HARLINGEN CISD
VISION
“I am an excited and responsible learner who is encouraged by my home,
school, community, and place of worship. As a leader, I am fully confident
that I will graduate well prepared to meat the challenges and high
expectations of the 21st century. As a successful, life-long learner and
productive citizen of high morals, I will work to my fullest potential to make
a positive difference in my community.”
Our children begin their discovery of knowledge in a nurturing home
environment. Our schools and homes work in harmony to provide a safe,
supportive, and challenging learning experience. Our premier educational
team enthusiastically embraces innovative teaching methods and high
standards of performance. Our schools are the central point of learning.
Using the latest technology, the world is truly our classroom.
Our school district and community are committed to high expectations and
high standards. We proactively work together to provide skills, knowledge,
and resources, thus ensuring a fully supportive environment for excellence in
education for all stakeholders.
HARLINGEN CISD
GOALS
 A safe and secure learning environment
 A relevant and challenging , aligned curriculum integrating the latest
technology
 The highest quality staff
 Parents, community, and schools work together for educational
excellence
 Programs which support health and wellness for employees and
students
 Attainment of multiple resources to meet district needs
 Support services that address the needs of all students
10 COMMON
DENOMINATORS OF EFFECTIVE SCHOOLS
1. LEADERSHIP: Effective principals are strong leaders with
high but realistic expectations for their students and staff. They
have the confidence to empower their teachers and give them a
role in decision making.
2. STAFF: In an effective school, there is a sense that everyone
cares about the school and that they are working as a team.
Teachers are dedicated as well as qualified. They are excited
about teaching and they want to help children share in the
excitement of learning.
3. INSTRUCTION: There are many different types of
instruction in an effective school. Good instruction is lively and
creative, yet thoughtful and carefully attended to the interest
and abilities of the students. It is flexible and individualized
enough to challenge gifted students without frustrating those
who learn at a slower pace.
4. STAFF DEVELOPMENT: Good teachers are continually
looking for new and more effective ways to teach. They go to
workshops, take courses, and visit other teachers’ classes. They
help train new teachers and run in-house workshops.
5. CURRICULUM: A good curriculum is well planned, diverse,
challenging, and age appropriate. Children learn not only basic
skills but also how to solve problems, do research, and test
hypotheses. They learn to ask questions and where to find
answers. Workbooks are kept to a minimum and students read
good children’s literature. A good curriculum is flexible and
enough to be open to the challenging needs of students and the
interests and talents of teachers.
6. GOALS AND EXPECTATIONS: In effective schools, goals,
and expectations are well defined, and shared by everyone
involved in the school. Academic excellence is clearly valued
and students are expected to work hard. Students know they are
expected to succeed and that there school believes that will.
Standards are high but realistic, and understood and
appreciated. Rules are clear and consistently enforced. Students
know that courtesy and respect are expected.
7. SCHOOL ATMOSPHERE: When you walk into an effective
classroom or school, you can almost feel it. There is a sense of
excitement and joy in the air. The children are active and
involved. The teachers are animated and interested, responsive
to the children’s needs. There is a sense that both the students
and their teachers are engaged in important work.
8. SELF EVALUATION: Good schools do not rest on their
laurels. They continually question both what they are doing and
how they are doing it. They know what their students are
academically and they are aware of strengths and weaknesses.
Good are open to new ideas and always searching for ways to
do things more effectively.
9. COMMUNICATION: Good schools are foster
communication. Teachers share ideas and discuss problems
informally as well as in faculty meetings. Teachers are available
to students and parents on a regular basis and encourage them
to share information and concerns.
10.PARENT AND COMMUNITY INVOLVEMENT: Effective
schools recognize that parents and partners in their children’s
education. Parents willingly volunteer their time and talents.
Good schools use community resources to enrich their students’
educational experiences.
HARLINGEN CISD
GOALS
 A safe and secure learning environment
 A relevant and challenging , aligned curriculum integrating the latest
technology
 The highest quality staff
 Parents, community, and schools working together for educational
excellence
 Programs which support health and wellness for employees and
students
 Attainment of multiple resources to meet district needs
 Support services that address the needs of all students
10 COMMON DENOMINATORS OF EFFECTIVE SCHOOLS
1. LEADERSHIP: Effective principals are strong leaders with high but realistic
expectations for their students and staff. They have the confidence to empower
their teachers and find them a role in decision making.
2. STAFF: In an effective school, there is a sense that everyone cares about the
school and that they are working together as a team. Teachers are dedicated as
well as qualified. They are excited abut teaching and they want to help children
share in the excitement of learning.
3. INSTRUCTION: There are many different types of instruction in an effective
school. Good instruction is likely to be creative, yet thoughtful and carefully
attends to the interests and abilities of the students. It is flexible and
individualized enough to challenge gifted students without frustrating those who
learn at a slower pace.
4. STAFF DEVELOPMENT: Good teachers are continually looking for new and
more effective ways to teach. They go to workshops, take courses, and visit other
teachers’ classes. They help train new teachers and run in-house workshops.
5. CURRICULUM: A good curriculum is well planned, diverse, challenging, and
age appropriate. Children learn not only the basic skills but also how to solve
problems, do research, and test hypotheses. They learn to ask questions and to
find answers. Workbooks are kept to a minimum and students read good
children’s literature. A good curriculum is flexible and enough to be open to the
changing needs of all students and to the interests and talents of teachers.
6. GOALS AND EXPECTATIONS: In effective schools, goals and expectations
are well defined and shared by everyone involved in the school. Academic
excellence is clearly valued and students are expected to work hard. Students
know they are expected to succeed and that their school believes they will.
Standards are high but realistic and understood and appreciated. Rules are clear
and consistently enforced. Students know that courtesy and respect are expected.
7. SCHOOL ATMOSPHERE: When you walk into an effective classroom or
school, you can almost feel it. There is a sense of excitement and joy in the air.
The children are active and involved. The teachers are animated and interested,
responsive to the children’s needs. There is the sense that both the students and
their teachers are engaged in important work.
8. SELF-EVALUATION: Good schools do not rest on their laurels. They
continually question both what they are doing and why they are doing it. They
know where their students are academically and they are aware of strengths and
weaknesses. Good schools are open to new ideas and are always searching for
ways to do things more effectively.
9. COMMUNICATION: Good schools foster communication. Teachers share
ideas and discuss problems informally as well as in faculty meetings. Teachers are
available to students and parents on a regular basis, and encourage them to share
information and concerns.
10. PARENT AND COMMUNITY INVOVEMENT: Effective schools recognize
that parents are partners in their children’s education. Parents willingly volunteer
their time and talents. Good schools use community resources to enrich their
students’ educational experiences.
TEACHERS ARE MODELS
You, as the teacher, are the best model of the habits and character traits that we try to
teach students. These are some of the ways teachers serve as a model:
PUNCTUALITY
A. Arrive by 7:45 AM and prepare your classroom for instruction.
B. Pick up students promptly from PE, library, music, noon recess
C. Turn in attendance reports, etc. on time.
D. Be on supervising duty or at meetings at the designated time.
E. Take your class to PE, CCC, library, music, lunch, etc. at the designated times.
F. Return media materials promptly.
RESPECT OF PROPERTY
A. Keep your classroom attractive.
B. Expect your students to leave the room as they find it.
C. Take care of materials and equipment as if they were your own. Check before
returning and report and damages.
D. Keep the lounge and workroom neat.
RESPECT FOR OTHER PEOPLE
A. Always welcome new students and parents with a friendly smile and pleasant
demeanor. This is the first and most lasting impression you will make.
B. Speak to your students in a friendly, but adult manner. When sternness is needed,
do not resort to ridicule and sarcasm.
C. If you know something unpleasant about a student or colleague, DON’T TELL. If
you know something good about a student or colleague, DO TELL!
D. Conflicts of interest occasionally arise between colleagues. NEVER discuss the
differences in front of students or parents. Direct discussion between colleagues
with a professional attitude toward problem solving is necessary.
DRESS
A. Business research has proven that appearance has a great deal of influence
on the way the public views a person. Therefore, look like the professional
you are. Dress appropriately for your profession and work environment.
Keep things conservative, comfortable and professional.
B. Jeans may be worn on Fridays. Staff is encouraged to wear their Rodriguez
staff shirts with their jeans.
C. “PRIDE IN ONE’S APPEARANCE ISN’T A MATTER OF VANITY; IT
IS A MEASURE OF ONE’S SELF-ESTEEM.”
MISCELLANEOUS
A. During morning announcements, please STOP what your doing and
LISTEN. Encourage your students to practice respect and to do the same.
B. Teach the PLEDGE OF ALLEGIANCE.
C. Expect QUALITY work and accept no less.
D. NEATNESS does count.
STAFF ILLNESS
NOTIFY THE PRINCIPAL AS SOON AS POSSIPLE. SUBSTITUTES ARE
DIFFICULT TO FIND. If possible, let us know the afternoon or night before.
THE PRIORITY LIST IN CALLING IS:
1. Principal
2. Principal’s Secretary
3. Assistant Principal
When you are absent because of illness, call us by 2:30 PM and let us know whether to
keep your substitute for the next day.
*** ALL LEAVE POLICIES ARE SPECIFIED IN THE RED NOTEBOOK ENTITLED
POLICIES OF THE BOARD OF TRUSTEES, HCISD. A COPY IS AVAILABLE IN
THE OFFICE, IN THE LIBRARY, OR ON THE INTERNET.
For personal illness, certification of illness from the employee’s physician is required for
absences in excess of five (5) consecutive days.
For family illness, certification of illness from the family member’s physician is required
for absences in excess of three (3) consecutive days.
See HCISD Legal and Local Policies in pages that follow.
TEXTBOOKS
Each book title and number of books checked out will be kept on a textbook file for each
teacher. You will initial that you have counted the books verifying that you are
responsible for the books issued.
Any texts that students keep in their desks or take home should be issued to the student
on a textbook card. Then that student should be held accountable for his/her textbooks.
ALL BOOKS SHOULD BE COVERED AT ALL TIMES.
If students lose or damage books, hold them accountable. (See the following pages for
fines.)
The Assistant Principal is always available to help you select materials that meet specific
student needs.
Please e-mail your textbook or instructional needs to the Assistant Principal using
the subject “TEXTBOOKS”.
DISTRICT POLICY: TEXTBOOKS
The following procedures for use of textbooks should be uniformly implemented in all
elementary schools during the school year.
Textbooks are purchased with tax money and are loaned to the students for use during the
school year. Therefore these books should be cared for in the same careful manner that
one would care for any borrowed property. Books should not be marred or defaced in any
way. All textbooks issued form the textbook room are to be covered at all times until
returned to the textbook room. Text book covers supplied by local merchants free of
charge are available upon request.
Excessive damage or loss of textbook must be paid by the student. The following rules
are to be applied in levying fines on damaged or lost textbooks:
Slight damaged caused by pencil marks or soiling of the book through carelessness – a
fine amounting to 10% of the cost of the book will be levied.*
Ink marks that cannot be erased, one or two torn pages lower the usable value of the
textbook – a 20% fine will be levied.*
Severe damage such as water damage, broken back, numerous ink and / or pencil
marks or any damage that severely limits the life of the book – a 50% fine will be
levied.*
Loss of the book or damage which results in rendering the book useless – the
student must pay the purchase price of the book.*
*All fines are rounded up to the nearest multiple of 25 cents; the maximum fine will not
be more than the actual cost of the textbook. When charging the total cost of the book,
the amount will be reduced to the nearest multiple of 25 cents below the actual cost of the
book.
In order to implement the above procedures, it will be necessary for each teacher to note
damages already in older books at the time they are issued to the student. At the time
books are checked in, the teacher should again determine the condition of the book and
decide whether damages have occurred during the period loaned.
If a textbook which was lost and paid for is found during the current school year, the
payment will be refunded, subject to the rules governing damaged books.
Funds collected for lost or damaged textbook are submitted to the Central Office
Textbook Custodian at the end of the school year with the annual textbook report.
ATTENDANCE
Official attendance is calculated on the basis the student was in attendance during the
school day.
10:00 AM- Attendance should be taken
1:00 PM- Afternoon absenteeism in pk/k grades
EXCUSED AND UNEXCUSED ABSENCES
Rodriguez Elementary procedures for recording absences shall be as follows:
A. Teacher shall require a written excuse after each absence. If parents do not
respond, please remind them by phone or note.
B. All absentee excuses (doctor or parent notes) need to be sent to the front office
attendance clerk to be kept on file.
PLEASE NOTIFY THE OFFICE IF A CORRECTION NEEDS TO BE MADE
TARDY POLICY
The Harlingen Consolidated Independent School District and Rodriguez Elementary
believe that it is of significant importance that each student establishes good habits of
being punctual. Learning the importance of being punctual will be an asset to the
individual in adult life.
Promptness to class is very important. Students are to be in their seats and ready to work
when the 8:00 am bell rings. Each time a student is tardy to school…the tardy is to be
recorded in a personal log. If more than five tardies are recorded for any given semester,
the student will be assigned to detention for each occurrence after the fifth tardy,
regardless of the reason stated for the tardy.
Teachers, although tardies are not recorded in the online attendance, you are still required
to keep your own documentation for state attendance requirements as well as possible use
in parent conferences. Keep all tardy slips and records on hand.
LESSON PLANS
Lesson planning efforts should be concentrated on planning for instruction.
Your lesson plans should include six (6) critical elements:
1. A daily schedule- Clear enough for substitutes to follow.
2. A clear statement of WHAT you intend students to do as a result of each lesson
(OBJECTIVE)
3. Assignment or materials to be used.
4. The assessment procedures
5. Which TEKS are addressed
6. Specific modifications made to address the needs of all of your students. (How are
you differentiating?)
You are responsible for planning when you are absent. Be sure all lists and schedules are
easy for substitutes to find. LESSON PLANNING FOR SUBTITUTES MUST BE
CLEAR.
*You are also responsible for planning for paraprofessionals who assist students for
whom you are responsible.
HOMEWORK
Most parents use homework to monitor what their child is learning and how fast he is
progressing.
A. Assign moderate amounts of homework regularly.
B. Give specific assignments.
C. Carefully collect all homework and hold every student accountable for completing
it on time.
D. Give some kind of feedback. Group checking is often time efficient.
E. Remember that homework should be at an independent level of practice. New
skills are not appropriate for homework assignments.
The use of a homework spiral or assignment sheet is an effective way of communicating
to parents what homework has been assigned each night and is an encouraged practice for
all teachers to use.
GRADING DATA
Your grade book is an auditable record. The following items should be
recorded by subject:
A. Grades
B. Source of the grades
C. Nine weeks average
D. Yearly average
Have enough grades to be in posture if the parent asks to see grades you
used to determine his/her child’s final grade.
TESTS AND STUDENT EVALUATION
Tests and/or student evaluation should be planned before the instruction.
This allows the teacher to have a road map for the instruction. In other
words, “test what you have taught.”
Teachers shall normally plan for reteaching at the same time they plan
instruction. A single retest of a major exam (i.e. unit, chapter, etc.) will be
offered by the teacher if 25% of a given class scores below 70% on that
test. Daily work and quizzes should be excluded from the retesting
procedure. When retesting occurs, a score of 70 shall be the highest grade
given. By reteaching and retesting we are ensuring the academic success of
our students. Grade books shall reflect the retest scores as well as the
original scores although only the retest score will be used to determine
the final grade.
REPORT CARDS
Grades in all subjects shall be reported to parents and students at the end of each nine
weeks period. Parents are to sign and return the Report Cards. Signed Report Cards are to
be placed in the back of the students’ cum folders in chronological order with the
Progress Reports.
ACADEMIC subjects shall be recorded as NUMERICAL grades. A student’s actual
grade shall be recorded in the teacher’s grade book. However, no grade lower that a 50
shall be entered on the report card, grade sheet, or cum folder.
NON-ACADEMIC subjects shall receive a SYMBOL grade: E – Excellent, G – Good,
S – Satisfactory, I – Improvement Needed, U – Unsatisfactory.
Work habits shall be considered satisfactory. However, if improvement is indicated, a
symbol of N – Needs Improvement shall be entered on the report card.
A student who receives assistance in the special education resource room should have
(SE) indicated on the report card for the subject/s which he qualifies for extra assistance.
Some students do not receive assistance from special education; however, the classroom
teacher has modified that child’s instruction to insure the child experiences success.
Please indicated MODIFIED INSTRUCTION on the Teacher’s Comments section of
the report card and on the cum folder.
THREE – WEEK PROGRESS REPORTS
At the end of each three weeks of grading period, parents will receive notice of their
child’s progress. Parents are to sign the Progress Report and return it back to school.
Signed Progress Reports are to be place in the back of the students’ cum folders every 3
weeks, in chronological order.
STUDENT SUPERVISION
GENERAL: Each of us is responsible for student conduct and behavior from the time
we arrive in the morning until we leave. If we see a situation that needs the attention of
an adult, it is our responsibility to act whether we are on duty or not; whether we have
scheduled supervisory responsibilities at the time or not. In other words, they are not
YOUR students and MY students, but OUR STUDENTS.
CLASSROOM: When there are children in your classroom, it is necessary that you be
there. There are times that you have to leave, but these instances should be as few in
number and as short in length as possible. Ask your neighbor to watch if you will be gone
only a few minutes. If it is likely you will be out ten minutes or more, ask the office for
someone to come to you room. Remember, the students are your responsibility and if
something should happen while you are gone, it is still your responsibility and you will be
held liable.
SICK STUDENTS: When you have an injured or sick child who needs to go home, the
child should be brought to the office or sent with a note to the nurse.
PLAYGROUND: Playground supervision needs to be consistent from week to week.
Each teacher should make students aware of playground rules. After the expectations are
set, it is difficult for all when a few do not follow through while on duty. Make those who
break the rules sit down or whatever appropriate consequences your grade level has
determined sufficient. If the infraction is serious or repetitive, inform the student’s
teacher.
DON’T JUST SURVIVE DUTY – SUPERVISE!
RESTROOM: Restroom and water breaks after PE will be taken at the outside
restrooms and water fountains. TEACHERS ARE TO MEET THEIR STUDENTS
PROMPTLY.
Teachers should make frequent checks of restrooms after their students use them. Insist
that students assume the responsibility of leaving restrooms in good shape.
MOVEMENT: We are usually judged by what the public sees and hears in our hallways
and on our playgrounds. Therefore, teachers must prepare for and supervise movement
from one place to another on campus. This means: lead your students in a line to and
from at all times. Insist on quiet and orderly lines.
CURSING AND VULGARITY: Cursing and vulgarity have become a natural speech
for some people in today’s society. As professionals, we should not tolerate it at school.
We should and can punish students who flagrantly use unacceptable language. However,
this does not get at the problem of students using vulgarity as a natural part of their
interactions with each other. By regularly emphasizing and discussing what is proper and
appropriate or explaining the negative impact that vulgarity leaves, we have a better
chance of influencing values and habits.
STUDENT PICK-UP: Teachers need to set clear expectations for a quick, orderly line
up following PE, noon recess, etc.
STUDENT WITHDRAWAL
TEACHERS’ RESPONSIBILITIES
1. Check in textbooks and mark textbook and mark textbook card “CLEAR”
2. Send student to the librarian for clearance in the library
3. Fill out the CUM FOLDER. Necessary information includes:
a)
b)
c)
d)
Date of Entry
Date of Withdrawal
Attendance- according to attendance record
Grades – if grades are given – and if student was in attendance 15 days or
more
e) Teacher Signature
4. If a student leaves without checking out, follow above procedures when the office
notifies you to withdraw the student. If textbooks or library nooks are not clear,
notify the office.
5. If there are any questions, see Principal or Assistant Principal.
DO NOT DELETE ANY STUDENT FROM YOUR ROLL UNLESS YOU CHECK
WITH THE OFFICE FIRST.
PROMOTING GOOD
CLASSROOM MANAGEMENT
“Students learn more in a well-managed classroom than in poorly managed one.”
I. Provide equal education opportunity by meeting each student’s social, emotional,
and academic needs.
II. Use motivational techniques to encourage children to work hard and behave.
III. Avoid placing students in frustrating academic situations that will cause them to
“act out.”
IV. Use disciplinary procedures conductive to improving behavior.
V. Use unobtrusive signals to inform students they are misbehaving. (refrain from
embarrassing them)
VI. Have high expectations for your students, but be realistic.
VII. Gradually relax classroom control as students demonstrate increasing selfdiscipline.
VIII. Foster mutual respect among students.
IX. Listen to all sides of a student dispute before assessing blame.
X. Make sure children understand the reasons why they are corrected.
XI. Never say anything to a student in front of a class that you wouldn’t say in front of
the parents.
XII. Recognize that the manner in which a teacher addresses a student often
affects the way the student responds.
DISCIPLINE GUIDELINES
Good discipline is essential to an environment conducive to effective learning and to
responsible character development.
This requires:
A. Determine your needs and expectations consistent with district and school
philosophies.
B. Develop a set of behavior rules.
C. Communicate these rules to students and parents.
D. Develop a list of positive and negative consequences.
E. BE CONSISTENT!
Classroom behavior generally needs to be handled by the classroom teacher. When the
principal enters the picture, she establishes her authority with the student which often
diminishes the classroom teacher’s authority.
Teachers need to keep adequate discipline documentation. This documentation is
necessary should parent conference or more severe discipline be required. It is also
essential to justify conduct grades on the report card.
HCISD policy prohibits any employee from hitting a student. All corporal discipline will
be done in the principal’s office with a witness.
When a teacher or paraprofessional witnesses any behavior problem on the playground,
in the restrooms, hallway, cafeteria, etc., handle the situation “on the spot.” No one is
ever “off duty” entirely.
NOTE: Review your rules and expectations frequently.
WEEKLY WORK FOLDERS
Graded papers need to be sent home so that parents can assess their child’s progress.
However, sometimes students fail to share these papers or only share “choice” papers.
This misleads parents. Therefore, send graded papers home each Friday for parents to
review and return. KEEP THESE PAPERS. At the end of the semester, you may return
some of these papers; however, be sure to keep a sampling for your own protection.
COMMUNICATING WITH PARENTS
Often parents hear from the teacher only when there is a concern. Therefore, phone calls
and home visits are encouraged to facilitate communication between home and school.
It is suggested that positive contacts be made for every student. When this approach is
taken, parents are more receptive when the teacher calls to discuss a concern.
PARENT – TEACHER CONFERENCES
Parent / Teacher conferences are one of you most effective communication devices and
one of your most important efforts at public relations.
1. Make every effort to schedule conferences when parents are most likely to be able
to attend.
2. Communicate openly and candidly.
3. Remember a parent-teacher conference is an opportunity to get information as
well as share it. Plan the conference as a discussion.
PTA MEETINGS
PTA meetings are an important public relations factor in the school community. Parents
like to see teachers at PTA meetings. Therefore, you are encouraged to make every effort
to join and actively participate in the Rodriguez Elementary PTA.
CUMULATIVE FOLDERS
Student CUM FOLDERS should indicate if a student has received MODIFIED
INSTRUCTION by placing an asterisk (*) in the box of the subject/s modified and by
writing * MODIFIED INSTRUCTION in the space immediately above the grade grid on
the left hand side on the folder. Please indicate this in RED. Failing grades should also be
written in RED.
The indication of modified instruction on the cumulative folder is for students receiving
assistance in the resource room AND/OR for other students who are being successful in
the regular classroom because of modified instruction.
The purpose of this indication is to communicate to the receiving teacher that this student
required modified instruction to achieve success and the resulting passing grades.
CONTENTS AND ORDER OF CUMULATIVE FOLDERS
Home Language Survey – stapled to front cover
(student photos will be taped or glued to inside front cover under HLS)
Student Enrollment Forms – stapled together
TAKS Results – stapled together – most recent on top
TERRA NOVA Results – stapled together – most recent on top
Birth Certificate
Social Security Card
Proof of Residency
Transfer Records
GT Testing
TPRI Summary Pages
Signed Progress Reports – stapled together – most recent on top
Beginning of the year letters stapled together
Miscellaneous paperwork can be filed at the back
Terra Nova stickers placed on inside of back cover
TAKS and TELPAS stickers placed on outside back cover
First day procedures
In your box, you will find the following:
 Two MPP cards for each student
 Two typed lists of students assigned to your classroom
Please post a copy outside of your classroom.
 Temporary Roll Sheet
1. Check roll by going through the MPP cards for students assigned to your
class.
2. Do not accept any student from whom you do not have an MPP card. Send
these students to the office.
3. On the MPP cards of those present on the first day of class, please enter
the following information in BLACK INK:
A. Entry Date: FIRST day of classes
B. Teacher’s Name
C. Be sure that each MPP card is SIGNED IN INK by the student’s
parent. If not signed, send the ORIGINAL card home for the
signature.
4. Original MPP cards need to be turned into the front office as soon as
possible. Send to the office all MPP cards of students NOT PRESENT by
10:00 AM on the first day of school. If a student comes to your room and
his name is not on your list, send him to the office. After the first day, any
student coming to your room must clear through the office first.
5. Send home at the end of the day:
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
MPP Card, if necessary
Attendance letter
* Discipline Management Plan letter
* District Acceptable Use (Internet)
Dress Code
Drug-Free Schools letter
Health Card (GIVE TO NURSE)
* Insurance Packet / Insurance Rejection Form
Notice of Parent & Student Rights (FERPA)
* Permission to VIDEO / AUDIO tape
Physical Education letter (GIVE TO PE TEACHER)
* School Counseling Services letter
School Medication letter
* Sniffer Dog letter
* Student CODE OD CONDUCT
Survey – Migrant Status (GIVE TO ASSISTANT PRINCIPAL)
PLEASE: FILE the (*) letters in each child’s cum folder.
6. As you issue textbooks to students, write the students name in INK in each
book. On the book card, record the student’s book number and make a
note of any damage to the book. You are encouraged to also send a note
home regarding textbook care and the responsibility of the student to care
for the book and pay any necessary fines at the end of the year for
damages.
7. Review school and classroom rules and any other pertinent information as
appropriate for your students.
8. At dismissal, each teacher should take his/her class to the bus stop. Please
supervise until all students have left the campus.
CELEBRATE A GREAT FIRST DAY!
CAFETERIA
Student ID Cards:
These are small, laminated cards, color coded by grade level. Students will pick these up on
their way into the cafeteria line and offered to cafeteria cashier once a tray is received.
Free Students:
No processing will be required. They must however show their ID card at the line for
documentation purposes.
Cash and Reduce lunch fee students:
These can pay at the lunch line each day or PRE-PAY any amount into their account. If they
have pre-paid, their meals are deducted from their account and no money will be exchanged.
Please encourage pre-payment.
Pre-Payment Methods:
1. In the line (one meal only)
2. Before school(during or after breakfast)
3. With their teachers using the lunch Pre-Payment form (see attachment.)
Students can give the money to their teacher who will send it to the cafeteria.
This method will be used for pk-3rd grade students.
Students will be notified when they have money for 2 or less meals in their account. The
manager will give them a reminder to bring more money. If a child does not have money for
lunch, a peanut butter sandwich and milk will be provided.
Teachers:
Any teacher desiring to create an account can do so by making their own account number. They
should create a number that can easily be remembered such as birthday, room number, etc. PrePayment and credit works the same as for students. Teachers who do not want an account may
pay in the line.
LUNCH PRE-PAY FORM
DATE:___________________
TEACHER:_______________________ROOM/GRADE:_____________
STUDENT’S NAME
1.
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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23
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28
29
30
ID NUMBER
AMOUNT
FIELD TRIPS
A field trip needs educational objectives. It needs to be one activity in an instructional
unit. Give the principal a copy of the objectives and a brief outline of the unit when you
request your field trip.
The principal must give the transportation department and food service at least three (3)
weeks notice. Therefore, you need to allow approximately four (4) weeks for planning
and arrangements.
DO NOT WAIT until spring to plan your field trips. Fall and winter trips are encouraged.
Please schedule field trips before May. The last month of school is very busy and not a
good time to get our students out of their routine.
FIELD TRIP REQUEST FORM
Teacher’s Name: _________________________________________________________
Grade Level: _____________________________________________________________
Destination: _____________________________________________________________
Date of Trip: _____________________________________________________________
Time bus should arrive for loading: ___________________________________________
Approximate arrival time back to campus: _____________________________________
Number of students: ______________________
Adults: ____________________
1. Brief description of proposed trip: (Where are you going? What will the children
do, see, experience, participate in, etc.?
2. Goals and objectives: (What learning experiences will the field trip provide, and
how do these experiences relate to your instructional program? What culminating
activity do you plan as a result of the field trip?
___________________________________________
Principal’s Signature
_____ Transportation Request
_____ Request for Sack Lunches
_____ Permission Slips
_____ Parent Chaperones
TAKS READING VERIFICATION
STEP1: Read all the questions first (know what you are looking for in the passage).
2. Read the selection through once completely without stopping to research for
answers.
3. Read each question and search for the answer in the selection.
4. Highlight the answer in the selection and put the number of the question in the
margin.
HINT For questions that can not be verified in the selection (#6 evaluate and make
judgements), teach the children the process of elimination to narrow down the
choices – THEN choose the BEST answer.
THE BIG 10/INSTRUCTIONAL STRATEGIES
1. SETTING
 Where and when does the story take place?
2. CHARACTER (S)
 Who are the main participants in the story?
 In one word, how would you describe the main character(s)?
 Give specific examples from the story to support your description.
3. PROBLEM / SOLUTION
 What is the primary conflict facing the main character(s)?
 How does the main character(s) resolve the conflict(s) he is facing?
4. MAIN IDEA
 Summarize the purpose and main idea of the story.
 What is this story mainly about?
5. CAUSE AND EFFECT
 Name a cause in the story and the effect that results from that cause.
6. PREDICTING
 In the future, the main character is most likely to…
 If the story were to continue, what might happen next?
7. SEQUENCING
 Place three main events of the story in sequential order.
8. CONTEXT CLUES
 Using two of your vocabulary words, write three contextually clued
sentences with each word.
 Write one context clue sentence with a definition.
Ex: We the students are required to do our homework every night.
 Write another context clue sentence using synonym.
Ex: It is a requirement or a necessity to do homework every night.
 Write third context clue sentence using an antonym.
Ex: Homework is an option not a requirement, so you don’t have to
do it every night.
 Please label each appropriately – or- find two sentences in you story that
use a vocabulary word where the meaning of the word can be determined
from the context of the sentence. Label each appropriately
9. FACT OR OPINION
 Give an example a factual statement and an opinion directly from the story
and be able to support it.
10. COMPARE / CONTRAST (to another story)
 How are _______________ in the stories alike?
 How are______________ different?
HCISD EMERGENCY PROCEDURES
I. GENERAL GUIDELINES FOR SAFETY
•
Be alert and aware of your surroundings
•
Report anything that seems unusual or suspicious to
administrator or supervisor.
•
Examples:
 A person or people who seem to be watching the
campus
 Unusual smells for the location
 Pooled liquid with no known source
 Abandoned spraying devices
 Apparent tampering with HVAC system
(heating/cooling system)
 Suspicious packages or containers
 Unusual fogs, clouds, or mists indoors
 Medical symptoms of distress in others
 Signs of explosives
 Unusual numbers of dead animals, birds, or insects
II. CODES
• Blue -
Bomb Threat
•
Green -
All Clear
•
White -
Cord on/off problem areas
•
4
-
Severe Thunderstorms watch / warning
•
3
-
Tornado Watch
•
2
-
Tornado Warning
•
1
-
Tornado Approaching
III.
BOMB THREATS
•
•
•
•
•
•
•
•
IV.
Principal will call District Operations
Principal establishes him/herself at a designated area located near the PA
system. Principal remains stationary in order to direct staff to necessary
locations and for staff to report result of preliminary search.
Intercom announcement: Code “BLUE”
Students remain in classrooms. Conduct preliminary search.
Staff will visually survey their assigned areas and adjoining hall areas for
any unusual objects (boxes, packages, pieces of construction debris, out of
place lunch boxes / bags, backpacks, etc.)
Custodians survey assigned areas outside.
Object found:
o Notify Principal
o Principal will call 911
o Do not use 2- way radios / pagers / or turn lights off / on
o Go to evacuation procedures
No object found:
o Code “GREEN”
TORNADO
•
•
•
Designate the best protected areas in the building – Avoid windows, gyms,
or any room with wide free high roof.
A tornado watch is called by the US Weather Service when a condition is
occurring where there is a better than normal chance of dangerous weather.
A tornado warning is called by the US Weather Service when a tornado is
spotted or reported in the area.
Tornado Watch – CODE 3
• District operations will advise the superintendent / designee of severe watch
/warning.
• Be alert to developing situations
• Keep your class roll book or register ready
• Stay calm; continue with class assignments.
• Principal will advise
Tornado Watch – CODE 2
• Superintendent or designee will notify principals and director of transportation
of action to be taken.
• Principals post someone to watch cloud situation
• If a tornado is spotted or reported in your area, sound the alarm immediately.
• All teachers shall have an accurate class roll or register and shall keep this
register with them.
•
•
•
•
•
•
•
•
V.
Move everyone immediately to pre-designated area (inner hallways, inside
wall on bottom floor or best available space away from windows) vacate
auditoriums, gymnasiums, portable buildings, or other rooms with large roof
spans.
Do not leave the building except to go to the pre-designated, safer building
unless instructed to do so by the civil authorities in charge; keep abreast of
who these civil authorities might be (police, fire department, civil defense).
If your building is struck by a tornado: have maintenance personnel turn off
gas and electricity at the main switches.
Activate first aid to persons
Evacuate damaged area cautiously to a safe building / area.
The injured should be moved as little as possible. All injured should be noted
and all missing should be reported immediately.
Keep a record of those persons who are taken to the hospital and locations of
evacuated persons.
Notification of all damage and injury should be made to superintendent as
soon as possible by radio or special messenger.
VIOLENT INDIVIDUAL
•
•
•
•
•
•
•
The principal and/or designee should be advised of the threatening or violent
behavior.
NEVER GRAB OR TOUGH AN ACTING – OUT OR VIOLENT
STUDENT UNLESS HE/SHE IS CAUSING HARM TO
HIMSELF/HERSELF OR OTHERS.
Establish verbal contact with the individual, using a calm, low-toned voice. If
the behavior does not cease, shout “STOP” and then lower voice and invite
the student to talk about his/her problems somewhere else. Make certain that
the student feels that he/she is being heard, not talked “at”.
Try to get the individual to a more isolated area so he/she can calm
him/herself down without losing face. Only if all other interventions are
unsuccessful should physical intervention, by a trained CPI staff member be
considered. This should only be used in the case that safety of the child or
others is a factor.
Place the student in a secure, secluded room for TIME OUT. Do not leave the
student unattended until the situation is completely resolved.
Attempt to calm the student by listening and giving him/her the opportunity to
express his/her opinion and view.
Principal will call the Police Department if necessary, contact parents, and
document the event including a description of the event and measures taken.
VI.
FIGHT
•
•
•
•
•
VII.
Evaluate incident. Observe the possession of weapon.
Call for additional assistance from administrators/security.
Isolate area-ask all non-involved persons to leave.
Remove students to office.
Principal will call the Police Department for arrest if appropriate.
WEAPON ON CAMPUS
If a student or staff member becomes aware that a weapon is on campus:
• Notify principal and/or designee.
• The principal will notify security/police – call 911
• IF the weapon is not on an individual, the location will be secured, access
limited, and a determination be made that the weapon is really in that locationsecure the problem area and give a– CODE WHITE.
• Upon arrival at the scene, police/security will take control of the situation
and work closely with school officials.
• If the individual has possession of the weapon, control access to him/her.
• Evacuate the immediate area if possible.
• The principal will announce a LOCK DOWN. All classrooms are to be
secured (locked), lights turned off, and students moved from glass doors and
windows. DO NOT CHANGE CLASSES.
• The principal will announce when normal routines may resume CODE
GREEN – All Clear.
VIII. EXPLOSION/FIRE
•
•
•
•
•
•
•
•
•
•
•
Notify the principal
The principal will assess the situation
Attempt to extinguish if a small contained fire
Principal will call 911, Sound fire alarm, Call District Operations, and
Evacuate Building
Provide first aid if needed
Principal will have campus crisis kit available for emergency personnel
Follow instructions of police/fire department personnel
Principal will have maintenance personnel shut off heating and/or air
conditioning system
Keep list of hospitalized persons and place to which students/staff are
evacuated
Principal will keep student and staff away from building until area is declared
safe
Principal will decide whether or not to evacuate to a central location
IX.
DANGER OF SUICIDE
•
•
•
•
•
X.
Immediately refer any potentially suicidal individual to the school counselor
The counselor will assess the situation and notify the principal
HIGH RISK cases are not to be allowed to leave the supervision of school
personnel until a parent or guardian picks them up.
All potential suicide cases must include a parent conference with the principal
in which the parent is asked to sign the documentation of the events and
measures taken. Parents should be referred to community health agencies by
the counselor.
School office personnel will notify the Director of Special Education Services
regarding HIGH RISK cases and request assistance, if needed, from
counselors and psychologists.
INTRUDER IN THE BUILDING WITH WEAPON
•
•
•
•
•
•
•
•
•
•
•
•
•
Notify the principal and security.
Principal will call 911
Principal will call Superintendent
Principal will notify the faculty – code white- cordon off problem area.
Principal announce: ”We have a visitor in the building”.
Principal will lock down the school – do not allow the movement of any
faculty or students until authorized to do so.
Lock down – lock doors, stay away from windows, get under desks so you
cannot be seen from windows and doors, turn off lights. Place a colored card
in the door window pane: red – we are in the room, green – room has been
evacuated.
Students outside of the building should move as far away from the building as
possible. Teachers should remain with students.
Wait for instructions before moving any students or faculty.
Remain calm and convey confidence to the students.
Render aid if necessary without endangering yourself or others.
Evaluate area if safe to do so. If trapped in the danger areas do not be
argumentative or confrontational with the aggressor.
Do not try to be a hero.
The superintendent will communicate with media.
XI.
SEVERE WEATHER
•
•
•
•
•
•
•
•
•
XII.
•
•
•
•
•
•
•
•
•
•
District Operations will advise Superintendent of severe weather
watch/warning.
Principals and director of Transportation will be notified by Superintendent of
action to be taken.
Principal listens to TV or radio for weather announcements.
Principal posts someone to watch cloud situation.
Minimize student movement.
Restrict all activities to interior buildings.
Principal will order everyone to vacate portable buildings, pe, gyms, outdoor
pavilions.
Students will remain on campus with teachers unless Superintendent notifies
otherwise.
Staff should listen to media to determine if they report to work or not.
Telephone tree may be used.
SHOOTING
Notify principal
Principal will call 911
Principal will notify faculty – code white- cordon off problem area.
Principal will lock down the school – do not allow the movement of any
faculty or students until authorized to do so.
Lock down – lock doors, stay away from windows, get under desks so you
cannot be seen from windows and dorrs, turn off lights. Place a colored card
in the door window pane: red – we are in the room, green – room has been
evacuated.
Wait for instructions before moving any students or faculty.
Remain calm and convey confidence to the students.
Render aid if necessary without endangering yourself or others.
Evaluate area if safe to do so. If trapped in the danger areas do not be
argumentative or confrontational with the aggressor.
Do not try to be a hero.
XIII. WEAPON ON CAMPUS
If a student or staff member becomes aware that a weapon is on campus:
• Notify the principal
• The principal will notify the police – call 911
• If the weapon is not on some individual, the location will be secured,
access limited, and a determination be made that the weapon is really in
that location – cordon off problem area – code white.
• Upon arrival at the scene, the police will take control of the situation and
work closely with the school officials.
• If an individual has possession of the weapon, control access to them.
• Evacuate the immediate area if possible.
• The principal will announce a LOCKDOWN. ALL classrooms are to be
secured (locked), lights turned off, and students moved away from glass
doors and windows. DO NOT CHANGE CLASSES.
• The principal will announce when normal routines may resume.
XIV. COMMUNICATION WITH MEDIA GUIDELINES
•
•
•
•
Refer all calls, including parents, to Superintendent’s office
Public Relations will prepare a statement for media
Media should not be allowed on campus.
Principal/Superintendent shall coordinate with police public information
officer.
CLASSROOM REQUIREMENTS:
These things should be posted or mounted in your classroom at all times:
1. Exit routes for fire and tornado (by or on door)
2. Discipline Plan: classroom rules, positive and negative consequences
3. Flag
4. Maps (please do not store these in the closet)
5. Bulletin boards attractively displayed (hallway also).
HCISD CRISIS MANAGEMENT PLAN
CRISIS PLAN INCLUDES:
•
•
•
•
•
•
•
•
•
•
Accident/Death at School
Bomb Threat
Biological /Chemical Threat
Campus Crisis Kit
Co-curricular /Extracurricular
Events
Codes
Communication / Media
Guidelines
Danger of Suicide
Demonstrations/Protest
Evacuation Procedures
•
•
•
•
•
•
•
•
•
•
•
•
Explosion/Fire
Fight
General Guidelines for Safety
HCISD District Kit for HPD
Hurricane
Intruder in Building w/Weapon
Severe Weather
Suspicious Mail
Tornado/Severe Storm
Train Derailment
Violent Individual
Weapons on Campus
I. ACCIDENT / DEATH AT SCHOOL
• Call for emergency assistance (police/paramedics/etc.) and the school
nurse.
• Emergency first aid should be administered b y trained personnel until
nurse arrives.
• Clear students from the area.
• Do not move victim unless location is dangerous.
• Inform the superintendent who will notify other administrators.
• Notify the family of the injured/deceased. Next of kin should be notified
in person.
• Alert counselors at the campuses in which siblings are enrolled.
• Inform staff and student body. Using the address system or having an
assembly is not recommended.
• Memos may be sent to the teachers, or administrators and counselors may
visit classrooms to convey the information.
• See that counselors provide counseling, paying particular attention to
friends of the injured/deceased and persons with recent losses or a history
of suicide threats or attempts. Some students will need to be seen
individually; others may benefit by sharing.
• Determine the most effective method to inform parents about the
injury/death, what the school is doing, and what reactions to expect from
their children.
• Hold a faculty meeting as soon as possible to process feelings and plan for
the anticipated reactions of students.
• Relay additional information (funeral arrangements, etc.) as it becomes
available.
• Make arrangements for substitutes should they be needed for faculty
members to attend funeral. Teachers should not be responsible for taking
students.
• Visit the home and attend funeral.
• Plan follow-up counseling for students/staff.
II. BOMB THREAT
•
•
Principal will call District Operations After 7:30 am call 427-3300
Principal establishes him/herself at a designated area located by the PA
system. Principal remains stationary in order to direct staff to necessary
locations and for staff to report result of preliminary search.
• Intercom announcement: Code “BLUE”
• Students remain in classrooms. Conduct preliminary search.
• Staff visually surveys their assigned areas and adjoining hall areas for any
unusual objects (boxes, packages, pieces of construction debris, out of
place lunch boxes / bags, backpacks, etc.)
• Custodians’ survey assigned areas outside.
• Object found:
o Notify Principal
Call 911
Do not use 2- way radios / pagers / or turn lights off / on
Go to evacuation procedures
• No object found: Code “GREEN”
III. BY TELEPHONE – BIOLOGICAL / CHEMICAL THREAT
• Remain calm.
• Keep the caller on the line as long as possible.
• Notify principal/supervisor.
• Principal calls District Operations: After 7:30 am Call 427-3300
• Management at the site will determine whether to turn off HVAC system,
to evacuate the targeted area, or to call 911
• Keep any employees who might have been exposed to a chemical or
biological agent separated from those who were not exposed.
• DO NOT allow personnel to leave the area until released by public health
officials.
IV. CAMPUS CRISIS KIT
• Emergency Procedures Flip Chart
• Campus Floor Plan / Blueprint –
designated area by P.A. system
telephone locations
chemical area(s) designated
electrical main designated
water main designated
•
•
•
•
Door Keys
Staff Directory
Student Roster
Megaphone/loudspeaker
V. CO-CURRICULAR / EXTRACURRICULAR EVENTS
An administrator /teacher in charge must be at all co-curricular
/extracurricular events.
Assigned administrator/teacher in-charge must be familiar with the HCISD
Crisis Management Plan (flip Chart)
•
•
Emergency situation – administrator/teacher in-charge calls:
1) 911
2) Campus Principal
Campus Principal will notify Superintendent
VI. CODES
Blue
Green
White
4
3
2
1
Bomb Threat
All Clear
Cord on/off problem areas
Severe Thunderstorms Watch/Warning
Tornado Watch
Tornado Warning
Tornado Approaching
VII. COMMUNICATION WITH MEDIA GUIDELINES
•
•
•
•
Refer all calls, including parents, to Superintendent’s office
Public Relations will prepare a statement for media
Media should not be allowed on campus.
Principal/Superintendent shall coordinate with HPD Public Information
Officer (PIO).
VIII. DANGER OF SUICIDE
• Immediately refer any potentially suicidal individual to the school counselor.
•
•
•
•
The counselor will assess the situation and notify the principal and/or
designee.
HIGH RISK cases are not to be allowed to leave the supervision of school
personnel until a parent or guardian picks them up.
All potential suicide cases must include a parent conference with the principal
in which the parent is asked to sign the documentation of the events and
measures taken. Parents should be referred to community health agencies by
the counselor.
School office personnel will notify the Director of Special Education Services
regarding HIGH RISK cases and request assistance, if needed, from
counselors and psychologists.
IX. DEMONSTRATIONS / PROTEST ACTIVITY
• Identify the group and the purpose of the protest/demonstration.
• Determine if medication is needed.
• Refuse permission for unauthorized personnel to enter school property. If
protest group is already on school premises, request that the members vacate
immediately.
• Assign staff to all building entrances to prevent further disturbances inside
facilities.
• Advise teachers to keep classroom doors closed.
• Keep faculty informed through memos or personal contact.
• Prepare for community meetings that may be needed to respond to the
demands or problems identified by the protestors.
• Refer to board policy for disciplinary action if students are involved in
demonstrations and create, or threaten to create, a substantial disruption in
class or school operations.
• If demonstration escalates, principal calls HPD and notifies superintendent
and HPD.
X. EVACUATION PROCEDURES
• Must be developed by each campus and placed in each Campus Management
Plan Flip Chart.
• Each campus should label each area and/or building within the school (i.e. 200
hall, Unit I, Wing III).
• Every staff member should know the school areas by designated names.
• Develop campus evacuation procedures anticipating an emergency occurring
in any of the areas.
• Example:
o Emergency in hall 200.
o Evacuate halls 300, 400, 500, 600 out east door into the practice field.
• Develop procedures for all campus areas.
• Designate gathering areas for all exit possibilities on campus.
•
Casa de Amistad is the designated central gathering location if students must
be removed from campus.
XI. EXPLOSION / FIRE
• Notify the principal
• The principal will assess the situation
• Attempt to extinguish if a small contained fire
• Principal will call 911, Sound fire alarm, Call District Operations 427-3300,
and Evacuate Building (Teachers should have class rosters) – see Evacuation
Procedures
• See that first aid is provided
• Principal will have campus crisis kit available for emergency personnel
• Follow instructions of police/fire department personnel
• Have maintenance personnel shut off heating and/or air conditioning system
• Keep list of hospitalized persons and place to which students/staff are
evacuated
• Keep student and staff away from building until area is declared safe
• Principal will decide whether or not to evacuate to a central location
XII. FIGHT
• Evaluate incident.
• Observe the possession of weapon.
• Call for additional assistance from administrators/security.
• Isolate area - ask all non-involved persons to leave.
• Remove students to office.
• Principal will call the HPD if necessary for arrest.
XIII. GENERAL GUIDELINES FOR SAFETY
• Be alert and aware of your surroundings
• Report anything that seems unusual or suspicious to administrator or
supervisor.
•
Examples include:










A person or people who seem to be watching the campus
Unusual smells for the location
Pooled liquid with no known source
Abandoned spraying devices
Apparent tampering with HVAC system (heating/cooling system)
Suspicious packages or containers
Unusual fogs, clouds, or mists indoors
Medical symptoms of distress in others
Several people displaying similar symptoms
Signs of explosives
 Unusual numbers of dead animals, birds, or insects
XIV. HCISD DISTRICT KIT FOR HPD
• District Map – Location of all campuses
• Campus Floor Plan/Blueprint –
designated area by P.A. system
telephone locations
chemical areas(s) designated
electrical main designated
water main designated
• Door Keys
• Campus Contacts
• District Administration
XV. HURRICANE
• Hurricane watch – an announcement issued by the U.S. Weather Bureau to the
general public that a hurricane is near enough that we should listen for further
developments.
• Hurricane warning – an announcement that a hurricane is expected to hit within
24 hours.
HURRICANE WARNING
• Superintendent / designee closes school. Telephone tree begins.
• All principals are to be on standby to assist with their facility in the event
such facility needs to be designated as an emergency shelter.
• The superintendent or designee will designate the shelters to be opened.
• When a shelter is designated, the principal for that facility will be notified.
The principal will report to his/her campus for the purpose of coordinating
shelter operations.
• Red Cross Shelter Coordinator will assist in organizing and operating the
shelter. District personnel will follow the protocol dictated by the
American Red Cross.
• Keep your radio or television turned on and listen for the latest alerts,
warnings or advisories. If power fails, use your car radio or a battery
powered portable radio.
• Have flashlights and /or other emergency lights available.
• Whenever possible have classroom furniture moved to the walls opposite
windows that might break and cause water damage.
• Notify staff to remove personal items.
XVI. INTRUDER IN THE BUILDING WITH WEAPON
• Notify the principal and/or designee and/or security.
• Call 911
•
•
•
•
•
•
•
•
•
•
•
Call Superintendent
Principal will notify the faculty – CODE WHITE- cordon off problem area.
Principal announce: “We have a visitor in the building”.
Principal will lock down the school – do not allow the movement of any
faculty or students until authorized to do so.
LOCK DOWN – lock doors, stay away from windows, get under desks so
you cannot be seen from windows and doors, turn off lights. Place a colored
card in the door window pane: RED – we are in the room, GREEN–
room has been evacuated.
Students outside of the building should move as far away from the building as
possible. Teachers should remain with students.
Wait for instructions before moving any students or faculty.
Remain calm and convey confidence to the students.
Render aid if necessary without endangering yourself or others.
Evaluate area if safe to do so. If trapped in the danger areas do not be
argumentative or confrontational with the aggressor.
Do not try to be a hero.
The superintendent will communicate with media.
XVII. SEVERE WEATHER
• District Operations will advise Superintendent /designee of severe weather
WATCH/WARNING
• Principals and Director of Transportation will be notified by Superintendent of
action to be taken.
• Principal listens to T.V. or radio for weather announcements.
• Principal posts someone to watch cloud situation.
• Minimize student movement.
• Restrict all activities to interior buildings.
• Vacate portable buildings, P.E., gyms, outdoor pavilions.
• Staff should listen to media to determine if they report to work or not.
• Telephone tree may be used.
XVIII. SUSPICIOUS MAIL
• Remain calm.
• Seal envelope in zip lock bag. Avoid touching it any further or disrupting the
contents.
• If some of the contents came into contact with your clothes, gently remove
any contaminated outer garments before leaving the immediate area.
• Move to an area that will minimize your exposure to others. Avoid contact
with others when possible.
• Do not let anyone else touch the envelope or its contents.
• Notify principal or supervisor.
•
•
•
•
•
Principal will assess the situation to determine 911 call or call District
Operations.
Call Superintendent.
Have everyone who touched the envelope or envelope contents thoroughly
wash their hands with soap and water. Comply with any further instructions
from emergency responders and public health authorities. DO NOT allow
anyone to leave the area until released by emergency responders or public
health officials.
List the names and telephone numbers of all individuals who touched the
letter and/or envelope.
Provide the list to public health authorities.
XIX. TORNADO/ SEVERE STORM
• Designate the best protected areas in the building – Avoid windows, gyms,
or any room with wide free high roof.
• A tornado watch is called by the US Weather Service when a condition is
occurring where there is a better than normal chance of dangerous weather.
• A tornado warning is called by the US Weather Service when a tornado is
spotted or reported in the area.
Tornado Watch – CODE 3
• District operations will advise the superintendent / designee of severe
watch /warning.
• Be alert to developing situations
• Keep your class roll book or register ready
• Stay calm; continue with class assignments.
Tornado Watch – CODE 2
• Superintendent or designee will notify principals and director of
transportation of action to be taken.
• Principals post someone to watch cloud situation
• If a tornado is spotted or reported in your area, sound the alarm
immediately.
• All teachers shall have an accurate class roll or register and shall keep
this register with them.
• Move everyone immediately to pre-designated area (inner hallways,
inside wall on bottom floor or best available space away from
windows) vacate auditoriums, gymnasiums, portable buildings, or
other rooms with large roof spans.
• Do not leave the building except to go to the pre-designated, safer
building unless instructed to do so by the civil authorities in charge;
keep abreast of who these civil authorities might be (police, fire
department, civil defense).
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If a tornado is spotted or reported as being imminent, assume disaster
drill position.
If your building is struck by a tornado: have maintenance personnel
turn off gas and electricity at the main switches.
Activate first aid to person(s).
Evacuate damaged area cautiously to a safe building / area.
The injured should be moved as little as possible. All injured should be
noted and all missing should be reported immediately.
Keep a record of those persons who are taken to the hospital and
locations of evacuated persons.
Notification of all damage and injury should be made to
superintendent as soon as possible by radio or special messenger.
XX. TRAIN DERAILMENT
Be prepared to evacuate if advised to do so.
• Get children inside the building – Shelter-in-place – Students and staff are
held in the building, windows and doors are sealed and all ventilation systems
are shut off. Limited movement is allowed. Shelter-in-place is most effective
during emergencies involving hazardous materials which produce toxic vapors
outside of the facility. Taking shelter inside a sealed building is highly
effective in keeping students and staff safe.
• Call 911
• Call Maintenance Department
• Call Superintendent
• Call Transportation Department 9if buses are needed to evacuate)
XXI. VIOLENT INDIVIDUAL
• The principal and/or designee should be advised of the threatening or violent
behavior.
• NEVER GRAB OR TOUCH AN ACTING –OUT OR VIOLENT
STUDENT UNLESS HE/SHE IS CAUSING HARM TO
HIMSELF/HERSELF OR OTHERS.
• Establish verbal contact with the individual, using a calm, low-toned voice. If
the behavior does not cease, shout “STOP” and then lower voice and invite
the student to talk about his/her problems somewhere else. Make certain that
the student feels that he/she is being heard, not talked “at”.
• Try to get the individual to a more isolated area so he/she can calm
him/herself down without losing face. If all other interventions are
unsuccessful, then physical intervention, carefully executed, should be
considered.
• Place the student in a secure, secluded room for TIME OUT. Do not leave
the student unattended until the situation is completely resolved.
• Attempt to calm the student by listening and giving him/her the opportunity
to express his/her opinion and view.
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Call the Harlingen Police Department if necessary.
Contact parents.
Document the events including a description of the event and measures
taken.
XXII. WEAPON ON CAMPUS
If a student or staff member becomes aware that a weapon is on campus:
• Notify principal and/or designee.
• The principal will notify security/police – call 911
• IF the weapon is not on an individual, the location will be secured, access
limited, and a determination be made that the weapon is really in that locationsecure the problem area and give a– CODE WHITE.
• Upon arrival at the scene, police/security will take control of the situation
and work closely with school officials.
• If an individual has possession of the weapon, control access to them.
• Evacuate the immediate area if possible.
• The principal will announce a LOCK DOWN. All classrooms are to be
secured (locked), lights turned off, and students moved from glass doors and
windows. DO NOT CHANGE CLASSES.
• The principal will announce when normal routines may resume CODE
GREEN – All Clear.
CLASSROOM REQUIREMENTS:
These things should be posted or mounted in your classroom at all times:
1. Exit routes for fire and tornado (by or on door)
2. Discipline Plan: classroom rules, positive and negative consequences
3. Flag
4. Maps (please do not store these in the closet)
5. Bulletin boards attractively displayed (hallway also).
CHARACTER CARD GRADING SCALE
E=4 pts
G=3 pts
S=2 pts
N=1 pt
U=0 pts
5 day week
4 day week
3 day week
19-20=E
15-18=G
10-14=S
5-9=N
0-4=U
15-16=E
12-14=G
8-11=S
4-7=N
0-3=U
11-12=E
9-10=G
6-8=S
3-5=N
0-2=U
Converting Character Card Grades to Report Card Grades
90-100=E
80-89=G
75-79=S
70-74=N
69 and below=U