at school and at the final exam is required for the first two exams of every day.
7. All fines and debt cards must be cleared in order for student to be exempt.
Consequences: 9
th
-11
th
graders not following exemption guidelines in the fall will lose
exemptions in the spring. Not following exemption guidelines in the spring will cause them to
lose exemptions in the following fall semester.
E. AttendanceStudent
ABSENCES/ATTENDANCE
Regular school attendance is essential for a student to make the most of his or her educationto
benefit from teacher-led and school activities, to build each day’s learning on the previous day’s, and
to grow as an individual. Absences from class may result in serious disruption of a student’s mastery
of the instructional materials; therefore, the student and parent should make every effort to avoid
unnecessary absences. Two state lawsone dealing with compulsory attendance, the other with
attendance for course creditare of special interest to students and parents. They are discussed
below.
Compulsory Attendance
State law requires that a student between the ages of six and 18 attend school, as well as any
applicable accelerated instruction program, extended year program, or tutorial session, unless the
student is otherwise excused from attendance or legally exempt.
A student who voluntarily attends or enrolls after his or her 18th birthday is required to attend each
school day until the end of the school year and may be subject to compulsory attendance laws, if the
student is under 21 years old. In addition, if a student 18 or older has more than five unexcused
absences in a semester the district may revoke the student’s enrollment. The student’s presence on
school property thereafter would be unauthorized and may be considered trespassing. [See policy
FEA.]
55
Exemptions to Compulsory Attendance
State law allows exemptions to the compulsory attendance requirements for several types of absences if the student
makes up all work. These include the following activities and events:
• Religious holy days;
• Required court appearances;
• Activities related to obtaining United States citizenship;
• Service as an election clerk; and
• For “the temporary absence of a student diagnosed with autism spectrum disorder…to receive a generally
recognized [health care or therapeutic] service…” Please see the Texas Education Code (TEX.EDUC.CODE 25.087
[b-3])
• For “a temporary absence resulting from health care professionals, if that student returns to classes on the same day
of the appointment…” Please see the Texas Education Code (TEX.EDU.CODE 25.087 [b])
14
56
In addition, a junior or senior student’s absence of up to two days related to visiting a college or
university will be considered an exemption, provided the student receives approval from the campus
principal, follows the campus procedures to verify such a visit, and makes up any work missed.
An approved visit to a college campus may not exceed two (2) days per school year for 11th grade
and 12th grade only. Verification of the visit must be in writing on college letterhead from college
officials. Students must provide the name and phone number of the college official they meet with
during their visit. Every effort must be made to make arrangements in advance with the Attendance
Office 3 days prior to taking a college day. College visit days for the 2014-2015 school year must
occur by May 8, 2015. Dates of visit are subject to Principal’s discretion.
Please see page 41 for Final Exam Exemption Policy.
Failure to Comply with Compulsory Attendance
School employees must investigate and report violations of the state compulsory attendance law. A
student absent without permission from school; from any class; from required special programs, such
as additional special instruction, termed “accelerated instruction” by the state; or from required
tutorials will be considered in violation of the compulsory attendance law and subject to disciplinary
action.
A court of law may also impose penalties against both the student and his or her parents if a school-
aged student is deliberately not attending school. A complaint against the parent may be filed in court
if the student:
• Is absent from school on ten or more days or parts of days within a six-month period in the same
school year, or
• Is absent on three or more days or parts of days within a four-week period.
If a student age 12 through age 17 violates the compulsory attendance law, both the parent and
student could be charged with a criminal offense.
If a student is age 18 or older, the student may be subject to penalties as a result of the student’s
violation of the state compulsory attendance law.
[See policy FEA(LEGAL).]
Attendance for Credit
To receive credit in a class, a student must attend at least 90 percent of the days the class is offered.
A student who attends at least 75 percent but fewer than 90 percent of the days the class is offered
may receive credit for the class if he or she completes a plan, approved by the principal, that allows
the student to fulfill the instructional requirements for the class. If a student is involved in a criminal
or juvenile court proceeding, the approval of the judge presiding over the case will also be required
before the student receives credit for the class. 15
57
If a student attends less than 75 percent of the days a class is offered or has not completed the plan
approved by the principal, then the student will be referred to the attendance review committee to
determine whether there are extenuating circumstances for the absences and how the student can
regain credit, if appropriate. [See policy FEC.]
In determining whether there were extenuating circumstances for the absences, the attendance
committee will use the following guidelines:
• All absences will be considered in determining whether a student has attended the required
percentage of days. If makeup work is completed, absences for the reasons listed above at
Exemptions to Compulsory Attendance will be considered days of attendance for this purpose.
• A transfer or migrant student begins to accumulate absences only after he or she has enrolled in the
district.
• In reaching a decision about a student’s absences, the committee will attempt to ensure that it is in
the best interest of the student.
• The committee will consider the acceptability and authenticity of documented reasons for the
student’s absences.
• The committee will consider whether the absences were for reasons over which the student or the
student’s parent could exercise any control.
• The committee will consider the extent to which the student has completed all assignments,
mastered the essential knowledge and skills, and maintained passing grades in the course or subject.
• The student or parent will be given an opportunity to present any information to the committee
about the absences and to talk about ways to earn or regain credit.
The student or parent may appeal the committee’s decision to the board of trustees by filing a written
request with the superintendent in accordance with policy FNG(LOCAL).
The actual number of days a student must be in attendance in order to receive credit will depend on
whether the class is for a full semester or for a full year.
UIL absences are different from regular absences. Students going on a UIL event are expected to talk
to their teacher regarding assignments. Students are allowed 20 days for UIL events each school year.
Events sponsored by the school (with a school staff member present) and 4-H events would be
considered a UIL event (or field trip as appropriate).
Medical and court absences will be excused with proper documentation and they do not count
against exemptions.
Student absences will be considered unexcused unless the student brings a note within three days.
The principal/assistant principal will determine if an absence is excused or unexcused. (This will
most often be 16
58
a factor when a child misses school in order to be with parents while they are out of town or if a
student fails to bring a note from a parent). Students who are excused or unexcused will be able to
make up work. Please see Grading Guidelines and/or teacher/department guidelines.
Class time is important. Doctor’s appointments should be scheduled, if possible, at times when
the student will not miss instructional time. Proper documentation is required. See: Doctor’s
Note after an Absence for Illness
It is the student’s responsibility to get an admit slip for a previous day’s absence and get to 1st period
class prior to the tardy bell. Attendance office opens by 7:30 a.m. Anyone in line when the tardy bell
rings will be considered tardy and will need to get a tardy pass from the office in addition to the
admit slip for being absent.
A parent or guardian wishing to withdraw a student from school must present a signed statement to
the principal explaining the reason for the withdrawal and the effective dates.
If a student is absent for more than three consecutive days, the teacher should notify the attendance
office and an administrator.
Non UIL absences for events such as club sports or family vacations should be submitted to the
office at least five (5) days before the event. These absences may be considered excused; however,
they will still count against exemptions unless the principal deems the event to fall under special
circumstances.
Official Attendance-Taking Time
The district must submit attendance of its students to Texas Education Agency (TEA) reflecting
attendance at a specific time each day.
Official attendance is taken every day at 10:10 am.
A student absent for any portion of the day, including at the official attendance-taking time, should
follow the procedures below.
Doctor’s Note after an Absence for Illness
Upon return to school, a student absent for more than five (5) consecutive days because of a personal
illness must bring a statement from a doctor or health clinic verifying the illness or condition that
caused the student’s extended absence from school. Medical absences do count against exemptions.
Should the student develop a questionable pattern of absences, the principal or attendance committee
may require a statement from a doctor or health clinic verifying the illness or condition that caused
the student’s absence from school.
[See policy FEC(LOCAL).] 17 Driver License Attendance Verification
For a student between the ages of 16 and 18 to obtain a driver license, written parental permission
must be provided for the Texas Department of Public Safety (DPS) to access the student’s attendance
records and, in certain circumstances, for a school administrator to provide the student’s attendance
information to DPS. A verification of enrollment (VOE) form may be obtained from the office,
which the student will need to submit to DPS upon application for a driver license.
59
College Days
An approved visit to a college campus may not exceed two (2) days per school year for 11
th
grade and 12
th
grade only.
Verification of visit must be in writing on college letterhead.
Students must provide the name and phone number of the college
official they meet with during their visit.
Every effort must be made to make arrangements 3 days in advance
with the Attendance Office before taking a college day.
College visit days must occur before May 12, 2017. Dates of visit
are subject to Principal’s discretion.
A&M Consolidated does not sanction a Senior Skip Day.
Sample ScheduleNew Student
Students who are new to your class after the initial roll is set will have a schedule from the
counselor’s office. It will include:
1. A counselor’s signature and the date of entry.
2. It will also include a code on entry: EO = Original entry, 1
st
day in Texas
ER = Enrolling from another Texas School
EC = Returning during the same school year
Counselor’s Signature Date of Entry EO
60
Sample ScheduleChange
Students who have a schedule change must have a form and the following information:
1. Date of change and a Counselor’s Signature
2. Top schedule indicates which course is Dropped (“D”).
3. Bottom schedule indicates which course is Added (“A”).
Attendance Codes
Day 1 One of the following codes MUST be marked by each student’s name on your class rolls:
EO = Present
09 = No Show
Day 2 One of the following codes MUST be marked by each student’s name on your class rolls:
EO = First day in class
Pre = Present
T = Tardy
U = Absent
09 = No Show (mark 09 every day until the student enters your class
or is marked Withdrawn by the Attendance Office)
Subsequent days of the school year:
Pre = Present
T = Tardy
U = Absent
Students on UIL and School Functions will be entered by the attendance office.
Counselor’s Signature Date of Change
D
D
D
A
A
A
61
Attendance Key:
09
No Show
E
Excused
U
Unexcused
EO
EONew Student
PRE
Present
ER
Emergency Removal
TR
Truant
VEN
Venture
W
Withdrawn
AB
Adaptive Behavior
REL
Religious
TST
Testing
AEP
AEP Place
CD
College Day
CFT
Field Trip
CNS
Counselor Office
GUD
Guidance
EXM
Exempt
FNL
Funeral
CRT
Court
HB
Homebound
MED
Medical
NRS
Nurse
PRS
Pregnancy
ISS
In School Sus.
OSS
Out of School Sus.
PRI
Principal
Students assigned to ISS or Venture Center will be entered by the attendance as present or
absent.
Coaches and Sponsors: Remember it is your responsibility to get a list of students who will
be absent from school for a school activity turned in to the attendance office two (2) days
prior to the absence. This list can be e-mailed to the attendance office.
ADDS, DROPS, WITHDRAWLS: Do NOT let anyone remain in class whose name is not on
your class roll. Rolls are updated daily after midnight. New schedule changes are not in effect
until the next school day.
Teacher Attendance Procedures
1. You need to take roll each period. You should close an attendance file once you have
finished. You can leave the E-school program open, just move to the next class.
2. You must count the students PRESENT or UNEXCUSED. You cannot leave them
blank. If a student is tardy (they come into your class within 10 minutes of the beginning
of class with a Tardy Slip from the office). PLEASE change them to present.
3. Please take roll on time. Taking roll prior to class or later in the day can create problems
with attendance records. DO NOT take roll the day before or mark seventh period during
first period. If you are outside you classroom or away from a computer, please enter your
attendance as soon as possible.
4. You cannot change attendance once the day is over (after 5 pm). Attendance may only
be changed after the date by the attendance office. You will need to contact the
attendance office to make this change.
5. If you detect a problem:
a. A student is no longer in your class or is in your class but not on the roll. Email
the student’s name and ID to their counselor and have them check the schedule of
that student.
b. A student is supposed to be on a field trip, UIL event, etc. but is in your room.
Call the attendance office. They must change the attendance code.
c. A student was present/absent and you marked them incorrectly. If it is the day of
the error, simply change the attendance in your gradebook. If it is after the day of
the error, you will need to contact the attendance office, so that the records can be
corrected.
6. If a student is out for more than 3 consecutive days contact the student’s counselor and
assistant principal.
62
THIS IS THE OFFICIAL ATTENDANCE THAT YOU WILL PRINT, SIGN AND TURN
IN EACH SIX WEEKS. IT MUST BE CORRECT.
PEIMS counts are where our state and federal money comes from!
Attendance records are also an official record if a student is taken to court for lack of
attendance or truancy.
It is also the responsibility of the teacher and school to know where a student is during
the school day.
Sub procedures:
1. A list is printed from AESOP in the morning of all absent teachers and sub-rolls are
generated for your classes by the attendance clerk.
2. The sub picks these rolls up from Mary Neal or the attendance clerk.
3. The sub sends down the rolls throughout the day to the office. There is NO ONE to come
and get them, so please leave a trusted student list for your substitute. The attendance
office will enter the attendance for each period.
4. If you will miss one/two periods and are NOT putting the absence in AESOP, YOU will
need to print a copy of your attendance so that the sub can take roll. If you leave early
you will need to print rolls and leave them for your sub.
5. To print a sub roll. Open the attendance file for the class you will miss. Use the print
function from the web browser menu at the top.
Early Dismissal/Admission Form
The following forms are used daily by the Attendance Office:
Early Dismissal Request: Students must obtain this form before school at the Attendance
Office. The early dismissal request will be validated by the attendance clerk. Students will
present this form to their teacher in class in order to leave the classroom. Students must be sure
and sign out through the attendance office prior to leaving campus.
63
Admit Slip: Students must obtain an admit slip following an absence. Slips must be obtained
before school or when the student returns to campus. The windows at the Attendance Office
open at 7:30 a.m.
Hall Passes and Call Slips
Hall Passes: Any student in the hall is required to have a gray hall pass. Classroom teachers are
expected to fill in the date and time and sign the pass before allowing a student to leave their
classroom. Students may use a departmental hall pass for the rest rooms.
Please sign your
name legibly;
other people need
to be able to read
it and know whose
class the student
is from.
Call slips: A student may be called to the office, counselor’s office, or the nurse during the
school day via a blue call slip. Please send the student as soon as possible or in accordance to
the time on the call slip.
UIL / Extra-Curricular
Within guidelines of Senate Bill 1, any student receiving a grade lower than 70 on a scale of 100
in any class or 60 in an advanced/ honors/AP class shall be ineligible in any competition/public
performance in any extra-curricular activity sponsored or sanctioned by the district or UIL
during the six weeks grade-reporting period (they may regain eligibility by passing all of their
classes at the 3 week point). An ineligible student MAY practice or rehearse during this
period but MAY NOT participate in competitions or performances. A student who receives
a grade below 70 is suspended from participation for three weeks and for three-week intervals
thereafter if all grades are not above a 70.
A student who has an incomplete in a class at the end of the six weeks is not eligible until the
work is completed and the teacher turns in an official grade change report to the Registrar in the
Counselors’ office.
QUICK TIP: When a student brings
an excused note to the attendance
office before school, the
“unexcused” in your online
attendance will be changed to
“excused” by the attendance clerks.
64
A student is expected to demonstrate performance techniques during formal and informal event.
When there is a conflict with another extracurricular activity, the activity competing at the
higher level is the one that will take precedence. Example: Regular season event versus state
competition, the state competition will take precedence.
The Coach or Sponsor is responsible for checking each student’s eligibility in the
Registrar’s office BEFORE the event.
Completed UIL spreadsheets should be sent to the attendance office as an email attachment
at least TWO (2) days BEFORE the school activity. The UIL template can be found under the
faculty link on the high school web site. Save this spreadsheet to your H drive for future
reference. Suggestion: Make a complete roster once your team/organization is finalized. Then
you will only have to send the names of the students who are not going to Mrs. Lundy along with
date and time of dismissal.
Remember it is also the Coach or Sponsor’s responsibility to let the attendance office know if a
student did not attend the event.
Students MAY NOT be coded as UIL to work on a project prior to a competition or event.
65
F. Discipline of Students
Teachers are expected to maintain consistent discipline in the classroom and should practice
effective disciplinary techniques. A PART OF EFFECTIVE DISCIPLINE MUST
INCLUDE CONSULTATION WITH THE STUDENT’S PARENT AS WELL AS
CONSULTATION WITH THE APPROPRIATE PRINCIPAL. THE TEACHER MUST
HAVE CONTACTED A PARENT/GUARDIAN BEFORE A REFERRAL IS
SUBMITTED TO THE STUDENT’S PRINCIPAL. (Exception would be a serious/extreme
behavior offense that arises unexpectedly.)
Prior to turning in a referral a teacher is expected to follow the following steps:
1. Give the student a verbal warning
2. Have a student/teacher conference to redirect the inappropriate behavior.
3. Contact a parent to discuss the concerns and solutions to the problem. THIS IS
MANDATORY.
If persistent disciplinary problems exist, or if the nature of the offense is such that the student
should be referred to the principal, the teacher should complete a Conduct Referral Report
form in eSchool and email the student’s principal to inform them that a referral has been
submitted. Information should be factual and complete. A conduct referral is a legal
document that should only list the name of the student involved and the facts of the
incident. Editorial comments by the teacher and including the name(s) of any other students are
not appropriate; write only the facts of the incident. Once the teacher completes a Conduct
Referral for a student, the teacher will be able to see the action taken by the assistant principal.
For detailed assistance on completing a Conduct Referral in eSchool, please contact your
department’s assistant principal. Training on the eSchool system will be conducted before school
begins in August.
If a severe disruptive behavior occurs which demands immediate administrative action, contact
the office to have the student removed from the classroom. Contact a principal or Mary Neal
ASAP with an explanation of why the student is being sent to the office and follow up by
completing a conduct referral. Severe disruptive behavior would include fighting,
insubordination, and vulgar or disrespectful language. You may need to request a neighboring
teacher to escort the student to the office or watch your class. You can also use the red call
button in your classroom to contact the office if needed.
Principal’s action may include one or more of the following options of disciplinary measures as
outlined in the CSISD Student Code of Conduct book:
Warning/conference
Detention before/after school
Thursday Evening Detention
Emergency Removal for the day
In-School Suspension (ISS) assignment
Suspension from Schoolnot to exceed 3 days at one time
Alternative Educational Placement (Venture Center)assigned by principal
Expulsion.
66
Fighting Between Students
Fighting on the school campus or at school-sponsored events is strictly forbidden.
It is the teacher’s responsibility to report to the assistant principals or other school personnel any
problems observed between students which may need administrative attention.
The school reserves the right to file a disorderly conduct charge against the party or parties
involved on campus or at any school-sponsored event.
Student IDs
ID cards are to be worn at all times. ID cards should be visibly worn on their person above the waist
in the front of the body. If a student does not have an ID or if an ID is defaced, they must be sent
to office. The student will be issued a temporary ID name tag, which is to be worn for that day.
See consequences on page 59.
Cell Phones and Electronic Devices
Electronic Games/Equipment/Collectibles/Toys
The use of electronic devices such as Kindles, Nooks, iPads, laptops/notebooks, cell phones, cameras, and
similar items may be allowed by an individual teacher for student use during instruction; however, that
use will only be for an approved educational purpose and only with the permission of a teacher at
appropriate times in the lesson.
The school is not responsible for the replacement of any lost or stolen items.
Penalties: Students who violate this policy shall be subject to established disciplinary measures as
outlined in the Student Code of Conduct.
Important Information:
The teacher in the classroom has the final say on procedures in the classroom. If he or she asks
the student not to use your device, then the student must follow those directions. Access is
available but not guaranteed for each classroom situation.
If a student violates a teachers’ classroom policy a referral will be submitted to the Assistant
Principal.
If your child chooses to not bring their device, he/she will still be able participate in the classroom
activities.
Users of the CSISD wireless network have filtered internet access just as they would on a district-
owned device.
By connecting to the CSISD wireless network, users accept the terms of the CSISD Responsible
Use Guidelines, located in the Student Handbook.
Electronic devices will be allowed in the hallways during passing periods and at lunch. Audio
from electronic devices should only be heard by the user through headphones. Students should
abide by the one ear bud in, one ear bud out rule so that they can follow any directions and
respond to staff members.
67
Responsibilities:
The technology devices students bring to school are their sole responsibility.
The campus or district assumes no responsibility for personal devices if they are lost, loaned,
damaged or stolen.
Each student is responsible for his/her own device: set-up, maintenance, charging, and security.
Staff members will not store student devices at any time, nor will any District staff diagnose,
repair, or work on a student’s personal telecommunication device.
Each student is responsible for bringing devices to school fully charged and in good working
order.
Students must keep devices in silent mode or vibrate mode while riding school buses and on
school campuses, unless otherwise allowed by a teacher/staff member.
Tardy Policy
Students who are not in the classroom when the tardy bell rings are considered tardy. This
includes returning from lunch.
The passing period is 5 minutes. Music will be played for 4 minutes.
When the music stops, students should move immediately to their
classroom. If a student is late to class they must get a tardy pass from the
office in order to enter the class.
All students are expected to be in class. When out of class, the student should have a hall pass
and a student ID. Teachers can pick up hall passes from the front office. Please do not send
students to the office to get passes for your classroom, as we cannot release passes to students.
All staff members who are in the halls are expected to ask students for passes and monitor dress
code.
Expectation: This policy will only work effectively if we all carry out our responsibilities.
Teacher Responsibilities
Stand at the door during class changing periods including before first period.
Close the door and begin class when the tardy bell rings.
There are no “free” tardies. Send any student not in your room when the tardy bell rings to
the office as we must monitor this for our records.
Change the attendance roll to reflect tardies rather than absences.
If a student is more than 10 minutes late entering your class they are marked absent.
Submit attendance in a timely manner.
Student Responsibilities
Be in the classroom before the tardy bell.
Get an admit for a previous day’s absence and get to 1
st
period class prior to the tardy bell.
Attendance office opens by 7:30 a.m. Anyone in line when the tardy bell rings will be
considered tardy and will need to get a tardy pass from the office in addition to the
admit for being absent.
Students more than 10 minutes late to class are marked absent.
68
Student Dress Code Policy
The district’s dress code is established to teach grooming and hygiene, prevent disruption, and minimize
safety hazards. Students and parents may determine a student’s personal dress and grooming
standards, provided that they comply with the following:
Students shall come to school clean and neat, wearing clothing and exhibiting grooming that will not be a
health or safety hazard to themselves or others. School Board policy prohibits any clothing that in the
principal’s judgment may reasonably be expected to cause disruption of or interference with normal
school operations (Board Policy FNCA).
The dress code for the District shall be as follows until altered by the appropriate authority designated by
the Board:
A. ID cards are to be worn at all times. ID cards should be visibly worn on their person above the
waist in the front of the body.
B. Clothing should cover the body and should fit in such a manner as to promote the modesty of
individuals.
1. Shoes should be worn at all times (no house shoes or slippers).
2. Clothing with distracting holes or tears will not be permitted. Holes above the fingertip level
are not permitted. If you can touch/see skin below the holes above the fingertips the clothing is
not appropriate.
3. Clothing shall be such length or design that the mid-section of the body (midriff or underwear)
shall not be exposed.
4. No sleeveless attire.
5. No sheer or see-through clothing, unless the clothing underneath the sheer is within dress code.
No distracting or low-cut clothing.
6. Pants are not to sag inappropriately. Pants must fit at the waist.
7. Hem lengths of dresses, skirts, shorts, skorts must be below each individual’s fingertips.
Clothing should meet fingertip length while at all times. If a student wears tights or leggings,
he or she must also wear clothing over them which meets the fingertip requirement for
length. Leggings are not considered “pants.”
8. Clothing shall not be worn which displays:
Offensive, obscene, vulgar, or suggestive pictures or slogans.
Pictures, symbols, or slogans associated with gang activity, or subversive groups or
activities which incite violence or are deemed inappropriate for a school setting.
Pictures or advertisement for alcohol, drugs, or tobacco products including but not limited
to beer, wine, liquor slogans, or registered trademarks of such companies.
Membership in an exclusive group.
9. Sleepwear such as pajama pants is not allowed.
B. Shoes with wheels, rollerblades, skateboards or scooters are prohibited.
A. Hats, bandanas, stocking caps, caps, visors, headbands (to include sport and sweat headbands), and
non-prescription sunglasses should not be worn inside the building.
B. Hairstyles should be simple, clean, and arranged not to cover the eyes and interfere with vision.
Hairnets, picks, combs, or rollers/curlers are not allowed to be worn in a student’s hair on campus.
C. Pocket chains or spiked jewelry shall not be worn inside the building.
D. Dress standards and grooming other than those outlined in this dress code may be requested,
expected, and regulated by a teacher, sponsor, coach, and/or principal, dependent on the activity.
E. Blankets should not be worn inside the building.
Teachers can send students that are out of dress code to the office at any time during the school day. If
the principal determines that a student’s grooming or clothing violates the school’s dress code, the
student will be given an opportunity to correct the problem. The principal/designated person will fill out
69
the dress code violation documentation and send the student back to class with a signed copy once the
dress code violation has been corrected. A dress code violation will be recorded and the teacher will use
the issued documentation as admittance into class.
Students refusing to comply with principal request to conform to dress code will be sent to ISS for the
remainder of the day, until the problem is corrected, or until a parent or designee brings an acceptable
change of clothing to the school.
School owned clothing must be returned the following school day. If the clothing is not returned a fine
will be assessed until the clothing is returned. In addition to this, if the violation is a hat, jewelry, or chain
violation, the principal will confiscate the item. The confiscated item may be picked up after school.
Items that are consistently confiscated will be kept by the assistant principal until the end of the school
year. A student could receive several dress code violations in one day, if they make that choice. Each
additional violation will result in the next level in the consequence continuum.
Consequences for violations
EVERYDAY DISCIPLINE INFRACTIONS
Violations of the policies outlined in the student handbook for tardies, IDs, parking, public
displays of affection, and dress code will accumulate throughout the semester; these will be
called everyday infractions. Each violation will count as an individual infraction. For example, a
student who is tardy multiple times in one day will receive multiple infractions. The appropriate
disciplinary action will be applied for each infraction. A student’s everyday infraction will start
over at the semester break.
The following disciplinary measures will be assigned for everyday infractions.
Infraction Disciplinary
Number Action
1 warning
2 warning
3 warning
4 30 minute detention
5 warning
6 warning
7 Extended detention (Thursdays from 4:00-7:00pm)
8 warning
9 warning
10 3 days ISS
11 warning
12 5 days ISS
13 warning
14 Additional administrator action required
Students who refuse to serve detention, miss a detention, or arrive late to detention will receive
an extended detention. Students who do not serve the extended detention will receive one day of
In School Suspension.
70
IDs
Every student must have a Student ID on at all times while on campus. IDs should be visibly
worn on their person above the waist in the front of the body. In the event a student forgets
his/her ID, the student may purchase a temporary ID prior to 8:20 am and will pay the temporary
ID fee listed below without accumulating an everyday discipline infraction.
Students receiving ID violations after 8:25 am will receive the appropriate consequence for their
everyday infraction as described above, and students will be charged the temporary ID fee.
Student ID violations are also cumulative throughout the day. Students must present IDs at
school dances. In addition to the above consequences, a monetary consequence may be
appropriate regarding IDs as shown below:
Replacement ID - $5.00 Replacement lanyard - $5.00 Temporary ID - $1.00
ISS/OSS and UIL/ Extracurricular Participation Policy
Any student who is placed in ISS/OSS will be ineligible to participate in any UIL or extracurricular
activity until his/her placement period is completed, though he/she will be allowed to rehearse or practice.
The placement period is defined as the time between 8:25 am on the first day assigned until 8:25 am the
day following the last day assigned.
Positive Referral Counselor’s Referral
Example: A student is assigned a 3 day placement in ISS from Thursday, September 9 until Monday, September 13. The
student is ineligible to participate in any UIL or extracurricular event from 8:25 am on Thursday, September 9 through
Tuesday, September 14 at 8:25 am.
71
Discipline Referral
If persistent disciplinary problems exist, or if the nature of the offense is such that the student
should be referred to the principal, the teacher should complete a Conduct Referral Report form
in eSchool and email the student’s principal to inform them that a referral has been submitted.
Information should be factual and complete. A conduct referral is a legal document that should
only list the name of the student involved and the facts of the incident. Editorial comments by
the teacher and including the name(s) of any other students are not appropriate; write only the
facts of the incident. Once the teacher completes a Conduct Referral for a student, the teacher
will be able to see the action taken by the assistant principal. For detailed assistance on
completing a Conduct Referral in eSchool, please contact your department’s assistant principal.
Training on the eSchool system will be conducted before school begins in August.
If a severe disruptive behavior occurs which demands immediate administrative action, contact
the office to have the student removed from the classroom. Contact a principal or Mary Neal
ASAP with an explanation of why the student is being sent to the office and follow up by
completing a conduct referral. Severe disruptive behavior would include fighting,
insubordination, and vulgar or disrespectful language. You may need to request a neighboring
teacher to escort the student to the office or watch your class. You can also use the red call
button in your classroom to contact the office if needed.
Principal Assignment to Alternative Education Assignment
(Venture Center and ISS)
A student may be assigned to Venture Center only by the administrative staff. The teacher will be
notified by a confidential statement of the student’s offense/placement at Venture Center and the
following requirements will apply:
Student will work out of the teacher developed curriculum for classes (with the exception of Honors
courses or some electives). Upon completion of the VC assignment, the student’s grades on work
assigned by the teacher will then be transferred back into the class when he/she returns to campus.
For all classes, the teacher must send assignments using the Venture Center Lesson Plans and
Materials form or via email to “venture-center_ucg@csisd.org to provide assignments to the student
within three days. Assignments will be due to our receptionist for mail pick-up to Venture Center.
Students may NOT be denied assignments during an alternative education assignment under
provision of Texas Law. Modifications to assignments for Special Education/504 students must be
made as usual.
A student may be assigned to In-School Suspension (ISS) only by the administrative staff. The
following requirements will also apply in addition to the above.
Teachers will use the In-School Suspension Lesson Plans and materials form to provide
assignments to the student. The ISS supervisor will provide the form in the teacher’s mailbox when
he/she is notified of the student’s assignment.
Teachers should try to find time to visit/check with their respective students in the ISS room during
the teacher’s conference period.
Students will not be released from ISS for special instruction or assignment without written consent
from the office. Work program students are not permitted to attend their jobs.
Teachers should expect daily or regular return of completed assignments from the ISS teacher. If not,
please notify the student’s principal.
No student should be allowed back into the regular classroom without an admit from the Attendance
Office (will show “ISS assignment=excused absence”).
No student will be allowed back into the regular classroom until all teacher assignments sent to ISS
have been completed.
72
In-School-Suspension Contract
73
Permanent Removal of Student by Teacher
A teacher may send a student to the principal’s office to maintain effective discipline in the
classroom. If sending a student to the office, the teacher must notify the administration before
doing so. A principal shall respond by using effective discipline management techniques
consistent with the Student Code of Conduct adopted by the District. However, after
documented attempts to correct a student’s behavior through parental contact and with the
principal’s intervention, a teacher may remove from class a student:
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
Whose behavior the teacher determines is so unruly, disruptive, or abusive that it seriously
interferes with the ability of the teacher’s ability to communicate effectively with the
students in the class or with the ability of the student’s classmates to learn.
If a teacher removes a student from class, the principal may:
1. Place the student into another appropriate classroom
2. Place the student into in-school suspension for all day or a single period after the required
teacher/parent conference.
3. Place the student into an alternative education program.
The principal may not return the student to that teacher’s class without the teacher’s consent
UNLESS the Placement Review Committee determines that such placement is the best or only
alternative available. Terms of the removal may prohibit the student from attending or
participating in school sponsored or school related activity.
In the case of serious/extreme misbehavior:
A teacher shall remove a student from class and send the student to the principal for
placement in an alternative education program or for expulsion, as appropriate, who engages
in conduct as specified as Mandatory Removal or Expulsion Offenses as outlined in the
CSISD Student Code of Conduct book. The principal will make the determination of
appropriate discipline measures.
Terms for both of these instances of removal MUST prohibit the student from attending or
participating in a school-sponsored or school-related activity.
A principal may suspend a student who engages in conduct for which the student may be placed
in an alternative education program as listed above; suspension may not exceed three (3) school
days.
Threat Assessment Committee
Jody Gougler Jamie Boyd Ke-Ke Johnson
Nelda Gilbert Dianne Dusold
74
All trips must be approved prior to the event. Also, all out-of-state trips must be approved by the
superintendent of schools in advance.
Field Trip Request
Field Trip Request form should be completed by the sponsor and turned into Andy Marcus.
It should be turned in with a bus request and three weeks prior to the trip.
G. Field Trip Information
75
Student Health History and Travel Permission forms are available in the front office.
A form should be sent home with students, filled out and signed by the parent. These
forms should be carried with the sponsor on the field trip.
Once the field trip has been approved by the appropriate administrator, you need to pick
up a Transportation Request form from the front office. This form is to be filled out
and returned to Andy Marcus. Bus Requests must be submitted three weeks in
advance.
Student Health History and Travel Permission
76
Overnight TripsPlease completely fill out the Field Trip Request form. It is important that
this be turned into Andy Marcus before leaving on an overnight trip.
Field TripsYou must request field trips on the Field Trip Request form. They are available in
the front office from the receptionist. Forms must be filled in completely. No field trips will be
approved that interfere with any previously scheduled events. Field trips will only be allowed
through April 18th.
You then need to fill out your UIL list. Completed UIL spreadsheets should be sent to the
attendance office as an e-mail attachment at least two days before the school activity. Mrs.
Hunter will enter the attendance online so teachers will be able to see who is absent and why.
Be sure to take roll on the field trip and turn in any names of students who did not attend the
field trip.
If you have a field trip scheduled for after hours and for some reason a bus does NOT show up,
you must take the following steps:
First, try to call Transportation Emergency After Hours at
979-574-4507. This is a cell phone which is answered around
the clock.
Second, call Hector Silva’s cell at 979-492-2812.
If you need to contact transportation during office house you can reach Hector Silva at 764-5440.
If something comes up while on a field trip which requires administrator action regarding a
student, you should follow these steps:
1. Call Gwen Elder at 979-220-0230 (cell).
2. Call the assistant principal of the student involved:
K. Johnson (A-E) 979-255-9163
M. McEver (F-K) 405-850-9452
A. Marcus (L-Rh) 409-656-9436
O. Espitia (Ri-Z) 979-571-8213
3. Call the parent(s) of the student involved.
C. Fundraising
Guidelines:
1. All fundraising efforts will have a direct benefit for students, the school, or our local
community.
2. Board policies GE (Local), FMG (Local) and CFD (Local) shall be strictly followed.
3. Schools/departments shall work closely with support organizations in determining how
money raised through fundraising efforts is spent.
4. Prior to beginning any fundraising activities, it shall be clearly stated how the money
raised will be spent.
5. Student safety is of primary importance for all fundraising activities.
77
6. Students must be given appropriate time to sell goods. Fundraisers requiring students to
sell products in one or two days are prohibited.
7. Students shall not be penalized for failing to participate in fundraising efforts. For
example, students will not be asked to run laps, stay after school, receive detention, etc
for not participating in a fund raiser. Grades or extra-credit will not be given for
participation in fundraising efforts.
8. Some extra-curricular activities may require student participation in fundraising
activities. For example, FFA students may be required to participate in a fundraiser in
order to raise money for entry fees and travel expenses.
9. All Foods for Minimal Nutritional Values Guidelines, as set forth by the state of Texas
and CSISD, must be followed.
Sponsorships: Organizations/schools/departments may solicit sponsorships from local/
regional/national businesses for support; however, district groups should maintain awareness as
to the frequency that area businesses are asked for support and as to the amount of money area
businesses are asked to sponsor.
Fundraising Submission: A fundraising form must be submitted to Ke-Ke Johnson prior to the
fundraising activity. All fundraising efforts shall be documented and submitted to the
superintendent’s office on the following form available in the front office.
78
General Information
I.LIBRARY INFORMATION
The library is a classroom staffed by a professional library media teacher. The mission of the
library is to ensure that students and staff are effective users of ideas and information. Helping
students to achieve success is our goal.
HOURS: Monday-Thursday 7:30-5:00, Friday 7:30-4:00
What can the library do for teachers?
Collaborate with teachers to develop projects that incorporate information literacy skills
including:
Collaborate to develop the project parameters.
Identify and order resources that support instruction.
Create bibliographies on topics of study or reading lists.
Develop materials to guide students through the research process
Provide orientation and instruction on use of various sources
Provide instruction in searching techniques for databases and internet sources
Provide instruction for evaluating and citing sources
Provide technology applications support
Assist individual students in class and outside of class as needed
Provide online access to catalog and digital resources on the school website
(http://amchs.csisd.org/ ) under Academics.
Provide staff training for any of the library resources.
What can teachers do to help the library?
Keep us informed of your needs (resources and training).
Scheduling class visits:
Schedule class use of library resources in advance and bring students with a clear
assignment, ready to begin.
Please plan library visits for research and/or computer use when you (the teacher)
will be at school. It is important to your students that you are present to answer
questions concerning class assignment expectations.
Please work with your colleagues to stagger assignments that require students to
use the same materials.
Sending individual students on passes:
Students can be sent to library on passes when they need to complete assignments
that require library resources (books/computer) or when they need to
checkout/return library books. If you would like to send a student for another
purpose, please call the library to make arrangements before sending the student.
Academic Success Time & 5
th
Period Subject Classes Before writing a hall
pass, first call ext. 6017 to determine space availability. After the call, send each
student with a completed hall pass. Remember…During 5
th
period…FIRST CALL,
then HALL!
Regular Subject Classes-Send individual students with a completed hall pass;
call ext. 6017 before sending more than 4 students during a class period.
If you need to send more than 4 students, please call to reserve a time that
you and your class can visit the library together.
Scheduled classes have priority in the library.
79
Sub. Situation Please inform substitutesNo passes written by the sub. to the
library unless arrangements made with library staff by regular classroom teacher
beforehand.
Faculty Use of Library Materials and Equipment
Books are checked out to faculty for 4 weeks. After 4 weeks, a notice is generated. If you still
need the item, we will renew it for you.
Videos and AV Materials are checked out for 2 weeks.
Technology for teacher check-out:
See list of equipment available and check-out periods on the Teacher Resources page of
the Library website.
Reserve equipment in advance.
Pick up equipment on the day of use OR after school the day prior. Secure any equipment
left in your room overnight.
If a student is sent to pick up equipment, the teacher must send a signed note with the
student.
Return equipment after school on the last day of reservation. It may need to be charged
for someone to use the next day. Prompt return allows others to pick up/check out on
time.
Off-campus use of equipment is permitted for school-related functions only. Equipment
may not be checked out for personal use.
Notify Library Staff when library equipment does not work properly.
Request replacement overhead projector bulbs by returning used bulb or by bulb number.
LCD projector bulbs require a work order for technicians; not librarians.
Technology for student use in library:
60 student computers for in-library use
9 scanners for in-library use
3 printers ( 2 b&w, 1 color)
4 graphing calculators
Library printers are for single copies of student school work.
Multiple copies are 10 cents per page.
Subscription Databases, eBooks, and library catalog are available through the school website.
The database passwords are available in the library or from the main library webpage.
Please let us know what we can do to assist you in the library!
Librarian: Library Aide:
Denise Gary (ext. 6018) Susan Balthrop (ext. 6017)
Copyright is a matter of professional ethics, federal law, and TEA Essential Knowledge and Skills
(TEKS). Statutory damages range from NOT LESS than $500.00 to $20,000.00 for infringement to
each work. Certain companies are relentless in the pursuit of copyright violation. For these reasons,
it is important that educators understand the appropriate use of video for instruction.
Appropriate Use of Instructional Media Information
80
A teacher may use video as an instructional tool in face-to-face teaching to support current
topics of instruction. Any videotape owned by the district can be used in the classroom to support
current
instruction. Likewise, legally owned, rented, or borrowed videos can be used to
support current instruction. However, neither district-owned video nor personally-owned/rented
video can be used for activities that are NOT related to current face-to-face instruction (time
filler, reward, baby-sitting, teacher/substitute teacher non-related activity, etc.). If not used for
essential instruction, the performance becomes a “public performance.” CSISD School Board Policy
CY (Legal)
A legal copy is important; how the copy is used is of equal importance. If not used for
relevant instruction, any video performance in school becomes a “public performance”, a
performance which is not covered under “fair use” for educators. The exclusive rights of a copyright
holder and the “fair use” exception are addressed in CSISD School Board Policy CY (Legal).
Each of the following four provisions must be met to constitute “fair use”:
1. Must be presented by classroom teacher or students (i.e. presentation/clips)
2. Face-to-face teaching situation (i.e. must be an essential part of the current lesson, not
shown
as
a reward, a “filler”, or for entertainment)
3. Must be in a classroom setting
4. Must be a legally acquired copy of the work (may be rented or owned)
Practices which are never acceptable with film or v
ideo without copyright holder’s permission:
Creating an anthology from clips or excerpts --- This would include the creation of a CD or
DVD from a video
Transferring the work to another
medium,
for example,
film
to video, video to CD, filmstrip to
video, video to
DVD (A
clip used in a multimedia presentation in face-to-face instruction is
allowed under “fair use” if cited correctly).
Changing format
, for example, converting from .AVI format to .WMV format.
Using
“rated
films in a school
setting:
“No
film
that has a rating of PG or more restrictive shall be shown in the classroom unless
prior written consent from the parent(s) or guardian(s) has been received. Appropriate
alternative activities shall be available for those students whose parent(s) or guardian(s)
choose not to allow the student to
view
the film.” CSISD School Board Policy, EFA
(Local)
Using a recorded copy of an original broadcast or film:
Refer to the guidelines
in CSISD School Board Policy, CY (Legal).
If you have any
qu
estions,
please contact Denise Gary (ext 6021) or 979-731-2137.
The Student Intervention Team (SIT) is a committee that meets when a staff member has a
concern about a student. The purpose of the committee is to review information about the
student and, if necessary, to determine appropriate interventions and/or program placement.
Committee membership varies depending on the student, the campus, and the need for
information about student performance. Committee members may include a campus
administrator, campus counselor, campus diagnostician, campus licensed specialist in school
psychology, campus nurse, campus interventionist(s), teachers and other school personnel as
determined necessary by the SIT team chairperson. If you feel a SIT meeting may be
appropriate for a student, contact the student’s assistant principal.
D. Student Intervention Team (SIT Team)
81
E. RTI
Response to Intervention (RTI) is an intervention process for individual students who are
struggling with academics and/or behavior. For more information concerning academic RTI
issues, please contact the student’s counselor. For more information concerning behavior RTI
issues, please contact the student’s assistant principal.
F. Special Education / 504 / Content Mastery
Student Services “Cheat Sheet”
Special Education
What Every Teacher Needs to Know:
After a formal screening process, qualifying Special Education students are eligible for
educational accommodations per the Individuals with Disabilities Education Act (IDEA), a
federal law. Most of our Special Education students receive instruction in general education
classes with additional support provided by their teachers. All Special Education students have a
Contact Teacher who monitors them throughout the year. Each Special Education student will
have at least one ARD (Admission, Review and Dismissal) meeting a year where their IEP
(Individual Education Plan), BIP (Behavioral Intervention Plan), Accommodations and State
Assessments will be reviewed. Teachers will be given a copy of all IEPs/Accommodations for
their Special Education students, usually at the beginning of the school year, and must sign a
VOM (Verification of Modifications) indicating they have received them. Providing
accommodations is not optional and all Special Education information is strictly
confidential!
Section 504
What Every Teacher Needs to Know
Section 504 is a part of the Rehabilitation Act of 1973 that prohibits discrimination based upon
disability. Section 504 is an anti-discrimination, civil rights statute that requires the needs of
students with disabilities to be met as adequately as the needs of the non-disabled are met. An
impairment as used in Section 504 may include any disability, long-term illness, or various
disorder that “substantially” reduces or lessens a student’s ability to access learning in the
educational setting because of a learning-, behavior- or health-related condition. Examples of
impairments would be ADD/ADHD, dyslexia, cancer, diabetes, severe allergies, chronic asthma,
Tourette’s syndrome, digestive disorders, cardiovascular disorders, depression, conduct disorder,
oppositional defiant disorder, HIV/AIDS, behavior disorders and temporary disabilities (e.g.
broken writing arm, broken leg, etc.)
Even though 504 has a little bit more flexibility/difference in procedures (i.e. identification,
eligibility, appropriate education, and due process procedures) compared to Special Education,
the modifications for that student are NOT optional and are mandated by law! All paperwork is
strictly CONFIDENTIAL and should be kept in a secure place.
Need More Information? Pages 72-77 include information about the following information:
82
A graphic that will explain the difference between 504, Special Education, RTI, and General
Education students
Accommodations to be used in the classroom and the requirements/expectations involved with each
individual modification
Paper work requirements for Special Education and 504 including VOMs, IEPs and BIPs
Our Content Mastery program and who is eligible for this service
ARD meetings and how they may affect you
When/how to call for an ARD meeting
How to refer a student for Special Education and/or 504 modifications
Still have questions?
o Special Education Department Chair: Allison Hollis, Room I1162, ext. 6212
o Assistant Principals and Counselors: See the appropriate letter of the student’s alphabet.
o Assessment Personnel:
Charlene Hahn, Educational Diagnostician, Room G1294, ext. 6278
o Special Education Secretary: Call, Counselor’s Office, ext. 6023
o Head of Special Services at Central Office: Molley Perry at 764-5433
Questions About 504?
More information is available at: http://www.ldonline.org/article/Understanding_the_
Differences_Between_IDEA_and_Section_504
504 and Special Education
504 (Section 504 of the 1973 Rehabilitation Act) This is a civil rights statute requiring
that schools who receive federal financial assistance for educational purposes not
discriminate against students with disabilities. In order to qualify for services under Section
504, a student must have a physical or mental impairment that substantially limits one or
more major life activities (such as learning). Students served under 504 must be provided
with a 504 plan which includes reasonable accommodations designed to “level the playing
field” with that of their non-disabled peers.
Revised effective January, 2009. There are six specific changes worth noting:
1. The new provisions add NEW “MAJOR LIFE ACTIVITIES.”
2. The amendments reject the current interpretation of the term “SUBSTANTIALLY
LIMITS” to mean “SIGNIFICANTLY RESTRICTS.”
3. The new provisions specify that a person can have a disability and qualify for
accommodations as a result of an impairment that is “EPISODIC” or “IN REMISSION.”
4. The new provisions will require that “MITIGATING MEASURES” other than glasses
and contact lenses will NOT be taken into account in determining if a person has a
disability.
5. Congress has given the courts, and all of us, some SPECIFIC DIRECTION as to how
Section 504 and the ADA should be INTERPRETED.
6. The lawmaker added some new language pertaining to those who are “REGARDED AS”
having a disability.
Special Education Students served through Special Education are covered under the
Individuals with Disabilities Education Act (IDEA). IDEA is a federal law that governs all
special education services in the United States. In order to qualify for services under IDEA,
a student must meet the criteria for eligibility in one or more of 13 categories of disabilities
83
identified in the law and must need specially designed instruction in order to be successful in
the classroom. This specially designed instruction is comprised of an Individualized
Education Plan (IEP) which includes annual goals & objectives, specific accommodations
and/or modifications, and, for some students, related services (such as physical therapy,
counseling, etc.). Students 16 and older served through Special Education must also have an
Individual Transition Plan (ITP) that focuses on the student’s courses of study and how they
fit into the transition from high school to life after high school. All decisions regarding the
educational plan of a student in Special Education is made by an ARD (Admission,
Dismissal, & Review) committee which includes at least one regular education teacher of the
student.
Both IDEA and Section 504 require that services for students with disabilities be provided within
the least restrictive environment (LRE). The LRE refers to the provision that students with
disabilities be educated to the maximum extent appropriate with their non-disabled peers.
The following diagram may help you to better understand the differences between 504 & Special
Education:
Does not have a disability Has a disability
Does not need
specially
designed
instruction
Needs
specially
designed
instruction
Teachers will receive an accommodation page and a signature sheet stating that they have
received the appropriate student accommodations information and understand them. This sheet is
signed and returned to the Special Ed secretary. Teachers should ask questions to make sure
they understand accommodations for each student. On the accommodation page:
Regular Discipline Plan will be checked Yes or No (If no, must have a Behavior Intervention
Plan)
Individual Behavior Plan will be checked Yes or No (If yes, Behavior Intervention Plan will
accompany). This separate plan will be explained to teachers by 504 Committee and a copy
will be given to each of the student’s teachers and all principals.
Any additional services will be listed on appropriate lines.
Below are some examples of some Instructional Accommodations. If you have further
questions, ask the student’s contact teacher for more information on that student’s
accommodations.
GENERAL EDUCATION
STUDENTS
GENERAL ED. WITH OR
WITHOUT 504
ACCOMMODATIONS
GENERAL EDUCATION
ACCOMMODATIONS
Could include:
LEP
“slow learner”
Way behind for whatever
reason
504
Accommodations /
Special Education
Accommodations
SPECIAL EDUCATION
STUDENTS