student

handbook
2013|2014
AND CODE OF CONDUCT
student
handbook
AND CODE OF CONDUCT
Te Student Handbook and Code of Conduct is provided as a general
reference guide for students and parents and does not constitute
a policy of the school district. To the extent laws or policy are
addressed in this publication, the Student Handbook and Code of
Conduct is for informational purposes only and any discrepancy in
the information contained herein is superseded by federal, state or
local law. Te ofcial policy manual of the Dallas lSD is maintained
by the Ofce of Board Services and is available to the public both in
the Ofce of Board Services and on the school districts website at
http://www.dallasisd.org.
2013|2014
i


Table of Contents
REQUIRED NOTICES AND INFORMATION FOR PARENTS ........................................................................... 1
PARENT RESPONSIBILITIES ............................................................................................................................ 1
Parent Involvement in Schools Receiving Title I Funds ................................................................................... 1
PARENTAL RIGHTS .......................................................................................................................................... 1
Accessing Student Records ............................................................................................................................ 1
Accommodations for Children of Military Families ........................................................................................... 1
Asbestos Management Plan ............................................................................................................................ 2
Corporal Punishment ....................................................................................................................................... 2
Directory Information ....................................................................................................................................... 2
Displaying Student Artwork and Projects......................................................................................................... 2
Excusing a Student from Reciting the Pledges to the U.S. and Texas Flags .................................................. 2
Excusing a Student From Reciting a Portion of the Declaration of Independence .......................................... 2
Granting Permission to Receive Parenting and Paternity Awareness (p.a.p.a.) Instruction ............................ 2
Granting Permission to Video or Audio Record a Student ............................................................................... 2
Obtaining Information and Protecting Student Rights ...................................................................................... 3
Opting Out of Surveys and Activities ............................................................................................................. 3
Pest Management Plan ................................................................................................................................... 3
Public Information Requests ............................................................................................................................ 3
Release of Student Information to Military Recruiters and Institutions of Higher Education ............................ 3
Removing a Student Temporarily from the Classroom .................................................................................... 3
Removing a Student from Human Growth, Development, and Sexuality Instruction ....................................... 3
Requesting Classroom Assignment for Multiple Birth Siblings ........................................................................ 4
Requesting Limited or No Contact with a Student through Electronic Media................................................... 4
Requesting Notices of Certain Student Misconduct ........................................................................................ 4
Requesting Professional Qualifications of Teachers and Staff ........................................................................ 4
Reviewing Instructional Materials .................................................................................................................... 5
School Health Advisory Council ...................................................................................................................... 5
School Safety Transfers .................................................................................................................................. 5
Student Records .............................................................................................................................................. 5
Students Who Speak a Primary Language Other than English ....................................................................... 6
PARENTS OF STUDENTS WITH DISABILITIES ............................................................................................... 6
Options and Requirements for Providing Assistance to Students Who Have Learning Difficulties or Who Need
or May Need Special Education Services ........................................................................................................ 6
Request for the Use of a Service Animal ......................................................................................................... 7
504 of the Rehabilitation Act of 1973 ............................................................................................................. 7
STUDENT HANDBOOK SECTION II .................................................................................................................. 8
INFORMATION FOR STUDENTS AND PARENTS ............................................................................................ 8
ii


ABSENCES/ATTENDANCE ............................................................................................................................... 8
Compulsory Attendance .................................................................................................................................. 8
Exemptions to Compulsory Attendance .......................................................................................................... 8
Failure to Comply with Compulsory School Attendance Notice ....................................................................... 9
Attendance for Credit ...................................................................................................................................... 9
Official Attendance-Taking Time ..................................................................................................................... 9
Documentation after an Absence .................................................................................................................... 9
Doctors Note after an Absence for Illness ...................................................................................................... 9
Drivers License Attendance Verification ....................................................................................................... 10
Military Dependents ....................................................................................................................................... 10
Temporary Absence ...................................................................................................................................... 10
ACADEMIC PROGRAMS ................................................................................................................................. 10
BULLYING ........................................................................................................................................................ 10
CAREER AND TECHNICAL EDUCATION (CTE) PROGRAMS ....................................................................... 10
Career Pathways ........................................................................................................................................... 10
CHILD ABUSE AND DOMESTIC ...................................................................................................................... 11
VIOLENCE PREVENTION................................................................................................................................ 11
CLASS RANK / TOP TEN PERCENT / HIGHEST RANKING STUDENT ................................................... 11
Top Ten Percent: College and University Admissions ................................................................................... 12
Valedictorian and Salutatorian (Highest Ranking Students) .......................................................................... 12
CLASS SCHEDULES ....................................................................................................................................... 12
COLLEGE AND UNIVERSITY .......................................................................................................................... 13
ADMISSION ...................................................................................................................................................... 13
COLLEGE CREDIT COURSES ........................................................................................................................ 13
COMPLAINTS AND CONCERNS ..................................................................................................................... 14
CONDUCT ........................................................................................................................................................ 14
Applicability of School Rules ......................................................................................................................... 14
Disruptions of School Operations .................................................................................................................. 14
Social Events ................................................................................................................................................. 14
CORRESPONDENCE COURSES .................................................................................................................... 14
COUNSELING .................................................................................................................................................. 14
COURSE CREDIT ............................................................................................................................................ 15
CREDIT BY EXAM ............................................................................................................................................ 15
If a Student Has Taken the Course ............................................................................................................... 15
If a Student Has Not Taken the Course ......................................................................................................... 16
DATING VIOLENCE ......................................................................................................................................... 16
DISCRIMINATION AND HARASSMENT; RACIAL, ETHNIC, RELIGIOUS, GENDER, GENDER IDENTITY,
GENDER EXPRESSION, SEXUAL ORIENTATION, DISABILITY, AND NATIONAL ORIGIN; AND
RETALIATION .................................................................................................................................................. 16
iii


Discrimination ................................................................................................................................................ 16
Harassment: Including Racial, Ethnic, Religious, Disability, Gender, Gender Identity, Gender Expression, and
Sexual Orientation ......................................................................................................................................... 17
Sexual Harassment ....................................................................................................................................... 17
Retaliation ..................................................................................................................................................... 17
Reporting Procedures ................................................................................................................................... 17
Investigation of Report .................................................................................................................................. 17
DISTANCE LEARNING .................................................................................................................................... 17
DISTRIBUTION OF PUBLISHED MATERIALS OR DOCUMENTS .................................................................. 18
School Materials ............................................................................................................................................ 18
Nonschool Materials...from students ............................................................................................................. 18
Nonschool Materials...from others ................................................................................................................. 18
DRESS AND GROOMING ................................................................................................................................ 18
Grades Pre-K - 8 ........................................................................................................................................... 18
Grades 9-12 .................................................................................................................................................. 19
All grades ...................................................................................................................................................... 19
ELECTRONIC DEVICES AND .......................................................................................................................... 19
TECHNOLOGY RESOURCES ......................................................................................................................... 19
Possession and Use of Personal Telecommunications Devices, Including Cellular Phones ......................... 19
Possession and Use of Other Personal Electronic Devices .......................................................................... 20
Instructional Use of Personal Telecommunications and Other Electronic Devices ........................................ 20
Acceptable Use of District Technology Resources ........................................................................................ 20
Unacceptable and Inappropriate Use of Technology Resources ................................................................... 20
EXTRACURRICULAR ACTIVITIES, CLUBS, AND ORGANIZATIONS ............................................................ 21
Academic Requirements (No Pass/No Play) ................................................................................................. 21
Eligibility for All Extracurricular Participants After the First Six Weeks of the School Year ............................ 21
FUND-RAISING ................................................................................................................................................ 22
GANG-FREE ZONES ....................................................................................................................................... 22
GRADE CLASSIFICATION ............................................................................................................................... 22
GRADING ......................................................................................................................................................... 22
Guidelines, Report Cards, and Progress Reports ......................................................................................... 22
Grading Pre-K-1 ............................................................................................................................................ 23
Numerical Grades for 2-12 ............................................................................................................................ 23
GRADUATION .................................................................................................................................................. 23
Requirements for a Diploma .......................................................................................................................... 23
Graduation or Certificate of Attendance for Students with Disabilities ........................................................... 23
Certificate of Coursework Completion ...................................................................................................... 23
Graduation Expenses.................................................................................................................................. 23
Graduation Programs .................................................................................................................................... 24
iv


HAZING ............................................................................................................................................................ 29
HEALTH INFORMATION AND REQUIREMENTS ........................................................................................... 29
Bacterial Meningitis ....................................................................................................................................... 29
Contagious Diseases/ Conditions .................................................................................................................. 30
Food Allergies ............................................................................................................................................... 30
Health Screenings ......................................................................................................................................... 30
Immunization ................................................................................................................................................. 30
Medication at School ..................................................................................................................................... 30
Psychotropic Drugs ....................................................................................................................................... 31
Tobacco Prohibited ....................................................................................................................................... 31
HOMELESS STUDENTS .................................................................................................................................. 31
HOMEWORK .................................................................................................................................................... 31
LAW ENFORCEMENT AGENCIES .................................................................................................................. 31
Questioning of Students ................................................................................................................................ 31
Students Taken Into Custody ........................................................................................................................ 31
Notification of Law Violations ......................................................................................................................... 32
LEAVING CAMPUS .......................................................................................................................................... 32
LIMITED ENGLISH PROFICIENT STUDENTS ................................................................................................ 32
LOST AND FOUND .......................................................................................................................................... 33
MAKEUP WORK ............................................................................................................................................... 33
Makeup Work After an Absence .................................................................................................................... 33
DAEP or In-school Suspension Makeup Work .............................................................................................. 33
NONDISCRIMINATION POLICY ...................................................................................................................... 33
NONTRADITIONAL ACADEMIC PROGRAMS ................................................................................................. 33
Adult Basic Education ................................................................................................................................... 33
J.L. Patton, Jr. Academic Center ................................................................................................................... 33
Early College Programs................................................................................................................................. 34
Kathlyn Joy Gilliam Collegiate Academy ....................................................................................................... 34
Evening Academy ......................................................................................................................................... 34
Maya Angelou High School ........................................................................................................................... 34
Middle College High School at El Centro College ......................................................................................... 34
Reconnection Centers ................................................................................................................................... 34
Trinidad Trini Garza Early College High School .......................................................................................... 34
PHYSICAL ACTIVITY ....................................................................................................................................... 34
Physical Fitness Assessment ........................................................................................................................ 35
PLEDGES OF ALLEGIANCE AND A MINUTE OF SILENCE ........................................................................... 35
PRAYER ........................................................................................................................................................... 35
PROMOTION AND RETENTION ...................................................................................................................... 35
Grades Pre-K - 8 ........................................................................................................................................... 35
v


PSYCHOLOGICAL AND SOCIAL SERVICES .................................................................................................. 36
Psychological Exams, Tests, or Treatment ................................................................................................... 36
RELEASE OF STUDENTS FROM SCHOOL .................................................................................................... 36
REPORT CARDS AND CONFERENCES......................................................................................................... 36
SAFETY ............................................................................................................................................................ 36
Emergency Medical Treatment and Information ............................................................................................ 37
Emergency School-Closing Information ........................................................................................................ 37
SCHOOL LUNCH PROGRAM .......................................................................................................................... 37
SEARCHES, METAL DETECTORS, AND VIDEO CAMERAS ......................................................................... 37
SPECIAL PROGRAMS ..................................................................................................................................... 37
STANDARDIZED TESTING .............................................................................................................................. 37
STAAR (State of Texas Assessments of Academic Readiness) ................................................................... 38
End-of-Course (EOC) Assessments for Students in Grades 912 ................................................................ 38
Impact of STAAR/EOCs on Graduation Plans ............................................................................................... 39
TAKS (Texas Assessment of Knowledge and Skills) .................................................................................... 39
TSI (Texas Success Initiative) Assessment ................................................................................................... 39
STEROIDS ........................................................................................................................................................ 39
STUDENT SPEAKERS ..................................................................................................................................... 39
SUBSTANCE ABUSE PREVENTION AND INTERVENTION ........................................................................... 39
SUICIDE AWARENESS ................................................................................................................................... 39
SUMMER SCHOOL/EXTENDED YEAR PROGRAMS ..................................................................................... 40
Grades 1-8 .................................................................................................................................................... 40
Grades 9-12 .................................................................................................................................................. 40
TEEN PREGNANCY AND PARENTING RELATED SERVICES ...................................................................... 40
TRANSFERS BETWEEN DISTRICT SCHOOLS .............................................................................................. 40
General Authority .......................................................................................................................................... 40
Curriculum Transfers ..................................................................................................................................... 40
Hardship and Medical Transfers .................................................................................................................... 40
School Choice Transfers/Public Education Grant (PEG) ............................................................................... 41
School Choice/No Child Left Behind (NCLB) ................................................................................................. 41
Senior Option ................................................................................................................................................ 41
Transfer of Students Who Move During a Semester ..................................................................................... 41
TRANSPORTATION ......................................................................................................................................... 41
Buses and Other School Vehicles ................................................................................................................. 41
School-Sponsored Trips ................................................................................................................................ 41
Student Bus Riders Conduct ........................................................................................................................ 42
VANDALISM ..................................................................................................................................................... 42
VIDEO CAMERAS ............................................................................................................................................ 42
VISITORS TO THE SCHOOL ........................................................................................................................... 42
vi


VENDING MACHINES ...................................................................................................................................... 43
VOLUNTEERING .............................................................................................................................................. 43
WITHDRAWING FROM SCHOOL .................................................................................................................... 43
Glossary ............................................................................................................................................................ 44



1


STUDENT HANDBOOK SECTION I
REQUIRED NOTICES AND INFORMATION FOR PARENTS
This section of the Dallas ISD Student Handbook includes several notices that the district is required to provide
to you, as well as other information on topics of particular interest to you as a parent
PARENT RESPONSIBILITIES
Every parent is a role model to their child for teaching
and learning. When parents are involved in their
childs education, grades, attendance and behavior
improves. Preparing every child for academic suc-
cess is the goal for all district personnel. Dallas ISD
recognizes parents in this partnership. As a parent in
this partnership, you are expected to:
Support school, district, and classroom
rules for student behavior, dress code, and
ensure that your children conduct them-
selves according to district standards.
Provide current home address and home,
work, and cell phone numbers to school
staff for emergency purposes.
Ensure childs attendance at school as re-
quired by law and provide written note to ex-
plain absences and tardies.
Provide the appropriate school personnel
with any information that will affect your
childs ability to learn.
Cooperate with the school nurse to obtain
state-required immunizations. Follow pro-
cedures for administration of medications at
school and take/keep your child at home
when ill.
Emphasize the importance of education
and set high expectations for your childs
academic success.
Make sure your child completes assign-
ments and projects and comes to school
each day prepared, rested, and ready to
learn.
Create a learning environment at home
where your child can read, study, and do
homework.
Monitor your childs progress and encour-
age your child to attend school tutorials as
needed.
Discuss school assignments and report
cards with your child. Request a conference
with the teacher if your child receives a fail-
ing grade for the reporting period. If you
would like to schedule a conference, call the
school office for an appointment during the
teachers conference period.
Know what your child is taught and tested in
every subject, every year.
Stay informed of your childs activities by at-
tending parent conferences and meetings.
Volunteer at your childs school.
Read and discuss with your child the Stu-
dent Code of Conduct handbook before
signing and returning to the school.
Parent Involvement in Schools Receiving Ti-
tle I Funds
Each Title I eligible campus will hold an annual meet-
ing for parents in order to:
Provide timely information concerning the
school's participation in Title I, as well as ex-
plain the program and requirements, includ-
ing parents right to be involved;
Provide information regarding the curricu-
lum, state and local assessments, and aca-
demic performance expectations;
Jointly develop an agreed upon campus
parent involvement policy, establishing the
schools expectations for parental involve-
ment. The policy will be distributed to par-
ents of all children participating in Title I,
Part A programs.
PARENTAL RIGHTS
Accessing Student Records
A parent is entitled to access all written records of the
District concerning the parents child. These records
include: attendance records, test scores, grades, dis-
ciplinary records, counseling records, psychological
records, applications for admissions, health and im-
munization information, other medical records,
teacher and counselor evaluations, reports of behav-
ioral patterns, and state assessment instruments that
have been administered to your child. [See Student
Records]
Accommodations for Children of Military
Families
Children of military families will be provided flexibility
regarding certain district requirements, including im-
munization requirements; grade level, course, or ed-
ucational program placement; eligibility requirements
for participation in extracurricular activities; and grad-
uation requirements. In addition, absences related to
a student visiting with his/her parent related to leave
or deployment activities who has been called for ac-
tive duty, is on leave from, or is returning from a de-
ployment of at least 4 months, may be excused by
the district.
2


Additional information may be found at
http://www.tea.state.tx.us/in-
dex2.aspx?id=7995http://www.tea.state.tx.us/in-
dex2.aspx?id=7995
Asbestos Management Plan
The district works diligently to maintain compliance
with federal and state laws governing asbestos in
school buildings. An asbestos management plan has
been developed for each school and submitted to the
Texas Department of State Health Services for ap-
proval. An updated management plan for the school
is kept on campus and can be made available for in-
spection by parents, school personnel, and the public
within five working days after a request is received.
For additional information see policy CKA (LEGAL).
Corporal Punishment
District policy prohibits the use of corporal punish-
ment. [See policy FO (LOCAL).]
Directory Information
The law permits the district to designate certain per-
sonally identifiable information about students as di-
rectory information. The district has designated the
following categories of information as directory infor-
mation: student name, address, telephone listing,
date and place of birth, major field of study, participa-
tion in an officially recognized activity or sport, weight
and height of members of athletic teams, dates of at-
tendance, degrees and awards received, grade level,
and most recent previous educational agency or in-
stitution attended. This directory information will be
released to anyone who follows the procedures for
requesting directory information. However, the par-
ent or an eligible student may prevent the release of
a students directory information. The written objec-
tion to the release of directory information shall be
sent to the students principal within 10 school days
after the annual notice is given concerning directory
information. A Student Directory Information form
should have been included in the student enrollment
packet. If you did not receive one from your childs
school and you wish to withhold directory infor-
mation, please contact your principal.
Displaying Student Artwork and Projects
Teachers may display students work either in a
classroom or on and off campus as recognition of
student achievement. However, the district will ob-
tain parental consent before displaying a students
artwork, special projects, photographs taken by a
student, and the like, either on the districts web site,
in printed material, by video, or any other method of
mass communication.


Excusing a Student from Reciting the
Pledges to the U.S. and Texas Flags
You may request that your child be excused from
participation in the daily recitation of the Pledge of
Allegiance to the United States flag and the Pledge
of Allegiance to the Texas flag. The request must be
in writing. State law does not allow your child to be
excused from participation in the required minute of
silence. Students may reflect, pray, or meditate, or
engage in any silent activity that does not interfere
with or distract another student during this time. [See
EC (LEGAL)]
Excusing a Student From Reciting a Portion
of the Declaration of Independence
You may request that your child be excused from rec-
itation of a portion of the Declaration of Independ-
ence. State law requires students in social studies
classes in grades 312 to recite a portion of the text
of the Declaration of Independence during Celebrate
Freedom Week unless (1) you provide a written
statement requesting that your child be excused, (2)
the district determines that your child has a consci-
entious objection to the recitation, or (3) you are a
representative of a foreign government to whom the
United States government extends diplomatic im-
munity. [See policy EHBK(LEGAL).]
Granting Permission to Receive Parenting
and Paternity Awareness (p.a.p.a.) Instruc-
tion
If your child is under 14 years of age, your permission
is required for him or her to participate in the health
education instructional unit that includes p.a.p.a.
Teaching p.a.p.a. in health class and obtaining par-
ent permission for students under 14 years of age
conforms to the Texas Education Code, Section
28.002. You are invited to browse the curriculum vid-
eos, handouts, and goals on the Texas Attorney
Generals webpage.
Click on Child Support, then p.a.p.a. at
www.texasattorneygeneral.gov
Granting Permission to Video or Audio Rec-
ord a Student
You may grant or deny any written request from the
district to make a video or voice recording of your
child. State law, however, permits the school to
make a video or voice recording without parental per-
mission for the following circumstances: 1) when it is
to be used for school safety, including the mainte-
nance of order and discipline in common areas of the
school or on school buses; 2) when it relates to class-
room instruction or a co-curricular or extracurricular
activity; 3) when it relates to regular classroom in-
struction; or 4) when it relates to media coverage of
the school.
3


Obtaining Information and Protecting Stu-
dent Rights
Your child will not be required to participate without
parental consent in any survey, analysis, or evalua-
tionfunded in whole or in part by the U.S. Depart-
ment of Educationthat concerns:
Political affiliations or beliefs of the student
or the students parent.
Mental and psychological problems of the
student or the students family.
Sexual behavior or attitudes.
Illegal, anti-social, self-incriminating, and
demeaning behavior.
Critical appraisals of other individuals with
whom respondents have a close family re-
lationship.
Legally recognized privileged or analogous
relationships, such as those of lawyers,
physicians, and ministers.
Religious practices, affiliations, or beliefs of
the student or parents.
Income, except when the information is re-
quired by law and will be used to determine
the students eligibility to participate in a
special program or to receive financial as-
sistance under such a program.
You will be able to review the survey or other instru-
ment and any instructional materials used in connec-
tion with such a survey, analysis, or evaluation. [For
further information, see policy EF(LEGAL).]
Opting Out of Surveys and Activities
As a parent, you have a right to receive notice of and
deny permission for your childs participation in:
Any survey concerning the protected infor-
mation listed above, regardless of funding.
School activities involving the collection,
disclosure, or use of personal information
gathered from your child for the purpose of
marketing the information, or otherwise dis-
tributing the information to others.
Any non-emergency, invasive physical ex-
amination or screening required as a condi-
tion of attendance, administered and sched-
uled by the school in advance, and not nec-
essary to protect the immediate health and
safety of the student or of other students.
[See policy EF.]
As a parent, you may review any survey created by
a third party before the survey is administered or dis-
tributed to your child.
Pest Management Plan
The district is required to follow integrated pest man-
agement (IPM) procedures to control pests on school
grounds. Although the district strives to use the saf-
est and most effective methods to manage pests, in-
cluding a variety of non-chemical control measures,
pesticide use is sometimes necessary to maintain
adequate pest control and ensure a safe, pest-free
school environment. All pesticides used are regis-
tered for their intended use by the United States En-
vironmental Protection Agency and are applied only
by certified pesticide applicators. Before treatment,
except in an emergency, the schools shall ensure
that the necessary signs and information for employ-
ees and parents of students are posted or made
available 48 hours before application. All outdoor ap-
plications will be posted at the time of treatment, and
signs will remain until it is safe to enter the area. For
additional information, contact the school principal.
Public Information Requests
The Dallas ISD, as a local governmental entity, is
subject to the requirements of the Texas Public Infor-
mation Act. Information regarding public information
requests and the procedures for making a request
are posted on the districts website, http://www.dalla-
sisd.org/ by clicking the link Public Information Re-
quests located at the bottom of the homepage or
www.dallasisd.org/page/1021
Release of Student Information to Military
Recruiters and Institutions of Higher Educa-
tion
The district is required by federal law to comply with
a request by a military recruiter or an institution of
higher education for students names, addresses,
and telephone listings, unless parents have advised
the district not to release their childs information
without prior written consent (See Directory Infor-
mation above).
Removing a Student Temporarily from the
Classroom
You may remove your child temporarily from the
classroom if an instructional activity in which your
child is scheduled to participate conflicts with your re-
ligious or moral beliefs. The removal cannot be for
the purpose of avoiding a test and may not extend for
an entire semester. Further, your child must satisfy
grade-level and graduation requirements as deter-
mined by the District and the Texas Education
Agency. [EMB (Legal)]
Removing a Student from Human Growth,
Development, and Sexuality Instruction
The district offers Human Growth, Development, and
Sexuality instruction to students in grades 4, 5, 68,
and 9-12. The school will provide a letter to parents
describing the basic content of the districts human
sexuality instruction to be provided to the student and
4


of the parents right to review the material, as well as
the right to remove the student from any part of that
instruction.
State law requires that any instruction related to hu-
man sexuality, sexually transmitted diseases, or hu-
man immunodeficiency virus or acquired immune de-
ficiency syndrome must:
Present abstinence from sexual activity as
the preferred choice of behavior in relation-
ship to all sexual activity for unmarried per-
sons of school age;
Devote more attention to abstinence from
sexual activity than to any other behavior;
Emphasize that abstinence is the only
method that is 100 percent effective in pre-
venting pregnancy, sexually transmitted
diseases, and the emotional trauma associ-
ated with adolescent sexual activity;
Direct adolescents to a standard of behavior
in which abstinence from sexual activity be-
fore marriage is the most effective way to
prevent pregnancy and sexually transmitted
diseases; and
If included in the content of the curriculum,
teach contraception and condom use in
terms of human use reality rates instead of
theoretical laboratory rates.
In addition to the above requirements, the following
points comprise a summary of the Districts curricu-
lum regarding human sexuality instruction.
The instruction must:
Prohibit the distribution or dissemination of
contraceptive devices in District facilities;
Be delivered in grades 4-12 in a developmen-
tally and age-appropriate manner and in-
clude the most current and scientifically ac-
curate information regarding child and ado-
lescent health issues; contraception, and
accurate information on failure rates; and
risk reduction of sexually transmitted dis-
eases (STDs), including HIV; and
Include communication, goal-setting, deci-
sion-making, assertiveness, and refusal
skills necessary to support a students abil-
ity to avoid, postpone, and abstain from risk-
taking behaviors prior to, and into, adult-
hood.
The Board shall select any instruction relating to hu-
man sexuality, sexually transmitted diseases, or hu-
man immunodeficiency virus (HIV) or acquired im-
mune deficiency syndrome (AIDS) with the advice of
the local school health advisory council. The School
Health Advisory Council (SHAC) assists the District
in ensuring that local community values are reflected
in the Districts health education instruction.
As a parent, you are entitled to review the curriculum
materials. In addition, you may remove your child
from any part of this instruction with no academic,
disciplinary, or other penalties. You may also choose
to become more involved with the development of
curriculum used for this purpose by becoming a
member of the Districts SHAC.
For more information please consult EHAA (LEGAL,
LOCAL).
Requesting Classroom Assignment for Mul-
tiple Birth Siblings
If your children are multiple birth siblings (e.g., twins,
triplets, etc.) assigned to the same grade and cam-
pus, you may request that they be placed either in
the same or in separate classrooms. Your written re-
quest must be submitted no later than the 14th day
after the enrollment of your children. [See FDB (LE-
GAL).]
Requesting Limited or No Contact with a
Student through Electronic Media
Electronic media includes all forms of social media,
such as text messaging, instant messaging, elec-
tronic mail (e-mail), web logs (blogs), electronic
forms (chat rooms), video-sharing Web sites, edito-
rial comments posted on the Internet, and social net-
work sites. Electronic media also includes all forms
of telecommunication, such as landlines, cell phones,
and Web-based applications.
In accordance with administrative regulations, a cer-
tified or licensed employee, or any other employee
designated in writing by the Superintendent of
Schools or a campus principal, may use electronic
media to communicate with currently enrolled stu-
dents about matters within the scope of the em-
ployees professional responsibilities. All other em-
ployees are prohibited from using electronic media to
communicate directly with students who are currently
enrolled in the District. If you prefer that your child not
receive any one-to-one electronic communications
from a district employee, please submit a written re-
quest to the campus principal stating this preference.
Requesting Notices of Certain Student Mis-
conduct
A noncustodial parent may request in writing that he
or she be provided, for the remainder of the school
year, a copy of any written notice usually provided to
a parent, related to his or her childs misconduct that
may involve placement in a disciplinary alternative
education program (DAEP) or expulsion. [See policy
FO(LEGAL) and the Student Code of Conduct.]
Requesting Professional Qualifications of
Teachers and Staff
You may request information about your childs
teachers state qualifications, license status, degree
major(s), and certification of undergraduate and
graduate degrees, including fields of study. You also
5


have the right to request information about the quali-
fications of any paraprofessional who provides ser-
vices to your child. This information may be obtained
by making a public information request. Directions for
making a request are located at the districts homep-
age www.dallasisd.org at the link Public Information
Requests.
Reviewing Instructional Materials
As a parent, you have a right to review teaching ma-
terials, textbooks, library books, and other teaching
aids and instructional materials used in the curricu-
lum, and to examine tests that have been adminis-
tered to your child. Specific curriculum information is
available on the districts website or printed infor-
mation may be obtained from the school.
Also see Removing a Student from Human Sexuality
Instruction, for additional information.
School Health Advisory Council
This council serves in an advisory capacity to ensure
that local community values are reflected in health-re-
lated curriculum and programs for the district. They do
not have any legal responsibilities within the school
system, and SHAC members must be approved by the
Board of Trustees and comply with written by-laws of
the organization. The duties of the SHAC range from
recommending curriculum to developing strategies for
integrating curriculum into a coordinated school health
program encompassing school health services, coun-
seling services, a safe and healthy school environ-
ment, recess recommendations, and employee well-
ness. [See also policies at BDF and EHAA.]
Additional information regarding the districts School
Health Advisory Council is available from the Director
of Health and Physical Education.
School Safety Transfers
As a parent, you have a right:
To request the transfer of your child to an-
other classroom or campus if your child has
been determined by the Superintendent or
designee and the school principal to have
been a victim of bullying as the term is de-
fined by Education Code 25.0341. Trans-
portation is not provided for a transfer to an-
other campus. See policy FDB (LEGAL).
To request the transfer of your child to at-
tend a safe public school in the district if
your child attends school at a campus iden-
tified by TEA as persistently dangerous or if
your child has been a victim of a violent
criminal offense, as determined by state
law, while at school or on school grounds.
[See policy FDE (LEGAL).]
To consult with district administrators if your
child has been determined by the district to
have engaged in bullying and the board de-
cides to transfer your child to another class-
room or campus. Transportation is not pro-
vided in this circumstance.
To request the transfer of your child to an-
other campus if your child has been the vic-
tim of a sexual assault by another student
assigned to the same campus, whether that
assault occurred on or off campus, and that
student has been convicted of or placed on
deferred adjudication for that assault.
[See policies FDD (LOCAL) and FDE (LEGAL)
(LOCAL).]
Transfers may be requested through the campus
principal.
Student Records
Both federal and state laws safeguard student rec-
ords from unauthorized inspection or use and provide
parents and eligible students certain rights of privacy.
Before disclosing any personally identifiable infor-
mation from a students records, the district must ver-
ify the identity of the person, including a parent or the
eligible student, requesting the information. For pur-
poses of student records, an eligible student is one
who is 18 or older or who is attending an institution
of postsecondary education.
Virtually all information pertaining to student perfor-
mance, including grades, test results, and discipli-
nary records, is considered confidential educational
records. As a general rule, prior written consent must
be obtained from the parent or eligible student to re-
lease student education records. Exceptions to this
general rule include allowing access to:
The parentswhether married, separated,
or divorcedunless the school is given a
copy of a court order terminating parental
rights or the right to access a students ed-
ucation records. As soon as a student be-
comes 18, is emancipated by a court, or en-
rolls in a post-secondary institution, control
of the records goes to the student. The par-
ents may continue to have access to the
records if the student is a dependent for tax
purposes and under limited circumstances
when there is a threat to the health and
safety of the student or other individuals.
District school officials who have a legiti-
mate educational interest in a students
records. School officials would include trus-
tees and employees, such as the superin-
tendent, administrators, and principals;
teachers, counselors, diagnosticians, and
support staff; a person or company with
whom the district has contracted or allowed
to provide a particular service or function
(such as an attorney, consultant, auditor,
6


medical consultant, therapist, or volunteer);
a parent or student serving on a school
committee; or a parent or student assisting
a school official in the performance of his or
her duties. A legitimate educational inter-
est exists when the school official is work-
ing with the student; considering discipli-
nary or academic actions, the students
case, or an individualized education pro-
gram for a student with disabilities; compil-
ing statistical data; or investigating or eval-
uating programs.
Authorized governmental agencies.
Individuals granted access in response to a
subpoena or court order.
A school or institution of postsecondary ed-
ucation to which a student seeks or intends
to enroll or in which he or she is already en-
rolled.
The full list of exceptions may be found at policy FL
(LEGAL).
The parents or eligible students right of access to
student records under the Family Educational Rights
and Privacy Act (FERPA) does not extend to all rec-
ords. The term education records does not include:
1 Records created or received by the district
after the individual is no longer a student in
attendance and are not directly related to
the individuals attendance as a student.
2 Records made by district personnel that are
kept in the sole possession of the maker,
are used only as a personal memory aid,
and are not accessible or revealed to any-
one other than a temporary substitute for
the maker of the record.
3 Records maintained by a law enforcement
unit of the district that were created by that
law enforcement unit for the purpose of law
enforcement.
Access to records not covered by FERPA is gov-
erned by the Texas Public Information Act.
A parent (or eligible student) may inspect the stu-
dents records and request a correction if the parents
(or eligible student) believes the records are inaccu-
rate, misleading, or otherwise in violation of the stu-
dents privacy rights. A request to correct a students
record should be submitted to the principal. The re-
quest must clearly identify the part of the record that
should be corrected and include an explanation of
how the information in the record is inaccurate. Alt-
hough improperly recorded grades may be chal-
lenged, contesting a students grade in a course is
handled through the general complaint process
found in policy FNG (LOCAL).
The principal is the custodian of records for currently
enrolled students at the assigned school. Records
of elementary students who have withdrawn during
the current school year remain at the school. Rec-
ords of elementary students who have withdrawn the
previous year are maintained by Student Record
Services located at Dallas ISD Administration Build-
ing, 3700 Ross Avenue. Records of all secondary
students remain at the school last attended for five
years after the year of their graduating class and are
then transferred to Student Record Services.
The districts policy regarding student records, found
at FL (LOCAL), is available from the principals office
or on the districts web site at http://www.dalla-
sisd.org/.
Please note:
Parents or eligible students have the right to file a
complaint with the U.S. Department of Education if
they believe the district is not in compliance with the
federal laws regarding student records. A complaint
may be mailed to:
Family Policy Compliance Office
U. S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5901
Students Who Speak a Primary Language
Other than English
A student may be eligible to receive specialized lan-
guage support if his or her primary language is not
English, and the student is identified as limited Eng-
lish proficient. If the student meets eligibility criteria,
the Language Proficiency Assessment Committee
(LPAC) will determine the types of services the stu-
dent needs, including language accommodations re-
lated to classroom instruction, and local assess-
ments.
PARENTS OF STUDENTS WITH DIS-
ABILITIES
If a student is receiving special education services at
a campus outside his or her attendance zone, the
parent or guardian may request that any other stu-
dent residing in the household be transferred to the
same campus, if the appropriate grade level for the
transferring student is offered on that campus. [See
policy FDB (LEGAL).]
Options and Requirements for Providing As-
sistance to Students Who Have Learning
Difficulties or Who Need or May Need Spe-
cial Education Services
If a child is experiencing learning difficulties, the par-
ent may contact the childs counselor to learn about
the districts overall general education system of sup-
port services. This system links students to a variety
7


of support options. Students having difficulty access-
ing the general education curriculum should be con-
sidered for academic or behavior support services
that are available to all students, including a process
based on Response to Intervention (RtI). The imple-
mentation of RtI has the potential to have a positive
impact on the ability of the district to meet the needs
of all struggling students. At any time, a parent is
entitled to request an initial evaluation to determine if
their child qualifies as a child with a disability under
the Individuals with Disabilities Education Act (IDEA).
Within a reasonable amount of time, the district must
decide if it will perform the evaluation. The parent will
be notified and asked to provide informed written
consent for the evaluation. The district must com-
plete the evaluation and the report within 60 calendar
days of the date the district receives the written con-
sent. The district must give a copy of the report to
the parent.
If the district refuses the request to evaluate, the dis-
trict provides the parent with a written notice that ex-
plains why the child will not be evaluated. This written
notice includes a statement that informs the parents
of their rights if they disagree with the district. The
district is required to give parents the Notice of Pro-
cedural SafeguardsRights of Parents of Students
with Disabilities. Additional information regarding the
Individuals with Disabilities Education Act (IDEA) is
available from the school district in a companion doc-
ument entitled A Guide to the Admission, Review,
and Dismissal Process. The following web sites pro-
vide information to those who are seeking infor-
mation and resources specific to students with disa-
bilities and their families: Texas Project First, at
http://www.texasprojectfirst.org and Partners Re-
source Network at http://www.part-
nerstx.org/howPRNhelps.htmlhttp://www.part-
nerstx.org/howPRNhelps.html
Parents may contact the Dallas ISD Special Educa-
tion Department at 972-581-4100.
Request for the Use of a Service Animal
Granting the use of a service animal shall be deter-
mined in accordance with policy FBA (LEGAL).
504 of the Rehabilitation Act of 1973
Students with disabilities who are not eligible for spe-
cial education services may qualify for 504 accom-
modations. Section 504 of the Rehabilitation Act of
1973 prohibits discrimination and assures that disa-
bled students have educational opportunities and
benefits equal to those provided to non-disabled stu-
dents.
Student Eligibility:
1. Currently has a physical or mental impair-
ment that substantially limits one or more
major life activities,
2. Has a record of such an impairment, or
3. Is regarded as having such an impairment
When parent(s) or district personnel believe that a
student has a physical or mental impairment that
substantially limits a major life activity and may be
in need of accommodations, a 504 referral may be
initiated. Parents must be given Section 504 Notice
and Consent for Initial Evaluation and Section 504
Notice of Parent Rights. The district then conducts
an evaluation and determines eligibility and any
need for accommodations. A 504 evaluation
consists of documentation of the condition and a
review of relevant educational records needed to
determine whether the condition creates a
significant impairment in the school/academic
setting. For additional information, contact your
childs counselor or call Daphne LaMontagne, the
504 coordinator, (972) 581-4
8



STUDENT HANDBOOK SECTION II
INFORMATION FOR STUDENTS AND PARENTS
Topics in this section of the handbook contain important information on academics, school activities, and school
operations and requirements. It is organized in alphabetical order to serve as a quick-reference when there are
questions about a specific school-related issue. Should you be unable to find information on a particular topic,
please contact the school principal or your childs counselor.
ABSENCES/ATTENDANCE
Regular attendance is essential for a student to make
the most of his or her education. Absences from
class may result in serious disruption of a students
mastery of the instructional materials; therefore, the
student and parent should make every effort to avoid
unnecessary absences. Two areas of state law--one
dealing with compulsory attendance, the other with
attendance for course credit--are of special interest
to students and parents.
Compulsory Attendance
State law requires that a student between the ages
of six and 18 attend school for the entire period the
program is offered, as well as any applicable accel-
erated instruction program, extended year program,
or tutorial session, unless the student is otherwise
excused from attendance or legally exempt. A stu-
dent enrolled in prekindergarten or kindergarten is re-
quired to attend school each day of instruction. A stu-
dent who voluntarily attends or enrolls after his or her
eighteenth birthday is required to attend each school
day until the end of the school year. If a student 18
or older has more than five unexcused absences in a
semester, the district may revoke the students en-
rollment for the remainder of the school year. The
students presence on school property thereafter
would be unauthorized and may be considered tres-
passing. State law requires a student to attend each
school day for the entire period the program of in-
struction is provided.
Attendance officers will file a complaint against the
parent and/or student in court if the compulsory at-
tendance law is violated. Exemptions from the law
may be found in Policy FEA (LEGAL).
State law also requires attendance in an accelerated
reading instruction program when kindergarten, first
grade, or second grade students are assigned to
such a program. Parents will be notified in writing if
their child is assigned to an accelerated reading in-
struction program as a result of a diagnostic reading
instrument. A student in grades will be required to at-
tend any assigned accelerated instruction program,
which may occur before or after school or during the
summer, if the student does not meet the passing
standards on the state assessment for his or her
grade level and/or applicable subject area. A student
absent without permission from school; from any
class, or from required special programs, such as ad-
ditional special or accelerated instruction assigned
by a grade placement committee, will be considered
in violation of the compulsory attendance law and
subject to legal action. A complaint against the parent
and/or student may be filed in court if the student:
Is absent on three or more days or parts of
days within a four-week period, and a com-
plaint shall be filed 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.
Exemptions to Compulsory Attendance
State law allows exemptions to the compulsory at-
tendance requirements for the following absences:
Religious holy days, including up to a total of
two days for travel to/from the site of observa-
tion;
Required court appearances;
Activities related to obtaining citizenship and
taking part in a U.S. naturalization oath cere-
mony;
Students in grades 6-12 for sounding Taps
at a military honors funeral;
College visits of no more than two days during
each of the students junior and senior years;
Service as an election clerk; and
Documented health-care appointments for a
student or child of a student, including ab-
sences for recognized services for students
diagnosed with autism spectrum disorders. A
note from the health-care provider must be
submitted upon the students arrival or return
to campus.
For students in the conservatorship (custody)
of the state,
Mental health or therapy appointments; or
9


Court-ordered family visitations or any other
court-ordered activity, provided it is not prac-
ticable to schedule the students participation
in the activity outside of school hours.
In addition, a junior or senior students absence of
up to two days related to visiting a college or uni-
versity 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.
Absences of up to two days in a school year will
also be considered an exemption for a student
serving as an early voting clerk, provided the stu-
dent notifies his or her teachers and receives ap-
proval from the principal prior to the absences.
As listed in Section I at Accommodations for Chil-
dren of Military Families, absences of up to five
days will be excused for a student to visit with a
parent, stepparent, or legal guardian who has
been called to duty for, is on leave from, or imme-
diately returned from certain deployments.
Failure to Comply with Compulsory School
Attendance Notice
This serves as the districts notice to parents that if
the student is absent without an excuse for ten or
more days, or parts of days in a six-month period, or
three or more days or parts of a day in a four week
period, the student and the student's parents are sub-
ject to prosecution.
The fact that a parent did not receive the notice de-
scribed above is not a defense to prosecution for the
parent's failure to require a child to attend school, nor
for the student's failure to attend school. [See policy
FEA(LEGAL).]
Attendance for Credit
To receive credit or a final grade in a class, a student
in kindergarten-grade12 must attend at least 90 per-
cent 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 and earns a passing
grade, may receive credit or a final grade for the class
if the student completes a plan approved by the prin-
cipal that provides for the student to fulfill the instruc-
tional requirements for the class. If a student is in-
volved in a criminal or juvenile court proceeding, the
approval of the judge presiding over the case is also
required before the student receives credit or a final
grade for the class. [See policies at FEC.]
If a student attends less than 75 percent of the days
a class is offered or has not completed a plan ap-
proved by the principal, then the student will be re-
ferred to the attendance review committee to deter-
mine whether there are extenuating circumstances
for the absences and how the student can regain
credit or a final grade lost because of absences. [See
policies at FEC.]

If the student fails to successfully complete the princi-
pals plan or when a students attendance drops be-
low 75 percent of the days the class is offered and
earns a passing grade, the student, parent, or repre-
sentative, may request award of credit by submitting
a written petition to the attendance committee. The
petition may be filed immediately but no later than 30
days after the last day of the first semester or the last
day of the school year of the second semester for sec-
ondary schools, and the last day of the school year
for elementary schools, for which credit is lost for lack
of attendance.

The student or parent may appeal the attendance
committees decision to the Board of Trustees by fil-
ing a written request) in accordance with policy FNG
(LOCAL).

The actual number of days a student must be in at-
tendance in order to receive class credit will depend
on the number of instructional days and whether the
class is for a full semester (secondary) or for a full
year (most elementary and middle school classes).
Official Attendance-Taking Time
The district must submit attendance of its students to
Texas Education Agency (TEA) reflecting attend-
ance at a specific time each day. Official attendance
is taken every day. A student absent for any portion
of the day, including at the official attendance-taking
time, should follow the procedures below.
Documentation after an Absence
To excuse legitimate student absences, including
days or parts of a day resulting from a nurse sending
the student home, a written excuse signed by the stu-
dents parent must be given to the proper school au-
thorities no later than three school days after the stu-
dent returns to school, describing the reason for the
absence. [See FEC (LOCAL).] The note shall be
signed by the students parent or, if the student is 18
or older or is an emancipated minor, by the student.
[See FEB (LOCAL).]
The principal or appropriate designee may investi-
gate any absence to verify extenuating circum-
stances. Special Education Matters Students may
be excused for special education assessment proce-
dures and for special education-related services.
Doctors Note after an Absence for Illness
When a students absence for personal illness ex-
ceeds five consecutive days or a total of ten days in
a six-week grading period, the student may be re-
quired to present a statement from a physician or
health clinic verifying the illness or other condition re-
10


quiring the students absence from school. If the stu-
dent has established a questionable pattern of at-
tendance, a physicians or clinics statement may be
required after a single days absence. [See FEC(LO-
CAL).]
Drivers License Attendance Verification
For a student between the ages of 16 and 18 to ob-
tain a drivers license, written parental permission
must be provided for the Texas Department of Public
Safety (DPS) to access the students attendance rec-
ords and, in certain circumstances, for a school ad-
ministrator to provide the students attendance infor-
mation to DPS.
Military Dependents
A student whose parent or legal guardian is an active
duty member of the uniformed services and has been
called to duty for, is on leave from, or immediately
returned from deployment to a combat zone or com-
bat support posting, shall be granted additional ex-
cused absences at the discretion of the Superinten-
dent to visit with the students parent or legal guard-
ian relative to such leave or deployment of the parent
or guardian.
Temporary Absence
A student may be excused for temporary absence re-
sulting from any cause acceptable to the teacher,
principal, or superintendent of the school in which the
child is enrolled. To excuse legitimate student ab-
sences, the principal requires a written excuse
signed by the student's parent. (See Parents Note
after an Absence.) Excused absences are not
counted when determining the number of absences
that trigger a referral or complaint for failure to com-
ply with the compulsory attendance requirement. Ex-
cused absences are counted in determining whether
a student is in compliance with the attendance re-
quirements for class credit.
Unexcused Absences
Absences not eligible to be excused and absences
for which a written excuse is not received within three
school days shall be counted as unexcused ab-
sences. Students who are absent from school for the
following reasons are not given an excused absence:
Aptitude and achievement testing by out-
side agencies
Truancy
Non-school instruction
Vacations
Non-school club, youth, or other organiza-
tions activities.

ACADEMIC PROGRAMS
The district offers a variety of academic programs, in-
cluding those from the core, enrichment, and ca-
reer/technical curricula, as well as a number of spe-
cial programs. The school counselor provides stu-
dents and parents information regarding the aca-
demic programs to prepare for higher education and
career choices. (See policies at EIF.)
BULLYING
Bullying is addressed in depth in the Student Code of
Conduct. For disciplinary actions, the child will be
subject to the provisions provided in the Student
Code of Conduct
If a student believes that he or she has experienced
bullying or has witnessed bullying of another student,
it is important for the student or parent to notify a
teacher, counselor, principal, or another district em-
ployee as soon as possible. The administration will
investigate any allegations of bullying and will take
appropriate disciplinary action if an investigation indi-
cates that bullying has occurred. Any retaliation
against a student who reports an incident of bullying
is prohibited. [Also see the Student Code of Conduct,
School Safety Transfers, Hazing, and policy FFI (LO-
CAL)]
CAREER AND TECHNICAL EDUCA-
TION (CTE) PROGRAMS
Each public school student shall master the basic skills
and knowledge necessary for managing the dual roles
of family member and wage earner and for having the
option of gaining entry-level employment in a high-skill,
high-wage job or continuing the student's education at
the post-secondary level. The district offers career and
technical education programs that support student ca-
reer pathways to ensure that students have the oppor-
tunity to identify the relationship between the skills
taught in the classroom and the skills required for the
workforce.
Career Pathways
Career pathways are a way for students to plan their
four-year high school program by selecting electives
that allow them to explore careers that interest them.
Career pathways are grouped because people in
those careers may share the same interests, talents,
and abilities. Within a cluster there are careers and
jobs that require different levels of educational prep-
aration.
Career pathways are for all students. A career path-
way choice does not have to be permanent. Skyline
Career Development Center and all magnet schools
arrange the students four-year high school course of
study in a career path (or cluster). Eventually, all high
schools will have a selection of career pathways with
a coherent sequence of planned electives. Until
11


then, comprehensive high schools assist students by
encouraging them to select electives that match their
career objectives.
Admission to these programs is based on student in-
terest and program availability. Students interested
in programs not offered on their high school campus
may apply for programs on other campuses. Infor-
mation and application procedures can be obtained
from the campus counselor.
The Dallas ISD takes steps to ensure that lack of
English language skills will not be a barrier to admis-
sion and participation in all educational and ca-
reer/technical preparation programs
.
The following career clusters are the framework of Achieve Texas for Dallas students:
Agriculture, Food and Natural Sciences Hospitality and Tourism
Arts, Audiovisual, Technology and Communications Information Technology
Architecture and Construction Law, Public Safety, Corrections & Security
Business, Management, and Administration Manufacturing
Education and Training Marketing, Sales and Service
Finance STEM (science, technology, engineering, math)
Government and Public Administration Transportation, Logistics, and Distribution
Health Science and Human Services

CHILD ABUSE AND DOMESTIC
VIOLENCE PREVENTION
The district has established a plan for addressing
child sexual abuse and other maltreatment of chil-
dren which may be accessed through reviewing
Board Policies FFG (Legal, Local, Regulations, and
Forms/Exhibits) found at
http://pol.tasb.org/Home/index/361
Additional information may also be found on the dis-
tricts website by selecting the Departments tab at
http://www.dallasisd.org/ and selecting Compliance
Division from the menu list. A brochure in both Eng-
lish and Spanish can be downloaded from the Child
Abuse/Domestic Violence Prevention section of that
site.
The safety and well-being of all students is para-
mount to a successful educational experience. When
an employee has cause to believe that a student has
been or may be abused or neglected, that person is
required to make an oral report immediately to the
districts Child Abuse/Domestic Violence Prevention
Office and Child Protective Services or the Dallas Po-
lice Department. If an allegation is made against an
employee of the district, it should be reported to the
Dallas ISD Police and Security Services in lieu of the
Dallas Police Department.
If a parent has cause to believe that a child has been
or may be abused or neglected at school, the parent
shall immediately notify the principal at the school
and make an oral report to Child Protective Services
at 1 (800) 252-5400 or the Dallas Police Department
(911). A parent may also call the districts Child
Abuse/Domestic Violence Prevention Office at (972)
502-4180 for assistance.
All district staff are trained annually in child abuse
awareness and reporting procedures. Programs are
also available for students and parents to increase
awareness of child abuse. For additional information,
contact the Child Abuse Office at (972) 502-4182.
CLASS RANK / TOP TEN PERCENT /
HIGHEST RANKING STUDENT
Rank in class is based on a weighted grading system.
Eligible courses for the computation of rank include all
courses taken for state credit in grades 9-12. Courses
taken for state credit in summer or evening school, as
well as approved correspondence and college
courses taken for high school credit will count toward
class rank. College courses taken only for the purpose
of completing an advanced measure for the Ad-
vanced/Distinguished Achievement Program, rather
than for dual credit, shall not count toward rank in
class.
12


Credit earned through credit-by-exam, with or without
prior instruction, does not count toward rank in class.
Rank points are awarded based on semester grades.
For each student, rank points for each semester
course are sorted in descending order. Rank in class
is computed by totaling the weighted rank points of
eligible courses representing the highest twenty-four
credits taken and earned in grades 9-12. See policy
EIC (LOCAL) for details.
Course weights are assigned to Texas Education
Agency approved courses as follows:
AdvancedPlacement/Inter-
national Baccalaureate
9
Pre-AP/Pre-IB/Dual Credit* 8
Regular Education/ESOL 7
Remedial Education/Spe-
cial Education
6
Local credit courses 0
Below 70 in any course 0
*Only applies to transferable courses as indicated
on the Dual Credit matrices.
To obtain rank points, the semester grade in each
course is multiplied by the course weight. For exam-
ple, a student earns a grade of 92 in an English I
class for the fall semester. Since English is a regular
education course, the student earns 644 points (92 x
7 = 644) for the semester class. Rank is calculated at
the end of each semester beginning with the first se-
mester of the junior year. The first calculation is
based on the highest 15 credits. At the end of the
junior year, rank is calculated based on the highest
18 credits. First semester senior rank is calculated
on the highest 21 credits and the final rank is calcu-
lated on the highest 24 credits.
Top Ten Percent: College and University Ad-
missions
For two school years following graduation, a district
student who graduates in the top ten percent of his or
her class, or the top eight percent for admission to the
University of Texas at Austin, is eligible for automatic
admission into four-year public universities and col-
leges in Texas if the student:
Completes the Recommended or Ad-
vanced/Distinguished Achievement Pro-
gram; or
Satisfies the ACT College Readiness
Benchmarks by scoring 22 out of 36 or
earns at least a 1500 out of 2400 on the
SAT.
The University of Texas at Austin may limit the number
of students automatically admitted to 75 percent of the
universitys enrollment capacity for incoming fresh-
men.
Should a college or university adopt an admissions
policy that automatically accepts the top 25 percent of
a graduating class, the provisions above will also ap-
ply to a student ranked in the top 25 percent of his or
her class.
Students and parents should contact the counselor for
further information about automatic admissions, the
application process, and deadlines. [see EIC (LEGAL)]
Valedictorian and Salutatorian (Highest
Ranking Students)
Students must be enrolled in their graduating school
the last four semesters prior to graduation, exclusive
of summer and evening school, in order to be consid-
ered for valedictorian or salutatorian. Valedictorian
and salutatorian shall be those eligible students com-
pleting the Recommended High School Program or
Distinguished Achievement Program with the highest
and second highest class rank in each high school.
The graduating school must award every six weeks
grade in the final four semesters. Students entering
after the third week of the first six weeks of the initial
semester will not be eligible for consideration. [Also,
see EIC LOCAL.]
CLASS SCHEDULES
Many hours go into the planning of student and
school schedules. Course offerings and teacher as-
signments are based on the choices students make
during spring scheduling each year. Nevertheless,
some schedule adjustments are necessary due to
courses having been taken in summer school, omis-
sion of a required course, course conflicts, or other
circumstances that warrant a schedule change. The
school will make every effort to place each student in
the classes indicated on the students choice sheet.
Student requests for changes other than meeting
graduation requirements or correcting an error will
not be approved, and no schedule change will be
made after the first ten days of each semester except
at the direction of the principal.
In accordance with State Board curriculum require-
ments, students in grades 9-12 shall be scheduled
for a full day of classes, including a minimum of 2 1/2
graduation units or five credit-earning courses per
semester, plus PE or equivalent and Heath.
With parent approval and signature, seniors who
have passed all sections of the exit exam and will
complete graduation requirements with less than five
credit earning courses per semester may modify their
course schedule, but to no less than 1/2 day of in-
struction daily, under the following conditions:
13


1. The student is enrolled in post-second-
ary courses being taken on a col-
lege/technical school campus (courses
may or may not be for dual credit), or
2. The student is employed for more than
20 hours per week, or
3. The student has parenting responsibil-
ities, or
4. Other circumstances as approved by
the principal, and
5. The student arrives late or leaves early
and does not remain on campus when
other students are in classes. Courses
are to be scheduled consecutively,
without allowing students to leave and
return to the campus on the same day.
[See EED (LOCAL).]
COLLEGE AND UNIVERSITY
ADMISSION
For two school years following his or her graduation,
a district student who graduates in the top ten per-
cent and, in some cases, the top 25 percent, of his or
her class is eligible for automatic admission into four-
year public universities and colleges in Texas if the
student completes the Recommended or Ad-
vanced/Distinguished Achievement Program; or sat-
isfies the ACT College Readiness Benchmarks or
earns at least a 1500 out of 2400 on the SAT.
In addition, the student must submit a completed ap-
plication for admission in accordance with the dead-
line established by the college or university.
Colleges and universities are required to admit an
applicant for admission as an undergraduate student
if the applicant is the child of a public servant who
was killed or sustained a fatal injury in the line of duty
and meets the minimum requirements, if any, estab-
lished by the governing board of the college or uni-
versity for high school or prior college-level grade
point average and performance on standardized
tests.
To Qualify For Automatic Admission an Applicant
Must:
1. Submit an application before the deadline
established by the college or university to
which the student seeks admission; and
2. Provide a high school transcript or diploma
that indicates whether the student has sat-
isfied or is on schedule to satisfy the re-
quirements of the Recommended High
School Program (RHSP) or the Distin-
guished Achievement Program (DAP)
Students and parents should contact the school
counselor for further information about automatic ad-
missions, the application process, and deadlines.
COLLEGE CREDIT COURSES
Students in the Dallas ISD are offered several oppor-
tunities to earn college credit for courses taken while
still in high school. Opportunities include the follow-
ing:
1. The College Board Advanced Placement
Program: Students may enroll in a variety
of Advanced Placement (AP) courses dur-
ing grades 9-12. Each spring, students are
encouraged to take the AP examination for
the course(s) taken during the year. Col-
leges and universities award credit based
on the score earned on each exam. Scores
required for credit vary from college to col-
lege.
2. Dual-credit Programs: A variety of dual-
credit college courses are available to eligi-
ble high school students through the Dallas
County Community College District
(DCCCD). High schools, College and Ca-
reer Readiness dual credit coordinators and
dual credit coordinators work collaboratively
to determine which courses will be offered
on the high school campus. Not all courses
are available on all campuses. Some high
school courses require the completion of
two (or more) college courses in order for
high school credit to be awarded.
3. Tech Prep Programs: Tech Prep is a part-
nership between Dallas ISD and DCCCD
that provides qualified junior and senior stu-
dents the opportunity to earn high school
credit NOW and college credit LATER. A
high school graduate who earned grades of
B' or better in an approved high school
course sequence and enrolls at a DCCCD
campus within fifteen (15) months of high
school graduation may receive college
credit for the high school courses.
4. Other Programs: Students may also re-
ceive college credit through the districts In-
ternational Baccalaureate program or
through programs offered at colleges or uni-
versities accredited by one of the regional
higher education accrediting associations,
such as Southern Association of Colleges
and Schools, Middle States Association of
Colleges and Schools. For students to be
eligible to enroll and be awarded credit to-
ward state graduation requirements, a stu-
dent shall have the approval of the high
school principal or other school official des-
ignated by the district. The course(s) for
14


which credit is awarded must provide aca-
demic instruction beyond or in greater depth
than the essential knowledge and skills for
the equivalent high school course.
5. For additional information, please contact
your childs counselor or call the office of
College and Career Readiness, (972) 925-
5520.
COMPLAINTS AND CONCERNS
Usually student or parent concerns can be addressed
by a phone call or a conference with the teacher or
principal. For those complaints and concerns that can-
not be handled so easily, the district has adopted a
standard complaint policy at FNG (LOCAL) in the dis-
tricts policy manual. A copy of this policy may be ob-
tained in the principals office or on the districts web-
site at http://www.dallasisd.org/resolutionprocess.
In general, the student or parent should submit a writ-
ten complaint and request a conference with the cam-
pus principal. If the concern is not resolved, a request
for a conference should be sent to the principals su-
pervisor. Until resolved, the district provides for the
complaint to be forwarded through the administration
and finally presented to the Board of Trustees. Two de-
partments can provide general support to the process
when there are questions about proceduresConstitu-
ent Services: (972) 925-5555 and Community and
Family Relations: (972) 925-3920.
CONDUCT
Applicability of School Rules
As required by law, the board has adopted a Student
Code of Conduct that prohibits certain behaviors and
defines standards of acceptable behaviorboth on
and off campus as well as on district vehiclesand
consequences for violation of these standards. A
copy of the Code of Conduct is printed within this
manual.
Disruptions of School Operations
Disruptions of school operations are not tolerated
and may constitute a misdemeanor offense. As iden-
tified by law, disruptions include the following:
Interference with the movement of people at
an exit, entrance, or hallway of a district
building without authorization from an ad-
ministrator.
Interference with an authorized activity by
seizing control of all or part of a building.
Use of force, violence, or threats in an at-
tempt to prevent participation in an author-
ized assembly.
Use of force, violence, or threats to cause
disruption during an assembly.
Interference with the movement of people at
an exit or an entrance to district property.
Use of force, violence, or threats in an at-
tempt to prevent people from entering or
leaving district property without authoriza-
tion from an administrator.
Disruption of classes or other school activi-
ties while on district property or on public
property that is within 500 feet of district
property. Class disruption includes making
loud noises; trying to entice a student away
from, or to prevent a student from attending,
a required class or activity; and entering a
classroom without authorization and dis-
rupting the activity with loud or profane lan-
guage or any misconduct.
Interference with the transportation of stu-
dents in vehicles owned or operated by the
district.
[See policy FNCI (LEGAL) and GKA (LEGAL).]
Social Events
The rules of good conduct and grooming will be ob-
served at school social events held outside the regu-
lar school day. Guests are expected to observe the
same rules as students, and a student inviting a
guest will share responsibility for the conduct of the
guest
CORRESPONDENCE COURSES
The district permits high school students to take cor-
respondence coursesby mail or via the Internet
for credit toward high school graduation. All high
school students are eligible to take correspondence
courses and earn credit toward graduation. Prior to
enrollment in correspondence courses, students
must make a written request to the principal or de-
signee for approval to enroll in the course. Students
will not be awarded credit toward graduation if ap-
proval was not granted prior to enrollment.
COUNSELING
The school counselor is available to assist students
and their families with a wide range of academic and
personal concerns, including areas such as aca-
demic, career, and college planning; academic suc-
cess; social, family, or emotional issues; or sub-
stance abuse. The school counselor coordinates
planning, implementing, and evaluating a compre-
hensive developmental guidance program to serve
the needs of all students as well as address special
needs of students. The program consists of the fol-
lowing:
Presenting classroom guidance lessons to help stu-
dents develop their full educational potential
Counseling and referral services for any student
whose immediate personal concerns or problems put
15


the student's continued educational, career, personal,
or social development at risk
Guiding students as they plan, monitor, and manage
their own academic, career, personal, and social de-
velopment
Supporting the efforts of teachers, staff, parents, and
other members of the community in promoting stu-
dents educational, career, personal, and social de-
velopment
Each counselor at an elementary or middle school
shall advise students and their parents or guardians
regarding the importance of higher education,
coursework designed to prepare students for higher
education, and financial aid availability and require-
ments.
During the first school year a student is enrolled in
high school, and again during a students senior year,
a counselor shall provide information about higher
education to the student and the students parent or
guardian. The information must include the im-
portance of higher education, financial aid eligibility
and application processes, automatic admission, and
the availability of programs under which a student
may earn college credit.
At the beginning of grades 10 and 11, a counselor
shall explain the requirements of automatic admis-
sion to higher education institutions to each student
who has a grade point average in the top 25 percent
of the students high school class.
To plan for the future, each student should work
closely with the counselor in order to enroll in courses
that best prepare him or her for attendance at a col-
lege, university, or other type of advanced education.
The counseling relationship is a professional relation-
ship and counselors have a professional code of eth-
ics. There are times when it is necessary for counse-
lors to confer with other school professionals regard-
ing a particular students problem to best serve that
student. To the extent possible under legal and ethi-
cal guidelines, the counselor protects the privacy
rights of students and their families. Counselors are
required by state law and their professional code of
ethics to report any form of child abuse or endanger-
ment whether to self or others.
All materials used in the counseling program are
available during school hours for parents to review. If
parents/guardians have any questions regarding
counseling services or programs in the school, they
may call their childs counselor or the school princi-
pal. [For more information, refer to Policies EJ and
FFEA.]
COURSE CREDIT
A student in grades 9-12 will earn credit for a course
only if the final grade is 70 or above. For a two-se-
mester (1 credit) course, the students grades from
both semesters will be averaged and credit will be
awarded if the combined average is 70 or above.
Should the students combined average be less than
70, the student will be required to retake the semes-
ter(s) failed.
CREDIT BY EXAM
If a Student Has Taken the Course
Credit by Examination (CBE) is a means by which a
Dallas ISD student in grades 7-12, who has received
prior instruction in a course but not attained a passing
grade, may take a test to demonstrate mastery of the
course. Parent approval is required. On recommen-
dation of the principal, or designee, or attendance re-
view committee, a student who has excessive ab-
sences may be permitted to earn or regain a passing
semester score through credit by examination if a
score of 70 or above is attained. In grades 9-12, CBE
scores do not count toward rank or GPA. With admin-
istrative approval, CBE may also be used to obtain
course credit for special circumstances. The following
students may apply for CBE through the school coun-
selor when:
The student is enrolling from a nonaccredited
school (See FD);
The student has failed a subject or course;
The student has earned a passing grade in a
subject or course but has failed to earn credit
because of excessive absences (See FEC);
or
The student has completed all or nearly all of
the instruction required for a course, but has
not received a semester grade due to special
circumstances.
Prior to offering a student an opportunity to demon-
strate mastery or earn credit by this method, an appro-
priate District employee shall review the students ed-
ucational records to determine whether the student
has had prior instruction in the subject or course.
Students who have been offered a free and appropri-
ate education and failed a course will be required to
pay the necessary fee(s) for CBE. The fee shall consist
of the cost of the examination and may include an ad-
ministration fee for examinations given after school or
on Saturdays. [See Policies at EHDB.]
CBE scheduling and test administration is coordi-
nated by school personnel with principal approval
throughout the school year. The Department of State
and National Assessments will coordinate CBE ad-
ministration during the summer only for students that
schools were unable to schedule during the school
year. Required application(s), fees, and/or enroll-
ment form(s) must be submitted to State and Na-
tional Assessments for summer test administration
by May 3, 2013. Testing will be scheduled within the
month of June 2013.
16


Credit by examination cannot be used to gain eligibility
for participation in extracurricular activities.
If a Student Has Not Taken the Course
Credit by examinations for acceleration (CEFA) are
means by which high-achieving students may test out
of a grade level or particular courses. Students may
be accelerated in any academic course for which tests
are available through Texas Tech University and Dis-
tance Education. EFA test administration will be coor-
dinated by State and National Assessments and ex-
aminations will be given to students at no cost. A stu-
dent in grade 6 or above will earn course credit with a
passing score of at least 80 on the exam or a score
designated by the state for an exam that has alternate
scoring standards. A student may take an exam to
earn course credit no more than twice. If a student fails
to achieve the designated score on the applicable
exam before the beginning of the school year in which
the student would need to enroll in the course accord-
ing to the schools course sequence, the student must
complete the course.
A student in elementary school will be eligible to accel-
erate to the next grade level if the student scores at
least 80 on each exam in the subject areas of language
arts, mathematics, science, and social studies, a dis-
trict administrator recommends that the student be ac-
celerated, and the students parent gives written ap-
proval of the grade advancement.
Counselors should submit required application(s) and
enrollment form(s) to State and National Assessments.
Check with your school counselor for more infor-
mation. Specific test study guides are available
through the Texas Tech website. See EHDC (LO-
CAL).http://www.depts.ttu.edu/ode/cbere-
view/HSCBE.phphttp://www.depts.ttu.edu/ode/cbere-
view/HSCBE.php
Promotion/reclassification for secondary students will
be based on the standards in effect for the students
grade level. Scores are not counted toward a high
school students grade point average (GPA) or rank in
class (RC).
Examinations for acceleration are offered for stu-
dents having no prior instruction; therefore, the dis-
trict is not obligated to furnish textbooks, study
guides, tutoring, or other instructional aids to stu-
dents registering for the examination

CBE APPLICATION DEADLINES 2013-14 TEST WINDOW DATES
September 27, 2013 (Grades 9-12) November 5 December 13, 2013 (Grades 9-12)
February 7, 2014 (Grades 9-12) March 24 May 2, 2014 (Grades 9-12)
May 19, 2014 (Grades K-12) June 23-27, 2014 (Grades K-8)
June 30 - July 4, 2014 (Grades 9-12)
Specific examination dates will be scheduled within the testing windows and are subject to change.

DATING VIOLENCE
Dating violence occurs when a person in a current
or past dating relationship uses physical, sexual,
verbal, or emotional abuse to harm, threaten, intim-
idate, or control the other person. This is consid-
ered harassment if it is so severe, persistent, or per-
vasive that it affects the students ability to partici-
pate in or benefit from an educational program or
activity; creates an intimidating, threatening, hos-
tile, or offensive educational environment; or sub-
stantially interferes with the students academic
performance. Any student who believes that he or
she has experienced dating violence should imme-
diately report the problem to a teacher, counselor,
principal or other district employee. (See additional
information in the following section regarding retali-
ation, reporting procedures, and investigation of re-
ports.)
The Child Abuse/Domestic Violence Prevention Of-
fice provides training to enhance awareness of da-
ting violence for secondary education students, dis-
trict staff and parents. For more information, con-
tact the Child Abuse/Domestic Violence Prevention
Office at (972) 502-4182.
DISCRIMINATION AND HARASS-
MENT; RACIAL, ETHNIC, RELI-
GIOUS, GENDER, GENDER IDEN-
TITY, GENDER EXPRESSION, SEX-
UAL ORIENTATION, DISABILITY,
AND NATIONAL ORIGIN; AND RE-
TALIATION
Discrimination
Discrimination is defined as any conduct directed at a
student on the basis of race, color, religion, gender,
17


gender identity, gender expression, orientation, na-
tional origin, disability, or any other basis prohibited by
law that negatively affects the student.
Harassment: Including Racial, Ethnic, Reli-
gious, Disability, Gender, Gender Identity,
Gender Expression, and Sexual Orientation
Students are expected to treat other students and dis-
trict employees with courtesy and respect, to avoid be-
haviors known to be offensive, and to stop those be-
haviors when asked or told to stop. District employees
are expected to treat students with courtesy and re-
spect.
The district expressly prohibits racial, ethnic, religious,
disability, gender, gender identity, gender expression,
or sexual orientation harassment of its students, em-
ployees, and those who seek to join the campus com-
munity in any capacity or those who interface with the
district (i.e., citizens, parents, vendors).
Examples of harassment include, but are not limited to,
threatening or intimidating conduct; verbal, written,
electronic, or physical conduct; and any other demon-
strative actions based on race, color, ethnic origin, na-
tionality, religious preference, disability, gender, gen-
der identity, gender expression, or sexual orientation
that has the purpose or effect of creating a hostile, in-
timidating, or offensive learning environment and sub-
stantially interfering with the learning environment.
Sexual Harassment
All students are prohibited from engaging in offensive
verbal, written, electronic, or physical conduct of a sex-
ual nature directed toward another student. This prohi-
bition applies whether the conduct is by word, gesture,
or other intimidating sexual conduct, including re-
quests for sexual favors that the other student regards
as offensive or provocative.
Examples of prohibited sexual harassment may in-
clude, but is not limited to, touching private body parts
or coercing physical contact that is sexual in nature;
sexual advances; jokes or conversations of a sexual
nature; and other sexually motivated conduct, commu-
nications, or contact.
Sexual harassment of a student by an employee or vol-
unteer does not include necessary or permissible
physical contact that is not reasonably construed as
sexual in nature. However, romantic or inappropriate
social relationships, as well as all sexual relationships,
between students and district employees are prohib-
ited, even if consensual.
Students and/or parents are encouraged to discuss
their questions or concerns about the expectations in
this area with the teacher, the principal, or designee.
Students, parents, and/or a students representative
may contact the principal, counselor, Child Abuse and
Domestic Violence Prevention Office, or designee re-
garding available counseling as a result of harassment
Retaliation
Retaliation against a person, who makes a good faith
report of dating violence, discrimination, or harass-
ment, is prohibited. Retaliation against a person who is
participating in an investigation of alleged dating vio-
lence, discrimination, or harassment is also prohibited.
A person who makes a false claim or offers false state-
ments or refuses to cooperate with a district investiga-
tion, however, may be subject to appropriate discipline.
Reporting Procedures
Any student who believes that he or she has experi-
enced harassment or retaliation should immediately
report the problem to a teacher, school counselor, prin-
cipal or other district employee. All allegations of har-
assment involving a student shall be reported to a
teacher or principal. The discipline guidelines are lo-
cated in the Student Code of Conduct. No procedure
in district policy shall have the effect of requiring the
student alleging harassment to bring the matter to the
person who is the subject of the complaint. Should the
complaint be against a district administrator, the com-
plaint should be filed with the next level of authority.
Investigation of Report
District officials shall promptly investigate all allega-
tions of dating violence; racial, ethnic, religious, disa-
bility, gender, gender identity, gender expression,
sexual orientation, or sexual harassment; discrimina-
tion; and retaliation. Action as deemed appropriate
pursuant to district policy will be taken. Filing allega-
tions without substantive cause is strictly prohibited
and may result in disciplinary action. Any person who
files a false claim may be subject to any and all avail-
able State and district penalties. A student or parent
who is dissatisfied with the outcome of the investiga-
tion may appeal in accordance with policy FNG (LO-
CAL).
DISTANCE LEARNING
Distance learning courses are online courses in which
a student and teacher are in different locations for a
majority of the students instructional time. Online
learning is offered for students when specialized learn-
ing needs can be met most effectively through such
learning. Online learning opportunities may include,
but are not limited to, correspondence courses, and
online courses that support traditional face-to-face
courses and are a means of earning credit in a subject
or course.
The district has established procedures and policies
governing the use of online courses. These proce-
dures and policies are found in the Dallas ISD Virtual
School handbook located at http://www.dalla-
sisd.org/Page/12514
Dallas ISDs Virtual School serves two essential func-
tions in the district: 1) provide high quality online in-
18


structional courses to students and 2) assist in the co-
ordination, implementation, and oversight of online
programs throughout the district. All online courses
offer students the same rigorous requirements as tra-
ditional campus-based courses. All course content is
aligned to state and national standards thus, fully ad-
dressing the Texas Essential Knowledge and Skills
(TEKS).
A virtual course is defined as:
A course in which instruction and content
are delivered primarily over the Internet;
A student and teacher are in different loca-
tions for a majority of the students instruc-
tional period; and
Most instructional activities take place in an
online environment.
Online courses offer flexibility, responsibility, and com-
patibility for students who wish to enrich or supplement
their educational program.
All district approved online courses are designated as
Dallas ISD Virtual School courses and must comply
with the policies, protocols, and procedures in policy
and in the Dallas ISD Virtual School Handbook. Ap-
proved online provider courses include vendor based
courses and Texas Virtual School Network (TxVSN)
courses.
These courses are aligned with state standards. In ad-
dition, all the courses have been evaluated and ap-
proved by Dallas ISDs Curriculum and Instruction De-
partment.
Students have the option, with certain limitations, to
enroll in an online course to earn course credit for
graduation All University Interscholastic League
(UIL) and National Collegiate Athletic Association
(NCAA) guidelines apply. This means that No Pass,
No Play does apply to all online courses. Further-
more, only those online courses that meet all the
state-required essential knowledge and skills for the
courses shall earn graduation credit.
For additional information, see EHDE (LOCAL).
DISTRIBUTION OF PUBLISHED MA-
TERIALS OR DOCUMENTS
School Materials
Publications prepared by and for the school may be
posted or distributed, with the prior approval of the
principal, sponsor, or teacher. Such items may include
school newsletters, posters, brochures, flyers, etc. All
school publications are under the supervision of a
teacher, sponsor, and the principal.
Nonschool Materials...from students
Students must obtain prior approval from the principal
or designee before posting, circulating, or distributing
written materials, handbills, photographs, pictures, pe-
titions, films, tapes, posters, or other visual or auditory
materials that were not developed under the oversight
of the school.
To be considered, any nonschool material must in-
clude the name of the sponsoring person or organiza-
tion. The decision regarding approval will be made in
two school days. A student may appeal a principals
decision in accordance with policy FNG (LOCAL). Any
student who posts nonschool material without prior ap-
proval will be subject to disciplinary action.
Nonschool Materials...from others
Written or printed materials, handbills, photographs,
pictures, films, tapes, or other visual or auditory mate-
rials not sponsored by the district or by a district-affili-
ated, school-support organization will not be sold, cir-
culated, distributed, or posted on any district premises
by any district employee or by persons or groups not
associated with the district, except as permitted by pol-
icies at GKDA. Contact the principal for specific guide-
lines
.
DRESS AND GROOMING
Grades Pre-K - 8
The district requires all students prekindergartengrade 8 to wear a school uniform unless the parent or guardian
has filed an objection as provided in FNCA (LEGAL) and (REGULATION). All clothing must adhere to the stand-
ards set out below





19


APPROPRIATE ATTIRE FOR PRE-K GRADE 8 STUDENTS
Item Color Style Other
Slacks and
Pants
Khaki, navy blue, or black, in a
solid, single color.
Pleated or flat front, full length, appropri-
ately fastened at the waist. Pants with
loops require belts. Material may be cot-
ton, canvas, corduroy, linen, polyester, or
twill.

Tops

All pre-kgrade 8 students shall
wear white shirts and additional
solid color top as determined by
the campus.
Shirts and blouses must have short or long
sleeves with button down or straight col-
lars. Turtleneck and polo styles are permit-
ted.

Trademarks (logos), if any,
must be one inch or less.
District school logos are
permitted and are not lim-
ited in size.
Skirts and
Jumpers
Khaki, navy blue or black, in a
single, solid color.
Must be at least finger-tip length with
arms in normal position.

Shorts and
Capris
Khaki, navy blue, or black, in a
solid, single color.
Must be at least finger-tip length with
arms in normal position.

Cardigans,
and Sweat-
ers
Should match an accepted uni-
form color.
All must be worn over a collared shirt, tur-
tleneck, or polo style top.

District school logos are
permitted and are not lim-
ited in size. (All district-is-
sued school jackets are
permitted.)
Footwear Athletic shoes, loafers, dress shoes, or
other closed-toed/closed-heel shoes.
Mules described as closed-toed and open-
heel are appropriate.

Grades 9-12
Principals, working in consultation with the site-based
decision-making committee, Parent Teacher Associa-
tion, and administrative staff, are authorized to imple-
ment mandatory uniforms for their individual campus
provided they comply with the 90-day rules and the ex-
emption guidelines outlined in FNCA (LEGAL).
In high school, the length of dresses, skirts, and shorts
shall be no shorter than finger-tip length with arms in
normal position, i.e., arms hanging naturally, as stu-
dent is standing straight and upright. Each high school
will inform students and parents of appropriate dress
and grooming requirements.
All grades
Deviations or exceptions to dress code policy must re-
late to the curriculum of the specific class, i.e., physical
education, JROTC, etc. Whether or not a student is
dressed appropriately or properly groomed shall be left
to the discretion of the principal or his/her designee.
Student complaints regarding appropriate attire and
grooming for religious and/or philosophical reasons
shall follow the complaint procedures outlined in
FNCA (REGULATION). See Complaints and Con-
cerns, p.12.
ELECTRONIC DEVICES AND
TECHNOLOGY RESOURCES
See policies at CQ.
Possession and Use of Personal Telecom-
munications Devices, Including Cellular
Phones
20


For safety purposes, the district permits students to
possess personal cellular phones; however, these de-
vices must remain turned off during instructional class
time, including all testing, unless they are being used
for approved instructional purposes. A student must
have approval to possess other telecommunication de-
vices such as netbooks, laptops, tablets, or other per-
sonal computers.
The use of cellular phones or any device capable of
capturing images is strictly prohibited in locker rooms
or restroom areas while at school or at a school-related
or school-sponsored event.
If a student uses a cellular phone without authorization
during the school day, the device will be confiscated.
The cellular phone may be picked up from the princi-
pals office for a fee of $5 to $15, depending on the
number of times it has been confiscated.
Confiscated telecommunications devices that are not
retrieved by the student or the students parents will be
disposed of after the notice required by law. (See pol-
icy FNCE.)
In limited circumstances and in accordance with law, a
students personal telecommunications device may be
searched by authorized personnel.
Any disciplinary action will be in accordance with the
Student Code of Conduct. The district will not be re-
sponsible for damaged, lost, or stolen telecommunica-
tion devices.
Possession and Use of Other Personal Elec-
tronic Devices
Except as described below, students are not permit-
ted to possess or use personal electronic devices
such as MP3 players, video or audio recorders, DVD
players, cameras, games, e-readers, or other elec-
tronic devices at school, unless prior permission has
been obtained. Without such permission, teachers
will collect the items and turn them in to the principals
office. The principal will determine whether to return
items to students at the end of the day or to contact
parents to pick up the items.
In limited circumstances and in accordance with law,
a students personal electronic device may be
searched by authorized personnel.
Any disciplinary action will be in accordance with the
Student Code of Conduct. The district will not be re-
sponsible for any damaged, lost, or stolen electronic
device.
Instructional Use of Personal Telecommuni-
cations and Other Electronic Devices
In some cases, students may find it beneficial or
might be encouraged to use personal telecommuni-
cations or other personal electronic devices for in-
structional purposes while on campus. Students
must obtain prior approval before using personal tel-
ecommunications or other personal electronic de-
vices for instructional use. Students must also sign a
user agreement that contains applicable rules for use
(separate from this handbook). When students are
not using the devices for approved instructional pur-
poses, all devices must be turned off during instruc-
tional class time. Violations of the user agreement
may result in withdrawal of privileges and other disci-
plinary action.
Acceptable Use of District Technology Re-
sources
To prepare students for an increasingly technological
society, the district has made an investment in the
use of district-owned technology resources for in-
structional purposes; specific resources may be is-
sued individually to students. Use of these techno-
logical resources, which include the districts network
systems and use of district equipment, is restricted to
approved purposes only. Students and parents will
be asked to sign a user agreement (separate from
this handbook) regarding use of these district re-
sources. Violations of the user may result in with-
drawal of privileges and other disciplinary action.
Students and their parents should be aware that stu-
dent access and use of the district network is moni-
tored by district staff. All Internet access is filtered in
accordance with regulations of No Child Left Behind
and the Childrens Internet Protection Act. Additional
information regarding such filtering can be found
on-line at:
http://www.fcc.gov/cgb/consumerfacts/cipa.htm.
Efforts to bypass the districts filter or engage in un-
authorized acts may result in withdrawal of privileges
and other disciplinary action. (For additional infor-
mation, see policies at CQ.)
Unacceptable and Inappropriate Use of
Technology Resources
Students are prohibited from possessing, sending,
forwarding, posting, accessing, or displaying elec-
tronic messages that are abusive, obscene, sexually
oriented, threatening, harassing, damaging to an-
others reputation, or illegal. This prohibition also ap-
plies to conduct on or off school property, regardless
of whether the equipment used to send such mes-
sages is district or personally owned, if it results in a
substantial disruption to the educational environ-
ment. Any person taking, disseminating, transferring,
possessing, or sharing obscene, sexually oriented,
lewd, or otherwise illegal images or other content,
commonly referred to as sexting, will be disciplined
according to the Student Code of Conduct and may,
in certain circumstances, be reported to law enforce-
ment.
21


EXTRACURRICULAR ACTIVITIES,
CLUBS, AND ORGANIZATIONS
Participation in school-sponsored activities is an ex-
cellent way for a student to develop talents, receive
individual recognition, and build strong friendships
with other students; participation, however, is a privi-
lege, not a right. Eligibility for participation in many of
these activities is governed by state law and the rules
of the University Interscholastic League (UIL)a
statewide association overseeing interdistrict compe-
tition. If a student is involved in an academic, athletic,
or music activity governed by UIL, the student and
parent are expected to know and follow all rules of
the UIL organization. (See http://www.uiltexas.org for
additional information.)
Academic Requirements (No Pass/No Play)
The following requirements apply to all extracurricu-
lar activities.
UIL participants are eligible to participate in contests
during the first six weeks of the school year provided
the following standards have been met:
Students beginning grade nine and below
must have been promoted from the previ-
ous grade prior to the beginning of the cur-
rent school year.
Students beginning their second year of
high school must have earned five credits
which count toward state high school grad-
uation requirements.
Students beginning their third year of high
school either must have earned a total of 10
credits which count toward high school
graduation credits or have earned a total of
five credits which count toward high school
graduation requirements during the 12
months preceding the first day of the current
school year.
Students beginning their fourth year of high
school either must have earned a total of 15
credits which count toward state high school
graduation credits or have earned a total of
five credits which count toward state high
school graduation requirements during the
12 months preceding the first day of the cur-
rent school year.
Eligibility for All Extracurricular Participants
After the First Six Weeks of the School Year
A student who receives, at the end of any
grading period (after the first six weeks of
the school year), a grade below 70 in any
class may not participate in extracurricular
activities for at least three school weeks.
Students enrolled in honors courses (such
as Advanced Placement (AP), PreAP, Inter-
national Baccalaureate course or dual
credit course) must have a grade of 60 or
higher at the end of any grading period for
eligibility purposes only. If a student makes
below a 60 in an honors class, at the end of
a grading period, they may submit an appli-
cation as a waiver to maintain their eligibility
if approved (EIA Regulation).
A student with disabilities who fails to meet
the standards in the individualized educa-
tion program (IEP) may not participate for at
least three school weeks.
An ineligible student may practice or re-
hearse.
A student regains eligibility after the seven-
calendar-day waiting period has ended fol-
lowing a grading period or the three- school-
week evaluation period when the principal
and teachers determine that the student has
earned a passing grade (70 or above) in all
classes or a grade of 60 or higher in honors
courses (previously identified).
A student is allowed in a school year up to
10 absences not related to post-district
competition, a maximum of 5.
Absences for post-district competition prior
to state, and a maximum of 2 absences for
state competition. All extracurricular activi-
ties and public performances, whether UIL
activities or other activities approved by the
board, are subject to these restrictions.
An absence for participation in an activity
that has not been approved will receive an
unexcused absence.
Please note: Sponsors of student clubs and per-
forming groups such as the band, choir, cheerlead-
ing, drill teams, and athletic teams must follow all el-
igibility requirements (No Pass No Play) and may es-
tablish standards of behaviorincluding conse-
quences for misbehaviorthat are stricter than those
for students in general. If a violation is also a viola-
tion of school rules, the consequences specified by
the Student Code of Conduct or by local policy will
apply in addition to any consequences specified by
the organizations standards of behavior. [For further
information, see policies at FM and FO.]
FEES
Materials that are part of the basic educational pro-
gram are provided with state and local funds at no
charge to a student. A student, however, may be re-
quired to furnish personal or consumable items, in-
cluding pencils, paper, pens, erasers, notebooks and
22


school uniforms. The Board may require payment of
the following fees or deposits:
Costs for materials for a class project that
the student will keep
Membership dues in clubs or student organ-
izations and admission fees to extracurricu-
lar activities when membership or attend-
ance is voluntary
Security deposits for the return of materials,
supplies, or equipment
Fees for personal physical education and
athletic equipment and apparel. A student
may provide his or her own equipment or
apparel if it meets reasonable requirements
and standards established by the Board.
Voluntarily purchased pictures, publica-
tions, class rings, yearbooks, graduation
announcements, etc.
Fee for an authorized, voluntary student
health and accident benefit plan
A reasonable fee, not to exceed the actual
annual maintenance cost for the use of mu-
sical instruments and uniforms owned or
rented by the District
Fees for personal apparel used in extracur-
ricular activities that becomes the property
of the student
Parking fees (See CLC )and student identi-
fication cards
Fees for lost, damaged, or overdue library
books
Fees for optional courses offered for credit
that require use of facilities not available on
district premises
Summer school for courses that are offered
tuition-free during the regular school year
A reasonable fee for providing transporta-
tion to a student who lives within two miles
of the school
A fee not to exceed $50 for costs of provid-
ing an educational program outside of regu-
lar school hours for a student who has lost
credit because of absences and whose par-
ent chooses the program in order for the
student to meet the 90 percent attendance
requirement. The fee will be charged only if
the parent or guardian signs a district-pro-
vided request form.
Fees permitted by any other statute
In some cases, a fee is associated with an
online course.
Any required fee or deposit may be waived if the stu-
dent and parent are unable to pay. Application for
such a waiver may be made to the principal. [For
further information, see policies at FP.]
FUND-RAISING
Board Polices FJ(Local), FJ (Legal) and FJ(Regula-
tion) address fund-raising activities. All fund-raising
projects shall be subject to the approval of the principal
and superintendent. Fund-raising activities by student
groups and/or for school-sponsored projects are al-
lowed, with prior administration approval and under the
supervision of the project sponsor, for students in all
grades. Funds raised must be receipted, deposited,
and disbursed in accordance with CFD(LOCAL). No
outside organizations of any sort may solicit contribu-
tions of any type from students within the schools.
Fund-raising activities by student groups shall be in
compliance with Board Policy FFA (Local)
GANG-FREE ZONES
Certain criminal offenses, including those involving
organized criminal activity such as gang related
crimes, will be enhanced to the next highest category
of offense if they are committed in a gang-free zone.
For purposes of the district, a gang-free zone in-
cludes a school bus and a location in, on, or within
1000 feet of any district-owned or leased property or
campus playground.
GRADE CLASSIFICATION
See Promotion and Retention.
GRADING
Guidelines, Report Cards, and Progress Re-
ports
Teachers follow grading guidelines that have been ap-
proved by the superintendent and are designed to re-
flect each students academic achievement for the
grading period, semester, or course.
Report cards are issued at the end of every six weeks
grading period. Teachers send interim progress re-
ports to parents every three weeks if a students per-
formance in any subject or class is below 70 or whose
average is deemed borderline according to district
guidelines.
To ensure that test grades reflect content mastery, stu-
dents are permitted to retake any major test they have
failed within five school days the failing grade was re-
ceived or no later than ten days of the date of the test.
If the test is passed on the second attempt, the failing
grade will be removed from the grade book, and the
passing grade recorded with the following exception.
When student behavior or actions clearly demonstrate
that a major test was failed due to lack of effort or in-
appropriate behavior, teachers, with principal ap-
proval, may assess a grade penalty. The grade penalty
23


shall be either the average of the two tests or a 70 (if
either the average or the second attempt is above 70).
The grade given to a student failing a test for the sec-
ond time will be the higher score earned on either test.
[The retesting policy does not apply to Assessments of
Course Performance (ACPs)].
State law provides that a test or course grade issued
by a teacher cannot be changed unless the board de-
termines that the grade was arbitrary or contains an
error, or that the teacher did not follow the districts
grading policy. [See policy EIA (LOCAL) and FNG
(LEGAL).]
Grading Pre-K-1
Essential knowledge and skills for pre-k-grade 1 are
used for documenting mastery of the expectations per
grade level. In recording grades for pre-k, kindergar-
ten, and first grade students, the symbols E indicating
excellent progress, S for satisfactory progress, and
N for needs improvement are used on the report
card.
Numerical Grades for 2-12
For all subjects taught in 2-12, teachers use numerical
grades on the report cards to report progress to par-
ents and students. The numerical grade ranges are:

70 100, Passing;
Below 70, Failing;
I, Incomplete (must be made up within guidelines).
Students with excessive absences who did not com-
plete a plan approved by the principal or whose appeal
to the attendance committee was denied will be given
the numerical grade earned, but it will be shown with
an asterisk (*) to denote that no credit was received
due to excessive absences.
GRADUATION
Requirements for a Diploma
To receive a high school diploma from the district, a
student must successfully:
Complete the required number of credits;
Complete any locally required courses in
addition to the courses mandated by the
state; and
Depending on the year in which the student
is scheduled to graduate, pass a statewide
exit-level exam or achieve passing scores
on certain end-of-course (EOC) assess-
ments.
Beginning with students who entered grade 9 in the
20112012 school year, students are required, with
limited exceptions, to perform satisfactorily on the fol-
lowing EOC assessments: English I, English II, Al-
gebra I, Biology, and United States History. A stu-
dent who has not achieved sufficient scores on the
EOC assessments to graduate will have opportuni-
ties to retake the assessments.
Also see Standardized Testing for more information.
Graduation or Certificate of Attendance for
Students with Disabilities
Upon the recommendation of the Admission, Review,
and Dismissal Committee (ARDC),a student with dis-
abilities who receives special education services may
be permitted to graduate under the provisions of his
or her Individualized Education Program (IEP).
A student who receives special education services
and has completed four years of high school, but has
not met the requirements of his or her IEP, may par-
ticipate in graduation ceremonies and receive a cer-
tificate of attendance. Even if the student partici-
pates in graduation ceremonies to receive the certifi-
cate of attendance, he or she may remain enrolled to
complete the IEP and earn his or her high school di-
ploma; however, the student will only be allowed to
participate in one graduation ceremony. [See FMH
(LEGAL)]
Certificate of Coursework Completion
The district does not issue a certificate of coursework
completion to seniors who successfully complete
state and local credit requirements for graduation but
fail to perform satisfactorily on the exit-level exams.
Graduation Expenses
Because students and parents will incur expenses in
order to participate in the traditions of graduation
such as the purchase of invitations, senior ring, cap
and gown, and senior pictureboth student and par-
ent should monitor progress toward completion of all
requirements for graduation. The expenses often are
incurred in the junior year or first semester of the sen-
ior year
.




24



Graduation Programs
The district offers the graduation programs listed below. All students entering grade 9 are required to enroll in the
Recommended High School Program or Advanced/Distinguished Achievement Program. Permission to enroll in
the Minimum Graduation Program will be granted only after the student has completed four semesters in high
school; is at least age 16; has earned 2 credits required for graduation in each subject of the foundation curriculum
or has failed to be promoted to the 10
th
grade at least once; and has a written agreement signed by the student,
the students parent or person standing in parental relation, and the counselor or school administrator. [See policy
EIF (LEGAL).]
An Admission, Review, and Dismissal (ARD) Committee may determine that a student who is eligible for and
enrolled in one or more locally developed special education courses qualifies to be enrolled in the Minimum High
School Program prior to completing four semesters of high school.
Students entering the ninth grade prior to the 2007-08 school year should consult with their counselor to confirm
credit requirements for graduation.
Beginning with the 20072008 school year, in addition to all state and local course requirements for the selected
program, a student entering the ninth grade must meet the following credit requirements for graduation:
Minimum Program 22 credits
Recommended Program 26 credits
Distinguished Achievement Program 26 credits
Not all state approved courses are offered at every secondary campus in the district. A student who wants to take
a course not offered at his or her regular campus should contact the counselor about a transfer or other alterna-
tives.
Beginning with the entering freshman class in 2011-12, performance on the End of Course (EOC) exams is a
factor in determining the eligibility to graduate under each of the graduation plans.
*Distinguished Achievement Program Requirements for Advanced Measures
The measures must focus on demonstrated student performance at the college or professional level.
Student performance on advanced measures must be assessed through an external review process.
Except for the original research/project a student may not count two measures derived from a single
activity. For example, a student who scores a three or better on the AP Economics exam cannot count
a grade from a dual credit economics college course.
A student must achieve any combination of four from the following:
Original Research/Project: The research/project may not be used for more than two of the advanced
measures. The research/project may be judged by a panel of professionals in the field that is the focus
of the project; or conducted under the direction of mentor(s) and reported to an appropriate audience;
and related to the required curriculum set forth in 19 TAC74.1 (relating to TEKS).
AP Exam: A score of three or above on the College Board Advanced Placement examination.
PSAT: A score on the Preliminary Scholastic Assessment Test (PSAT/NMSQT) that qualifies a student
for recognition as a Commended Scholar or higher by the College Board and National Merit Scholarship
Corporation; as part of the National Hispanic Recognition Program of the College Board; or as part of
the National Achievement Scholarship Program of the National Merit Scholarship Corporation. The
PSAT/NMSQT score may count as only one advanced measure regardless of the number of honors
received by the student.
College Courses: College-level courses provided by the higher education institutions must be accred-
ited by the Southern Association of Colleges and Schools. A grade of 3.0 or higher on a one semester
college course (including tech prep programs), will give students an advanced measure. The student
must arrange for an official transcript to be sent from the college to the high school counselor well in
advance of graduation in order to have the advanced measure(s) recorded on the students academic
achievement record. The college transcript will be kept by the high school.
Examples: A student may have combinations meeting the above criteria such as the following:
o 3 AP exams and 1 college course = 4 measures
o 2 AP exams, 1 college course, and 1 PSAT = 4 measures
o 4 dual credit courses = 4 measures; or 4 AP exams = 4 measur
Graduation Credit Requirements for Students Entering Ninth Grade Beginning in 2012-2013
College Board Advanced Placement, college-level concurrent/dual enrollment, and International Baccalaureate courses may be substi-
tuted for requirements in appropriate areas.
* Distinguished Achievement Program requirements also include student achievement of four advanced measures. See TAC 74.74(d) for
more information.
25



Discipline Minimum HSP Recommended HSP Distinguished Achievement
Program**
English
Language
Arts
Four credits:
English I, II, III
English I and II for Speakers of Other Lan-
guages may be substituted for English I
and II for students with limited English pro-
ficiency who are at the beginning or inter-
mediate levels of English language profi-
ciency.
The fourth credit of English may be se-
lected from one full credit or a combination
of two half credits of the following:
English IV
Research and Technical Writing
Creative Writing
Practical Writing Skills
Literary Genres
Business English (CTE)
Journalism
AP English Language and Composition
AP English Literature andComposition
Four credits:
English I, II, III, and IV
English I and II for Speakers of
Other Languages may be substi-
tuted for English I and II only for
students with limited English profi-
ciency who are at the beginning or
intermediate levels of English lan-
guage proficiency.
Four credits:
English I, II, III, and IV
English I and II for Speakers of
Other Languages may be substi-
tuted for English I and II only for
students with limited English
proficiency who are at the begin-
ning or intermediate levels of
English language proficiency.
Mathematics Three credits:
Algebra I
Geometry
The final credit may be Algebra II. A stu-
dent may not combine a half credit of Al-
gebra II with a half credit from another
mathematics course to satisfy the final
mathematics credit requirement.
The final credit may be selected from one
full credit or a combination of two half
credits from any of the following:
Precalculus
Mathematical Models with Applications
Independent Study in Mathematics
Advanced Quantitative Reasoning
(AQR)
AP Statistics
AP Calculus AB
AP Calculus BC
AP Computer Science
IB Mathematical Studies Standard
Level
IB Mathematics Standard Level
IB Mathematics Higher Level
IB Further Mathematics Standard Level
Mathematical Applications in Agricul-
ture, Food, and
Natural
Re-
sources
(CTE)
Engineering Mathematics (CTE)
Statistics and Risk Management (CTE)
Four credits:
Algebra I
Algebra II
Geometry
The additional credit may be Math-
ematical Models with Applications and
must be successfully completed prior
to Algebra II.
The fourth credit may be
selected from any of the
following:
Precalculus
Independent Study in Mathe-
matics
Advanced Quantitative Rea-
soning (AQR)
AP Statistics
AP Calculus AB
AP Calculus BC
AP Computer Science
IB Mathematical Studies Stand-
ard Level
IB Mathematics Standard Level
IB Mathematics Higher Level
IB Further Mathematics Stand-
ard Level
The additional credit may be se-
lected from the following and may
be taken after successful comple-
tion of Algebra I and Geometry
and either after successful com-
pletion of or concurrently with Al-
gebra II:
Engineering Mathematics
(CTE)
Mathematical Applications in
Agriculture, Food, and natural
Natural Resources (CTE)
Statistics and Risk Manage-
ment (CTE)
Four credits:
Algebra I
Algebra II
Geometry
The fourth credit may be selected
from any of the following after suc-
cessful completion of Algebra I, Alge-
bra II, and Geometry:
Precalculus
Independent Study in Mathe-
matics
Advanced Quantitative Rea-
soning (AQR)
AP Statistics
AP Calculus AB
AP Calculus BC
AP Computer Science
IB Mathematical Studies
Standard Level
IB Mathematics Standard
Level
IB Mathematics Higher Level
IB Further Mathematics Stand-
ard Level
The additional credit may be se-
lected from the following
courses and may be taken after
successful completion of Alge-
bra I and Geometry and either
after successful completion of or
concurrently with Algebra II:
Engineering Mathematics
(CTE)
Statistics and Risk Manage-
ment (CTE)
Graduation Credit Requirements for Students Entering Ninth Grade Beginning in 2012-2013
College Board Advanced Placement, college-level concurrent/dual enrollment, and International Baccalaureate courses may be substi-
tuted for requirements in appropriate areas.
* Distinguished Achievement Program requirements also include student achievement of four advanced measures. See TAC 74.74(d) for
more information.
26


Discipline Minimum HSP Recommended HSP Distinguished Achievement
Program**
Science Two credits:
Biology
Integrated Physics and Chemistry (IPC)
May substitute a chemistry credit (Chem-
istry, AP Chemistry, or IB Chemistry) or
a physics credit (Physics, Principles of
Technology, AP Physics, or IB Physics)
for IPC but must use the other of these
two courses as the academic elective
credit.

Per Dallas ISD EIF (Local Policy)
One additional science credit must
be taken for a total of three sci-
ence credits.
See Academic Elective Section
Four credits:
Biology, AP Biology, or IB
Biology
Chemistry, AP Chemistry, or IB
Chemistry
Physics, Principles of Technology,
AP Physics, or IB Physics
The additional credit may be IPC
and must be successfully com-
pleted prior to chemistry and
physics.
The fourth credit may be selected
from any of the following labora-
tory-based courses:
Aquatic Science
Astronomy
Earth and Space Science
Environmental Systems
AP Biology
AP Chemistry
AP Physics B
AP Physics C
AP Environmental Science
IB Biology
IB Chemistry
IB Physics
IB Environmental Systems
The additional credit may be se-
lected from the following labora-
tory-based courses and may be
taken after successful completion
of biology and chemistry and ei-
ther after successful completion of
or concurrently with physics:
Scientific Research and Design
(CTE)
Anatomy and Physiology (CTE)
Engineering Design and Prob-
lem Solving (CTE)
Medical Microbiology (CTE)
Pathophysiology (CTE)
Advanced Animal Science
(CTE)
Advanced Biotechnology (CTE)
Advanced Plant and Soil Sci-
ence (CTE)
Food Science (CTE)
Forensic Science(CTE)
Four credits:
Biology, AP Biology, or IB
Biology
Chemistry, AP Chemis-
try, or IB Chemistry
Physics, AP Physics, or
IB Physics
The fourth credit may be
selected from any fol-
lowing laboratory-based
courses:
Aquatic Science
Astronomy
Earth and Space Science
Environmental Systems
AP Biology
AP Chemistry
AP Physics B
AP Physics C
AP Environmental Science
IB Biology
IB Chemistry
IB Physics
IB Environmental Systems
The additional credit may be se-
lected from the following labor-
atory-based courses and may
be taken after successful com-
pletion of biology and chemistry
and either after successful com-
pletion of or concurrently with
physics:
Scientific Research and De-
sign (CTE)
Anatomy and Physiology
(CTE)
Engineering Design and Prob-
lem Solving (CTE)
Medical Microbiology (CTE)
Pathophysiology (CTE)
Advanced Animal Science
(CTE)
Advanced Biotechnology
(CTE)
Advanced Plant and Soil Sci-
ence (CTE)
Food Science (CTE)
Forensic Science(CTE)
Social
Studies
Three credits:
U.S. History Studies Since 1877 (one
credit)
U.S. Government (one-half credit)
Economics with Emphasis on the Free En-
terprise System and Its Benefits (one-half
credit)
The final credit may be selected from the
following:
World History Studies (one credit)
World Geography Studies (onecredit)
Four credits:
World History Studies (one credit)
World Geography Studies (one
credit)
U.S. History Studies Since 1877
(one credit)
U.S. Government (one-half credit)
Economics with Emphasis on the
Free Enterprise System and Its
Benefits (one-half credit)
Four credits:
World History Studies (one credit)
World Geography Studies (one
credit)
U.S. History Studies Since 1877
(one credit)
U.S. Government (one-half credit)
Economics with Emphasis on the
Free Enterprise System and Its
Benefits (one-half credit)
Graduation Credit Requirements for Students Entering Ninth Grade Beginning in 2012-2013
College Board Advanced Placement, college-level concurrent/dual enrollment, and International Baccalaureate courses may be substi-
tuted for requirements in appropriate areas.
* Distinguished Achievement Program requirements also include student achievement of four advanced measures. See TAC 74.74(d) for
more information.
27


Discipline Minimum HSP Recommended HSP Distinguished Achievement
Program**
Academic
Elective
One credit from any of the following:
Per Dallas ISD EIF (Local Policy)
Academic Elective must be:
Any SBOE-approved science course
If substituting Chemistry or Physics for
IPC, a student must use the other of
these two courses as academic elective
credit.
None
Physical Ed-
ucation
Per Dallas ISD EIF (Local Policy)
1.5 credits of physical education or ap-
proved substitution is required for gradu-
ation.

The required 1.5 credits may be from
any combination of the following one-
half to one credit courses:
Foundations of Personal Fitness
Adventure/Outdoor Education
Aerobic Activities
Team or Individual Sports
In accordance with local district policy,
credit for any of the courses listed
above may be earned through partici-
pation in the following activities:
Athletics
JROTC
Appropriate private or commer-
cially-sponsored physical ac-
tivity programs conducted on
or off campus
In accordance with local district policy,
up to one credit for any one of the
courses listed above may be earned
through participation in any of the fol-
lowing activities:
Drill Team
Marching Band
Cheerleading
All allowed substitution activities must in-
clude at least
100 minutes per five-day school
week of moderate to vigorous physi-
cal activity.
Credit may not be earned for any TEKS-
based course more than once. No more
than four substitution credits may be
earned through any combination of sub-
stitutions.
A student who is unable to participate in
physical activity
due to disability or illness may substi-
tute an academic elective credit (Eng-
lish language arts, mathematics, sci-
ence, or social studies).
Per Dallas ISD EIF (Local Policy)
1.5 credits of physical education
or approved substitution is re-
quired for graduation.

The required 1.5 credits may
be from any combination of the
following one-half to one credit
courses:
Foundations of Personal Fit-
ness
Adventure/Outdoor Education
Aerobic Activities
Team or Individual Sports
In accordance with local district
policy, credit for any of the
courses listed above may be
earned through participation in
the following activities:
Athletics
JROTC
Appropriate private or
commercially-spon-
sored physical activ-
ity programs con-
ducted on or off cam-
pus
In accordance with local district
policy, up to one credit for any
one of the courses listed above
may be earned through participa-
tion in any of the following activi-
ties:
Drill Team
Marching Band
Cheerleading
All allowed substitution activities
must include at least 100 minutes
per five-day school week of mod-
erate to vigorous physical activ-
ity.
Credit may not be earned for any
TEKS-based course more than
once. No more than four substi-
tution credits may be earned
through any combination of sub-
stitutions.
A student who is unable to partici-
pate in physical activity
due to disability or illness
may substitute an academic
elective credit (English lan-
guage arts, mathematics,
science, or social studies).
Per Dallas ISD EIF (Local Pol-
icy)
1.5 credits of physical education
or approved substitution is re-
quired for graduation.
The required 1.5 credits may
be from any combination of the
following one-half to one credit
courses:
Foundations of Personal Fit-
ness
Adventure/Outdoor Education
Aerobic Activities
Team or Individual Sports
In accordance with local district
policy, credit for any of the
courses listed above may be
earned through participation in
the following activities:
Athletics
JROTC
Appropriate private or
commercially-spon-
sored physical activ-
ity programs con-
ducted on or off cam-
pus
In accordance with local district
policy, up to one credit for any
one of the courses listed above
may be earned through participa-
tion in any of the following activi-
ties:
Drill Team
Marching Band
Cheerleading
All allowed substitution activities
must include at least 100
minutes per five-day school
week of moderate to vigorous
physical activity.
Credit may not be earned for
any TEKS-based course more
than once. No more than four
substitution credits may be
earned through any combina-
tion of substitutions.
A student who is unable to partici-
pate in physical activity
due to disability or illness
may substitute an academic
elective credit (English lan-
guage arts, mathematics,
science, or social studies).
Graduation Credit Requirements for Students Entering Ninth Grade Beginning in 2012-2013
College Board Advanced Placement, college-level concurrent/dual enrollment, and International Baccalaureate courses may be substi-
tuted for requirements in appropriate areas.
* Distinguished Achievement Program requirements also include student achievement of four advanced measures. See TAC 74.74(d) for
more information.
28


Discipline Minimum HSP Recommended HSP Distinguished Achievement
Program**
Languages
Other Than
English
None Two credits: Thecredits must consist
of any two levels in the same lan-
guage.
Two credits: The credits must con-
sist of any two levels in the same lan-
guage.
Speech One-half credit from either of the follow-
ing:
Communication Applications
Professional Communications (CTE)
One-half credit from either of the
following:
Communication Applications
Professional Communications
(CTE)
One-half credit from either of the
following:
Communication Applications
Professional Communications
(CTE)
Fine Arts One credit for students whoenteredGrade9in2010-11or later fromany of thefollowing:
Art, Level I, II, III, or IV
Dance, Level I, II, III, or IV
Music, Level I, II, III, or IV
Theatre, Level I, II, III, or IV
Principles and Elements of Floral Design (CTE)
Digital Art and Animation (Technology Applications)
3-D Modeling and Animation (Technology Applications)

Per Dallas
ISD EIF (Local
Policy)
*Health Edu-
cation
Per Dallas ISD EIF (Local Policy)
One-half (0.5) credit Health Education or one (1)
credit Lifetime Nutrition and Wellness


*Credit may not be earned in Middle School
Per Dallas ISD EIF (Lo-
cal Policy)
One-half (0.5) credit Health
Education or one (1) credit
Lifetime Nutrition and Well-
ness


*Credit may not be earned in
Middle School
Per Dallas ISD EIF (Local Pol-
icy)
One-half (0.5) credit Health Educa-
tion or one (1) credit Lifetime Nutri-
tion and Wellness


*Credit may not be earned in Middle
School
Elective
Courses


In accordance with Dallas ISD EIF (Local Policy)

Five and one-half credits from any of the follow-
ing:
The list of courses approved by the SBOE for
Grades
9-12 (relating to Essential Knowledge
and Skills)
State-approved innovative courses
JROTC (one to four credits)
Driver Education (one-half credit)
A student may not combine a half credit of a
course for which there is an end-of-course as-
sessment with another elective credit course to
satisfy an elective credit requirement.
In accordance with Dallas
ISD EIF (Local Policy)

Four and one-half credits
from any of the following:
The list of courses ap-
proved by the SBOE for
Grades 9-12 (relating to
Essential Knowledge and
Skills)
State-approved innovative
courses
JROTC (one to four cred-
its)
Driver Education (one-half
credit)
A student may not combine
a half credit of a course for
which there is an end-of-
course assessment with an-
other elective credit course
to satisfy an elective credit
requirement
In accordance with Dallas ISD EIF
(Local Policy)

Three and one-half credits from
any of the following:
The list of courses approved by the
SBOE for Grades 9-
12 (relating to Essential
Knowledge and Skills)
State-approved innovative courses
JROTC (one to four credits)
Driver Education (one-half credit)
A student may not combine a
half credit of a course for which
there is an end-of-course as-
sessment with another elective
credit course to satisfy an elec-
tive credit requirement.
Total
Credits
22 26 26

29


HAZING
Hazing is defined as any intentional, knowing, or
reckless act occurring on or off campus directed
against a student that endangers the mental or phys-
ical health or the safety of a student for the purpose
of pledging, being initiated to, affiliating with, holding
office in, or maintaining membership in any organiza-
tion whose members are or include other students.
Hazing will not be tolerated by the district. If an inci-
dent of hazing occurs, disciplinary consequences will
be handled in accordance with the Student Code of
Conduct. It is a criminal offense if a person engages
in hazing; solicits, encourages, directs, aids, or at-
tempts to aid another in hazing; or has firsthand
knowledge of an incident of hazing being planned or
having occurred and fails to report this to the principal
or superintendent. (See policies FFI and FNCC.)

HEALTH INFORMATION AND RE-
QUIREMENTS
Bacterial Meningitis
State law specifically requires the district to provide
the following information:
What is meningitis?
Meningitis is an inflammation of the covering of
the brain and spinal cord. It can be caused by
viruses, parasites, fungi, and bacteria. Viral
meningitis is most common and the least seri-
ous. Bacterial meningitis is the most common
form of serious bacterial infection with the poten-
tial for serious, long-term complications. It is an
uncommon disease, but requires urgent treat-
ment with antibiotics to prevent permanent dam-
age or death.
What are the symptoms?
Someone with meningitis will become very ill.
The illness may develop over one or two days,
but it can also rapidly progress in a matter of
hours. Not everyone with meningitis will have the
same symptoms.
Children (over 1 year old) and adults with men-
ingitis may have a severe headache, high tem-
perature, vomiting, sensitivity to bright lights,
neck stiffness or joint pains, and drowsiness or
confusion. In both children and adults, there may
be a rash of tiny, red-purple spots. These can
occur anywhere on the body.
The diagnosis of bacterial meningitis is based on
a combination of symptoms and laboratory re-
sults.


How serious is bacterial meningitis?
If it is diagnosed early and treated promptly, the
majority of people make a complete recovery. In
some cases it can be fatal or a person may be
left with a permanent disability.
How is bacterial meningitis spread?
Fortunately, none of the bacteria that cause
meningitis are as contagious as diseases like
the common cold or the flu, and they are not
spread by casual contact or by simply breathing
the air where a person with meningitis has been.
The germs live naturally in the back of our noses
and throats, but they do not live for long outside
the body. They are spread when people ex-
change saliva (such as by kissing, sharing drink-
ing containers, utensils, or cigarettes).
The germ does not cause meningitis in most
people. Instead, most people become carriers
of the germ for days, weeks, or even months.
The bacteria rarely overcome the bodys im-
mune system and cause meningitis or other se-
rious illness.
How can bacterial meningitis be prevented?
Do not share food, drinks, utensils, tooth-
brushes, or cigarettes. Limit the number of per-
sons you kiss.
Students entering 7
th
-8
th
grade will receive one
dose of meningococcal vaccine. This vaccine
protects against these infections. Pre-teens
should receive a single shot of this vaccine dur-
ing their 11 or 12 year old check-up. If your teen-
age student missed getting the vaccine contact
your medical provider. The vaccine is available
for those between the ages of 11 years to 55
years of age or for others in high risk categories.
What should you do if you think you or a
friend might have bacterial meningitis?
You should seek prompt medical attention.
Where can you get more information?
Your school nurse, family doctor, and the staff at
your local or regional health department office
are excellent sources for information on all com-
municable diseases. You may also call your lo-
cal health department or Regional Department
of State Health Services office to ask about a
meningococcal vaccine. Additional information
may also be found at the Web sites for the Cen-
ters for Disease Control and Prevention,
http://www.cdc.gov, and the Department of
State Health Services,
http://www.dshs.state.tx.us/.

30


Contagious Diseases/ Conditions
To protect others from the spread of contagious dis-
eases, students with confirmed communicable con-
ditions are not allowed to attend school while conta-
gious or until released to return to school by their
medical provider. If a parent suspects that his or her
child has a condition that is contagious the parent
should notify the school nurse so that other students
who might have been exposed to the disease can be
alerted. The school nurse can provide information
from the Texas Department of State Health Services
regarding these diseases. [See policies at FFAD]
Food Allergies
Notify the campus administrator and the nurse when
your child has been diagnosed with a food allergy,
especially if the risk of anaphylaxis or severe or pos-
sibly life-threatening reactions exists to a particular
food. It is important to disclose the food to which your
child is allergic, as well as the nature of the allergic
reaction. Medical information shared by the parent
and health care provider will be incorporated into a
plan to reduce the risk of exposure to identified food
allergens.
Health Screenings
School health services are provided to all students in
accordance with State Board rules and standards es-
tablished by the Texas Department of State Health
Services and other applicable laws. District regis-
tered nurses are skilled in nursing physical assess-
ments and required screenings, emergency care,
first aid, and certified in cardiopulmonary resuscita-
tion (CPR). Students may request a conference with
the nurse anytime. Students should follow campus
procedures during class time. Other routine health
services include:
Administering emergency care and first aid to
students and staff.
Providing and implementing an effective
communicable disease control program in-
cluding immunization surveillance and pro-
tective measures.
Assessing the needs of students with disabil-
ities and providing or supervising specialized
medical procedures as directed by a health
care provider.
Students new to the district and/or enrolled in grades
designated by the Texas Department of State Health
Services receive vision, hearing, spinal, and acan-
thosis nigricans (a sign of insulin resistance usually
seen on the back of the neck) screenings. The school
nurse will provide the required screenings unless the
parent chooses to submit test results signed by a phy-
sician.
Health appraisals, including height, weight, body
mass index (BMI), and blood pressure, will be done
at age appropriate intervals and for new-to-the-dis-
trict students.
Immunization
A student must be fully immunized or a delay in school
enrollment may be necessary. Exemptions from im-
munization requirements may be granted on a medical
basis or for reasons of conscience. A medical exemp-
tion signed by the physician is required annually if not
otherwise stated by the physician. Exemptions for rea-
sons of conscience must be submitted on an official
affidavit form issued by the Texas Department of State
Health Services (DSHS), Immunization Branch. This
form may be obtained at
https://webds.dshs.state.tx.us/immco/affidavit.shtm or
by writing the DSHS Immunization Branch (MC 1946),
P.O. Box 149347, Austin, Texas 78714-9347. The
form must be notarized and submitted to the principal
or school nurse within 90 days of notarization. If the
parent is seeking an exemption for more than one stu-
dent in the family, a separate form must be provided
for each student. In case of an epidemic declared by
the Commissioner of Health, the student will need to
be immunized or cannot attend school.
Current immunizations are required for: diphtheria, ru-
beola (measles), rubella (German measles), mumps,
tetanus, pertussis, poliomyelitis (polio), hepatitis A,
hepatitis B, varicella (chicken pox), and meningococ-
cal meningitis. The school nurse can provide infor-
mation on age-appropriate doses or on an acceptable
physician-validated history of illness required by the
Department of State Health Services. Proof of immun-
ization may be established by personal records from a
licensed physician or public health clinic with a signa-
ture or rubber-stamp validation.
For further information, see policy FFAB (LEGAL),
the Dallas ISD Web site: http://www.dallasisd.org
and the Department of State Health Services Web
site: http://www.dshs.state.tx.us/immunize/school/de-
fault.shtm.
Medication at School
Only authorized district employees may ad-
minister medication and only medication
that cannot be scheduled for outside of
school hours may be given.
All prescription medication must be in the
original prescription bottle, with a prescrip-
tion label bearing student name, the name
of the doctor, and instructions for admin-
istration. A written request from the parent,
granting permission for administration and
indicating the time the last dose was given
must accompany the medication. When the
student must take medication for more than
ten days, a Physician/Parent Request for
Administration of Medicine or Special Pro-

31


cedure by School Personnel form is re-
quired. This form is available from the
school nurse. The request is kept on file in
the nurses office for the length of time the
medication is given at school or one calen-
dar year.
Over the counter medications are not rou-
tinely administered at school. However,
when administration is necessary, the med-
ication must be in its original con-
tainer/package. A Physician/Parent Re-
quest for Administration of Medicine or Spe-
cial Procedure by School Personnel form
completed and signed by the students
health care provider is required.
All medications must be stored in the school
clinic. Students may not carry or self-admin-
ister medications themselves at school ex-
cept by written physician order and parent
request and only for anaphylaxis medica-
tion, asthma inhaler or diabetic supplies.
The student must also demonstrate to his or
her physician or health-care provider and
school nurse the capability for self-admin-
istration including any device required to ad-
minister the medication as well as responsi-
ble behavior.
When the duration of the medication is com-
plete, the parent will be required to collect
any unused medication. Any unclaimed
medication will be destroyed.
Physician requests for medication and/or
special procedure must be renewed yearly
with a new request form completed by phy-
sician and parent.
Narcotics are not given at school unless ap-
proved by Central Health Services and only
with a completed Physicians/Parent Re-
quest for Administration of Medicine or Spe-
cial Procedure by School Personnel form on
file.
Psychotropic Drugs
A psychotropic drug is a substance used in the diag-
nosis, treatment, or prevention of a disease or as a
component of a medication. It is intended to have an
altering effect on perception, emotion, or behavior.
Teachers and other district employees may discuss
a students academic progress or behavior with the
students parents or another employee as appropri-
ate; however, they are not permitted to recommend
use of psychotropic drugs. A district employee who is
a registered nurse, an advanced nurse practitioner, a
physician, or a certified or credentialed mental health
professional can recommend that a student be eval-
uated by an appropriate medical practitioner, if ap-
propriate. [For further information, see policies at
FFAC.]
Tobacco Prohibited
The district and its staff strictly enforce prohibitions
against the use of tobacco products by students and
others on school property and at school-sponsored
and school-related activities on or off school prop-
erty. [See the Student Code of Conduct and policies
at FNCD and GKA.]
HOMELESS STUDENTS
For more information on services for homeless stu-
dents, contact the districts McKinney-Vento home-
less liaison, Mark Pierce, at (972) 794-4519.
HOMEWORK
Homework assignments are related to the essential
knowledge and skills and used as independent prac-
tice activities. They are to be completed outside the
regular classroom and returned so they can be re-
viewed by the teacher, with feedback provided to the
student.
INSTRUCTIONAL MATERIALS,
ELECTRONIC INSTRUCTIONAL MA-
TERIALS, AND TECHNOLOGICAL
EQUIPMENT
State-approved Instructional Materials and District
selected Instructional Materials are provided to stu-
dents free of charge for each subject or class. Books
must be covered by the student, as directed by the
teacher, and treated with care. Electronic Instruc-
tional Materials and technological equipment may
also be provided to students in certain circum-
stances. A student who is issued a damaged item
should report the damage to the teacher. Any stu-
dent failing to return an item in acceptable condition
loses the right to free Instructional Materials and
equipment until the item is returned or paid for by the
parent; however, the student will be provided Instruc-
tional Materials and equipment for use at school dur-
ing the school day. [See Policy CMD (LEGAL), (LO-
CAL)]
LAW ENFORCEMENT AGENCIES
Questioning of Students
When law enforcement officers or other lawful au-
thorities wish to question or interview a student at
school, the principal will cooperate fully regarding the
conditions of the interview, if the questioning or inter-
view is part of a child abuse investigation. The prin-
cipal will verify and record the identity of the officer or
other authority and ask for an explanation of the need
to question or interview the student at school.
Students Taken Into Custody
State law requires the district to permit a student to
be taken into legal custody:

32


To comply with an order of the juvenile court
To comply with the laws of arrest
By a law enforcement officer if there is prob-
able cause to believe the student has en-
gaged in delinquent conduct or conduct in
need of supervision
By a probation officer if there is probable
cause to believe the student has violated a
condition of probation imposed by the juve-
nile court
By an authorized representative of Child
Protective Services, Texas Department of
Family and Protective Services, a law en-
forcement officer, or a juvenile probation of-
ficer, without a court order, under the condi-
tions set out in the Family Code relating to
the students physical health or safety
Upon receipt of a lawfully issued directive to
apprehend from a juvenile court presented
by a law enforcement or probation officer.
Before a student is released to a law enforcement of-
ficer or other legally authorized person, the principal
will verify the officers identity and, to the best of his or
her ability, will verify the officials authority to take cus-
tody of the student.
The principal does not have the authority to prevent or
delay a students release to a law enforcement officer.
It is the responsibility of the entity taking the student
into custody to notify the parents
Notification of Law Violations
The district is required by state law to notify:
All instructional and support personnel who have re-
sponsibility for supervising a student who has been ar-
rested or referred to the juvenile court for any felony
offense or for certain misdemeanors. All instructional
support personnel who have regular contact with a stu-
dent who is required to register as a sex offender or
who has been convicted, received deferred prosecu-
tion, received deferred adjudication, or was adjudi-
cated for delinquent conduct for any felony offense or
certain misdemeanors.
LEAVING CAMPUS
Please remember that student attendance is crucial to
learning. We ask that appointments be scheduled out-
side of school hours as much as reasonably possible.
Also note that picking up a child early on a regular ba-
sis results in missed opportunities for learning. Unless
the principal has granted approval because of extenu-
ating circumstances, a student will not regularly be re-
leased before the end of the school day.
State rules require that parental consent be obtained
before any student is allowed to leave campus for any
part of the school day. The district has put the follow-
ing procedures in place in order to document parental
consent:
For students in elementary and middle school, a parent
or otherwise authorized adult must come to the office
and sign the student out. Please be prepared to show
identification.
For students in high school, the same process will be
followed. If the students parent will authorize the stu-
dent to leave campus unaccompanied, a note provided
by the parent must be submitted to the main office in
advance of the absence, no later than two hours prior
to the students need to leave campus.
If a student becomes ill during the school day and the
school nurse or other district personnel determines
that the student should go home, the nurse will contact
the students parent and document the parents wishes
regarding release from school.
LIMITED ENGLISH PROFICIENT
STUDENTS
A student who is identified as limited English proficient
(LEP) by the Language Proficiency Assessment Com-
mittee (LPAC) based on state established criteria, is
entitled to receive specialized language services from
the district. To determine whether the student quali-
fies for services, an LPAC will be convened, consist-
ing of both district personnel and at least one parent
representative. The LPAC shall give written notice to
the students parent or guardian advising that the stu-
dent has been classified as limited English proficient
(LEP) and requesting approval to place the student in
the required Bilingual Education or English as a Sec-
ond Language Program. In order to determine a stu-
dents level of proficiency in English, the LPAC will
use information from state approved language profi-
ciency assessments. Once the parent approves pro-
gram placement, the student will receive instructional
accommodations and language support. Ongoing as-
sessments will be conducted to monitor and review
the students progress to ensure academic success.
Annually, the LPAC will determine the most appropri-
ate assessment for each LEP student to demonstrate
mastery of academic knowledge and skills, including
which accommodations are necessary for any local or
state-mandated assessments. The Texas English
Language Proficiency Assessment System (TELPAS)
is administered to all LEP students annually including
dually identified LEP students who receive special ed-
ucation services and students whose parents did not
approve services. At the end of the academic year,
the LPAC will meet to review progress of identified
LEP students and determine whether the student will
continue in the Dual Language program, ESL pro-
gram, or qualifies for exiting. The campus LPAC is
responsible for exiting all LEP students according to
the criteria monitored by the Texas Education

33


Agency. Identified LEP students who are recom-
mended for program exit are to be monitored by the
LPAC for two academic years after the exit.
If a student is considered LEP and receives special ed-
ucation services because of a qualifying disability, the
students Admission, Review, and Dismissal (ARD)
committee will make these decisions
LOST AND FOUND
A lost and found collection box is located on each
campus. If your child has lost an item, please en-
courage him or her to check the lost and found box.
The district discourages students from bringing to
school personal items of high monetary value, as the
district cannot be responsible for lost or stolen items.
The campus will dispose of lost and found items at
the end of each semester.
MAKEUP WORK
Makeup Work After an Absence
Students are permitted to make up assignments and
tests after an absence. Students receive credit with-
out penalty for satisfactory makeup work after an ab-
sence, including absences as a result of suspension,
but shall receive a zero for any assignment or test not
made up within the allotted time.
DAEP or In-school Suspension Makeup
Work
A student removed to a Disciplinary Alternative Edu-
cation Program (DAEP) during the school year will
have an opportunity to complete, before the begin-
ning of the next school year, coursework needed to
fulfill the students high school graduation require-
ments. The district may provide the opportunity to
complete the coursework through an alternative
method, including a correspondence course, dis-
tance learning, or summer school. The district will
not charge the student for any method of completion
provided by the district. [See policy FOCA (LEGAL).]
A student removed from the regular classroom to in-
school suspension or another setting, other than a
DAEP, is expected to complete all work assigned while
in ISS. A student assigned to ISS will receive assign-
ments from each classroom teacher while assigned to
ISS. The district may also provide the opportunity to
complete the coursework through alternative methods,
including distance learning or summer school.
Students and their parents are encouraged to discuss
options with the teacher or counselor to ensure the stu-
dent completes all work required for the course or
grade level.
NONDISCRIMINATION POLICY
The Dallas Independent School District, as an equal
opportunity educational provider and employer, does
not discriminate on the basis of race, color, religion,
sex, national origin, age, disability, sexual orienta-
tion, gender identity, gender expression, genetic in-
formation, or any other basis prohibited by law in ed-
ucational programs or activities that it operates or in
employment decisions. The district is required by Ti-
tle VI and Title VII of the Civil Rights Act of 1964, Title
IX of the Education Amendments of 1972, Section
504 of the Rehabilitation Act of 1973, the Americans
with Disabilities Act, and the Age Discrimination Act
of 1975, as amended, as well as board policy not to
discriminate in such a manner. (Not all prohibited ba-
ses apply to all programs.) If you suspect discrimina-
tion please contact: Mary McCants, Title VII or Title
IX, at (972) 925-3250; Daphne LaMontagne, Section
504, at (972) 581-4238; Diedrae Bell Hunter, Ameri-
cans with Disabilities Act, at (972)925-4026; General
questions about the district should be directed to
Customer Service at (972) 925-5555.
NONTRADITIONAL ACADEMIC
PROGRAMS
Adult Basic Education
The Adult Basic Education Department exists to en-
able adult learners to be literate, productive, and suc-
cessful in the workplace, home, and community by
delivering comprehensive adult education instruction
in a learner-centered, supportive, and collaborative
environment. Through our free GED (General Edu-
cational Development) preparation, ESL (English as
a Second Language), Distance Learning, and El Civ-
ics classes, adults in Dallas and Rockwall counties
are instructed in literacy, numeracy, language acqui-
sition, community and civic awareness, and work-
force and college readiness. Program participants
must be eighteen years or older. Seventeen year
olds can enroll if officially withdrawn from high school
and with written parental approval. Only in the case
of a court mandate may sixteen year olds enroll. For
more information, contact the Adult Basic Education
office at (972) 794-7802.
J.L. Patton, Jr. Academic Center
This high school campus is for overage students. For
information regarding program offerings, contact
your high school counselor.
Admission to the center is in accordance with policies
FD (LEGAL), EHB (LOCAL) and the following crite-
ria:
1 The student is 17 years or older with fewer
than 3 credits.
2 The student is 18 years or older with fewer
than 9 credits.
3 The student is 19 years or older with fewer
than 15 credits.
4 The student is 20 years or older.

34


5 The Superintendent or designee may as-
sign and transfer a student to the academic
center if the student meets the above crite-
ria.
Early College Programs
Early College High Schools (ECHS) prepare stu-
dents for successful career and educational futures
through a full integration of high school, college, and
the world of work. ECHS improve academic perfor-
mance and self-concept, and increase high school
and college/university completion rates. As students
progress through Early College, they develop the
skills and confidence that enable them to be success-
ful in a college environment. The college and the high
school support them with counseling, seminar clas-
ses, and enrichment opportunities; and provide tui-
tion and books for college classes.
Students have the opportunity to earn up to two years
of college credit, complete the 42 hours of credit
transferable by law to Texas public universities, and
earn an Associate Degree by taking dual credit and
concurrent credit classes. Early College Programs
include the following:
Kathlyn Joy Gilliam Collegiate Academy
Students from W.H. Atwell, E.B. Comstock, O.W.
Holmes, Maynard Jackson, Boude Storey, Seagoville
and Sarah Zumwalt are eligible to make application to
Kathlyn Joy Gilliam Collegiate Academy.
Evening Academy
Students currently enrolled in school may, with the ap-
proval of their day school counselor and principal, re-
cover lost credit(s) by taking evening classes either at
the Skyline Center or Justin F. Kimball High School.
Students must be at least 16 years of age to participate
and they must have their enrollment card completed
and approved by the day school counselor prior to en-
rollment. Evening Academy classes begin two weeks
after the start of each semester, and end two weeks
prior to each semesters close so that earned credits
may be posted on student grade reports. Classes meet
on Monday, Tuesday, and Thursday evenings from
5:30 9:30 pm, with fall semester classes meeting
from 5:30 7:25 pm and spring semester classes
meeting from 7:35 9:30 pm. Students may enroll in
a maximum of two (2) one-half (1/2) credit classes
each semester. Evening classes are offered at no cost,
whether in-district or from out-of-district. For more in-
formation, please speak with a day school counselor
or call the Evening Academy Office at (972) 502-3458.
Maya Angelou High School
This educational program meets the needs of pregnant
students by offering the district curriculum in grades 6-
12 with a focus on health, child development, and par-
enting skills. In addition to regular academic classes,
programs and services emphasizing prenatal health,
parenting, and childcare are provided for pregnant stu-
dents who choose to attend this alternative school. Re-
ferral to the program is coordinated by the school
nurse who will provide forms to be completed by the
attending physician. The sending school counselor will
plan the students academic program. Credit earned at
Maya Angelou applies toward GPA, rank, and honors
eligibility at the home school. Graduation will be from
the home school.
Middle College High School at El Centro Col-
lege
Students must apply by January of their eighth-grade
year, provide recommendations from administrators
and core subject teachers, and be interviewed. Stu-
dents must meet Texas Success Initiative require-
ments before they can take college classes.
Reconnection Centers
Reconnection Centers are located on high school
campuses that receive Title I comprehensive high
school campuses funds. The campus centers on
each campus provide students an opportunity to re-
cover credits credit for core course(s) he/she that a
student has previously failed. A student is scheduled
into the center in for a period(s) before, during, and/or
after school. In a Reconnection Center, students can
recover to regain the missing core class credit while
maintaining a regular campus schedule in order to
graduate on time.
Trinidad Trini Garza Early College High
School
Students from T.W. Browne, T.A. Edison, L.V. Stock-
ard, W.E Greiner, H.P. Garcia and Raul Quintanilla are
eligible to submit an application to Trinidad Trini
Garza Early College High School.

PHYSICAL ACTIVITY
In accordance with policies at EHAB and EHBG, the
district will ensure that students in full-day prekinder-
garten through grade 5 engage in moderate to vigor-
ous physical activity for at least 30 minutes per day
or 135 minutes per week.
Students in middle or junior high school engage in 30
minutes of moderate to vigorous physical activity per
day for at least four semesters OR at least 225
minutes of moderate or vigorous physical activity
within a two-week period for at least four semesters.
For additional information on the districts require-
ments and programs regarding elementary, middle,
and junior high school student physical activity re-
quirements, please see the principal. [For additional
information, see policy EHAC(LEGAL)(LOCAL).]



35


Physical Fitness Assessment
Annually, the district will conduct a physical fitness
assessment of students in grades 312 who are en-
rolled in a physical education course or a course for
which physical education credit is awarded. At the
end of the school year, a parent may submit a written
request to the schools physical education teacher to
obtain the results of his or her childs physical fitness
assessment conducted during the school year.
PLEDGES OF ALLEGIANCE AND A
MINUTE OF SILENCE
Each school day, students will recite the Pledge of
Allegiance to the United States flag and the Pledge
of Allegiance to the Texas flag. Parents may submit
a written request to the principal to excuse their child
from reciting a pledge. [See Excusing a Student from
Reciting the Pledges to the U.S. and Texas Flags.]
State law requires that one minute of silence follow
recitation of the pledges. Each student may choose
to reflect, pray, meditate, or engage in any other si-
lent activity during that minute so long as the silent
activity does not interfere with or distract others. In
addition, state law requires that each campus provide
for the observance of one minute of silence at the be-
ginning of the first class period when September 11
falls on a regular school day in remembrance of
those who lost their lives on September 11, 2001.
[See policy EC(LEGAL) for more information.]
PRAYER
Each student has a right to individually, voluntarily,
and silently pray or meditate in school in a manner
that does not disrupt instructional or other activities
of the school. The school will not encourage, require,
or coerce a student to engage in or to refrain from
such prayer or meditation during any school activity.
PROMOTION AND RETENTION
Grades Pre-K - 8
Promotion is based on mastery of the curriculum. Ex-
pectations and standards for mastery are established
for each grade level, content area, and are coordi-
nated with compensatory/accelerated services.
Pre-kindergarten and kindergarten students are not
retained due to the voluntary status of enrollment.
Pre-kindergarten, kindergarten, and first grade stu-
dents receive grades of E (excellent), S (satisfactory),
and N (needs improvement). First grade students are
considered for retention if mastery of grade-level ob-
jectives is not reflected by assessment methods, es-
pecially in language arts and mathematics. Parental
permission is required for retention of first grade stu-
dents.
In grades 2-8, promotion to the next grade level is
based on an overall average of 70 on a scale of 100
based upon course-level, grade-level standards for all
subject areas and a grade of 70 or above in three of
the following areas: language arts, mathematics, sci-
ence, and social studies.
Any student in grades 1-8 who does not meet the cri-
teria outlined above for promotion to the next grade
level may attend extended-year program(s) provided
by the district in applicable content areas. Students
who attend at least 90% of the extended-year pro-
gram days in the applicable content area(s) will be
promoted to the next grade level at the beginning of
the school year, on the basis of academic achieve-
ment or demonstrated proficiency of the subject mat-
ter of the course or grade level.
Retention of students is not shown to be an effective
strategy for improving student achievement. The dis-
trict and individual campuses have established proce-
dures designed to reduce the numbers of students re-
tained. A parent, however, may present a written re-
quest to the school principal asking that the student
not be promoted.
The Admission, Review, and Dismissal committee
(ARD) determines promotion/retention procedures
and academic achievement level expectations for
special education students through the Individual Ed-
ucation Program (IEP).
Any student who attends optional extended-year pro-
grams with the required 90 percent attendance rate
and meets the academic achievement requirements
but still experiences difficulty or is defined as at-risk
will be required to participate the following year in ad-
ditional strategic intervention strategies/programs de-
signed to provide accelerated instructional services.
In assessing students who are speakers of languages
other than English for mastery of essential knowledge
and skills, the district will be flexible in determining
methods to allow the students to demonstrate
knowledge or competency independent of their Eng-
lish language skills.
Grades 9-12
High school students are promoted/retained accord-
ing to semesters completed and the number of state
credits earned in grades 9-12. Classification is
based on the following:
Grade 10 (Sophomore) 5 or more credits and two
full semesters in grades 9-12
Grade 11 (Junior) 12 or more credits and four full
semesters in grades 9-12
Grade 12 (Senior) 19 or more credits and five or
more full semesters in grades 9-12
Classification is established at the beginning of the
fall semester only. Exceptions are made for junior
students who become eligible for spring graduation

36


on the basis of credits earned during the fall semes-
ter. High school principals are responsible for the
classification of students. [Information regarding pro-
motion/retention is found in Policy EIE (LOCAL)]
A Personal Graduation Plan (PGP) will be prepared for
any student in a middle school or beyond who did not
perform satisfactorily on a state-mandated assess-
ment or is determined by the district as not likely to
earn a high school diploma before the fifth school year
following enrollment in grade 9. The PGP will be de-
signed and implemented by a guidance counselor,
teacher, or other staff member designated by the prin-
cipal. The plan will, among other items, identify the
students educational goals, address the parents edu-
cational expectations for the student, and outline an in-
tensive instruction program for the student. [See
EIF(LEGAL).] For a student receiving special educa-
tion services, the students IEP may serve as the stu-
dents PGP and would therefore be developed by the
students ARD committee.
PSYCHOLOGICAL AND SOCIAL SER-
VICES
Psychological and Social Services is a unique depart-
ment within the Dallas ISD serving students who are
experiencing significant social, emotional, or academic
difficulties. The department is comprised of licensed
specialists in school psychology (LSSP) and licensed
social workers with personnel assigned to each cam-
pus. These student-centered professionals provide
prevention, intervention, and crisis services, including
consultation on suicide and violence risk assessments
for K-12 students. Services may be initiated by Student
Support Team referral or a counselor, parent, or ad-
ministrator referral. [For additional information, see
Policy FFE (LEGAL)(LOCAL)]
Psychological Exams, Tests, or Treatment
The school will not conduct a formal psychological ex-
amination, test, or treatment without first obtaining the
parents written consent. Parental consent is not nec-
essary when a psychological examination, test, or
treatment is required by the Texas Education Agency
for child abuse investigations and reports. Evaluations
for Special Education eligibility will be conducted by the
Special Education Department.
RELEASE OF STUDENTS FROM
SCHOOL
A student who will need to leave school during the day
must bring a note from his or her parent that morning
and follow the campus sign-out procedures before
leaving the campus. Otherwise, a student will not be
released from school at times other than at the end of
the school day. Unless the principal has granted ap-
proval because of extenuating circumstances, a stu-
dent will not regularly be released before the end of the
instructional day.
To protect student safety, the following guidelines
should be adhered to when parents are not able or will-
ing to pick up students being removed from the campus
for disciplinary reasons:
Parents should be contacted to pick up the
student.
Students should be placed in in-school sus-
pension or other appropriate areas of isolation
if parents are not able to pick them up.
Administrators should not transport students
in their own vehicles to their home or parents
workplace as they would be liable for any ac-
cident or injury that occurs.
Police and Security Services should be called
to pick up students whose behavior continues
to compromise the safety and security of the
campus and creates a public nuisance.
If a student becomes ill during the school day, the stu-
dent should receive permission from the teacher before
reporting to the school nurse. The nurse will decide
whether or not the student should be sent home and
will notify the principal and the students parent.
REPORT CARDS AND CONFER-
ENCES
Questions about grade calculation should first be dis-
cussed with the teacher; if the question is not resolved,
the student or parent may request a conference with
the principal in accordance with FNG(LOCAL). Also,
see information at GRADING.
SAFETY
Student safety on campus and at school-related events
is a high priority of the district. Although the district has
implemented safety procedures, the cooperation of
students is essential to ensuring school safety. A stu-
dent should:
Avoid conduct that is likely to put the student
or other students at risk.
Follow the behavioral standards in this hand-
book and the Student Code of Conduct, as
well as any additional rules for behavior and
safety set by the principal, teachers, or bus
drivers.
Remain alert to and promptly report to a
teacher or the principal any safety hazards,
such as intruders on campus or threats made
by any person toward a student or staff mem-
ber.
Know emergency evacuation routes and sig-
nals.
Follow immediately the instructions of teach-
ers, bus drivers, and other district employees
who are overseeing the welfare of students.

37


Drills: Fire, Tornado, and Other Emergencies
From time to time, students, teachers, and other district
employees will participate in drills of emergency proce-
dures. When the alarm is sounded, students should
follow the direction of teachers or others in charge
quickly, quietly, and in an orderly manner.
Emergency Medical Treatment and Infor-
mation
In case of a serious student accident at school, the stu-
dents parent is immediately notified using contact in-
formation located on the enrollment form. If a student
has a medical emergency at school or a school-related
activity when the parent cannot be reached, the school
needs to have student specific health related infor-
mation, as well as written parental consent to obtain
emergency medical treatment. Therefore, parents
should keep emergency care information up-to-date,
such as name of doctor, emergency phone numbers,
allergies, current health history, etc. Please contact the
school nurse to update any information that the nurse
or the teacher needs to know.
Emergency School-Closing Information
If the schools are to be closed when inclement weather
is forecast or prevalent, the Communications Depart-
ment shall post information on the districts website and
notify TV and radio stations so that students, their par-
ents, and employees can make plans accordingly.
Once the school day has commenced, the district shall
hold the schools open all day regardless of weather.
Only in extenuating circumstances, i.e., lack of heat,
damage to the building, or the like, will consideration
be given for early release of students/staff. This con-
sideration will be made on an individual school basis
and determined by the superintendent or designee.
The safety, health, and well-being of the students will
remain a priority.
SCHOOL LUNCH PROGRAM
The district participates in the National School Break-
fast and Lunch Program and offers students nutrition-
ally balanced lunches daily. Free and reduced-price
lunches are available based on financial need. Infor-
mation about a students participation is confidential.
Applications are available at the school and online.
Menu modifications for special dietary needs are avail-
able as needed. For more information, contact your
school cafeteria. The district follows the federal and
state guidelines regarding foods of minimal nutritional
value being served or sold on school premises during
the school day. [For more information, see policy CO
(LEGAL).]
SEARCHES, METAL DETECTORS,
AND VIDEO CAMERAS
In the interest of promoting student safety and attempt-
ing to ensure that schools are safe and drug free, dis-
trict officials may from time to time conduct searches.
Such searches are conducted without a warrant and as
permitted by law. Searches may include but are not
limited to a students outer clothing, a vehicle driven to
school by a student and parked on school property,
and the students desk or locker. Any searches of per-
sonal telecommunications or other personal electronic
devices will be conducted in accordance with law and
the device may be confiscated in order to perform a
lawful search. A confiscated device may be turned over
to law enforcement to determine whether a crime has
been committed. (See policy FNF LEGAL
Students may also be subject to search by a metal
detector on a random or regular basisor on the ba-
sis of individualized reasonable suspicion.
Video/audio equipment may be used to monitor stu-
dent behavior on buses and in common areas on
campus. Students will not be told when the equip-
ment is being used. See Student Code of Conduct
SPECIAL PROGRAMS
The district provides special programs for gifted and
talented students, homeless students, bilingual stu-
dents, migrant students, students with limited English
proficiency, dyslexic students, and students with dis-
abilities. The coordinator of each program can answer
questions about eligibility requirements, as well as
programs and services offered in the district or by
other organizations. A student or parent with ques-
tions about these programs should contact the stu-
dents counse


STANDARDIZED TESTING
Many colleges require either the Scholastic Aptitude Test (SAT) or the American College Test (ACT) for admis-
sion. Students are encouraged to talk with the counselor early during their junior year to determine the appropriate
exam to take; admissions exams are usually taken at the end of the junior year. (Prior to enrollment in a Texas
public college or university, most students must take a standardized test.)


38


Test Date Test Date
SAT












October 5, 2013 ACT












September 21, 2013
November 2, 2013 October 26, 2013
December 7, 2013 December 14, 2013
January 25, 2014 February 8, 2014
March 8, 2014 April 12, 2014
May 3, 2014 June 14, 2014
June 7, 2014


PSAT/NMSQT * October 16 or 19, 2013 College Board AP Exams** May5-9 and 12-16, 2014
* The PSAT/NMSQT that qualifies students for scholarships and National Merit recognition is taken in October of the students
junior year.
** AP Exams provide students the opportunity to receive college credit if they obtain qualifying scores.
STAAR (State of Texas Assessments of Ac-
ademic Readiness)
Grades 38
In addition to routine tests and other measures of
achievement, students at certain grade levels will
take state-mandated assessments, such as the
STAAR, in the following subjects:
Mathematics, annually in grades 38
Reading, annually in grades 38
Writing, including spelling and grammar, in
grades 4 and 7
Science in grades 5 and 8
Social Studies in grade 8
Successful performance on the reading and math as-
sessments in grades 5 and 8 is required by law in
order for the student to be promoted to the next grade
level. See Promotion and Retention for additional in-
formation.
STAAR Modified and STAAR Alternate, for students
receiving special education services, will be available
for eligible students, as determined by the students
ARD committee. These particular EOC assessments
may have different testing windows than the general
assessments, and the ARD committee will determine
whether successful performance on the assess-
ments will be required for graduation.
STAAR-L, which is a linguistically accommodated as-
sessment, will be available for students who have
been determined to be limited English proficient
(LEP) and who require this type of testing accommo-
dation.
Additional information may be found on the following
website:
http://www.tea.state.tx.us/student.assessment/
End-of-Course (EOC) Assessments for Stu-
dents in Grades 912
Satisfactory performance on the applicable assess-
ments will be required for graduation and will also af-
fect the plan under which the student may graduate.
There will be three testing windows during the year
in which a student may take an EOC assessment,
which will occur during the fall, spring, and summer
months. In each content area (English language
arts, mathematics, science, and social studies), a
student must achieve a cumulative score. To deter-
mine whether the student meets the cumulative
score, the students EOC assessment scores in each
content area will be added together. If the students
total score on the assessments within the content
area is not equal to or greater than the cumulative
score set by TEA, the student may retake any of the
assessments in that content area until the student
achieves the cumulative score. A student who does

39


not achieve the minimum required score on any indi-
vidual assessment will be required to take the as-
sessment. A student may also choose to retake an
EOC assessment in situations other than those listed
above.
Impact of STAAR/EOCs on Graduation
Plans
Beginning with students entering grade 9 in 2011-12,
students must meet the following additional gradua-
tion requirements:
Minimum Plan: required credits, plus meet the mini-
mum cumulative score for each of the core content
areas.
Recommended Plan: required credits, plus meet the
minimum cumulative score for each of the 4 core
content areas and meet the minimum standard on
the English III and Algebra II EOCs.
Distinguished Plan: required credits and advanced
measures plus meet the cumulative score for each of
the 4 content areas and meet the college readiness
standard on the English III and Algebra II EOCs.
Also see Course Credit, Grading Guidelines, and
Graduation for additional information.
TAKS (Texas Assessment of Knowledge
and Skills)
TAKS is a state-mandated assessment currently be-
ing transitioned to the STAAR program. However,
depending on the grade level of the student, TAKS
may still be administered to students who were in
grades 9-12 during 2010-11 school-year.
The State of Texas requires all students to pass an
"Exit-Level" exam (in addition to course require-
ments) in order to earn a high school diploma. Begin-
ning in the 2011-2012 year, the STAAR/EOC exams
replaced the "Exit-Level" TAKS test for all incoming
9th grade students. Students who entered 9th grade
prior to 2011-2012 must still pass the Texas Assess-
ment of Knowledge and Skills (TAKS) test in Eng-
lish/Language Arts, Mathematics, Science, and So-
cial Studies. Students who entered 9th grade in
2011-2012 and beyond are required to meet the min-
imum standard on the new State of Texas Assess-
ments of Academic Readiness/End-of-Course
(STAAR/EOC) exams in English I, English II, English
III; Algebra I, Geometry, Algebra II; Biology, Chemis-
try, Physics; World Geography, World History, and
U.S. History. Also see Graduation for more infor-
mation.
TSI (Texas Success Initiative) Assessment
Prior to enrollment in a Texas public college or uni-
versity, most students must take a standardized test
called the Texas Success Initiative (TSI) assess-
ment. The purpose of the TSI assessment is to as-
sess the reading, mathematics, and writing skills that
entering freshmen-level students should have if they
are to perform effectively in undergraduate certificate
or degree programs in Texas public colleges and uni-
versities. This assessment may be required before a
student enrolls in a dual-credit course offered
through the district as well. Beginning in fall 2013, all
Texas public colleges and universities will begin ad-
ministering a new TSI assessment, which will assist
as one of several factors in determining whether the
student is considered ready to enroll in college-level
courses or whether the student needs to enroll in
what is termed developmental education courses
prior to enrollment in college level courses.
STEROIDS
Parents and students should be aware that state law
prohibits students from possessing, dispensing, deliv-
ering, or administering an anabolic steroid. Anabolic
steroids are for medical use only, and only a physician
can prescribe use.
Bodybuilding, muscle enhancement, or the increase of
muscle bulk or strength through the use of an anabolic
steroid or human growth hormone by a healthy student
is not a valid medical use and is a criminal offense.
Students participating in UIL athletic competition may
be subject to random steroid testing. Go to
http://www.uiltexas.org/health/steroid-information
for more information.
STUDENT SPEAKERS
[See policy FNA(LOCAL) ]
SUBSTANCE ABUSE PREVENTION
AND INTERVENTION
If you are worried that your child may be using or is
in danger of experimenting, using, or abusing illegal
drugs or other prohibited substances, please contact
the school counselor. The school counselor can pro-
vide you with a list of community resources that may
be of assistance to you. The TDSHS maintains in-
formation regarding childrens mental health and
substance abuse intervention services on its Web
site:
http://www.dshs.state.tx.us/mhsa-child-adolescent-
services/.
SUICIDE AWARENESS
The district is committed to partnering with parents to
support the healthy mental, emotional, and behav-
ioral development of its students. If you are con-
cerned about your child, please access
http://www.texassuicideprevention.org or contact the
school counselor for more information related to sui-
cide prevention services available in your area.


40


SUMMER SCHOOL/EXTENDED
YEAR PROGRAMS
Grades 1-8
Any student in grades 18 who does not meet the cri-
teria for promotion to the next grade level may attend
extended year program(s) provided by the district in
applicable content areas. A student who attends at
least 90 percent of the extended year program days in
the applicable content area(s) shall be promoted to the
next grade level at the beginning of the school year but
only on the basis of academic achievement or demon-
strated proficiency of the subject matter of the course
or grade level.
A maximum of two middle school foundation courses
may be taken in summer school. A student who has
failed three foundation courses may attend summer
school and shall be eligible for promotion if his or her
summer school grades enable him or her to meet the
promotion criteria. A student who attends 90 percent
of the summer school session in one or two failed foun-
dation courses may be exempted from the mandatory
accelerated instruction program. A student who has
failed more than three foundation courses may attend
summer school if he or she so chooses, but shall not
be eligible for promotion.
Grades 9-12
Summer school/extended year courses are available
to students in grades 9-12. Each year prior to the
dates scheduled for summer registration, counselors
distribute information regarding locations, course of-
ferings, tuition, and dates for the summer program.
The parents or guardians of each student who has
not successfully completed a subject or course for
any semester shall be notified by the district as soon
as practical of any available district program that may
permit the student to successfully complete the failed
subjects or courses.
Courses will be offered depending upon suf-
ficient enrollment (10 students per period)
and highly qualified teacher availability.
Students may take up to two semester
courses.
One credit is the maximum number that can
be earned during the summer.
Students may take courses to gain (ad-
vance) or recover credit for one-semester
courses.
Seniors who need both semesters of a
course failed, may take courses to recover
credit for the two semester courses failed.
Student progress shall be evaluated ac-
cording to the same standards as those
used during the regular term.
All district policies and guidelines are in ef-
fect during the summer school program.
At the close of the summer session, graduation exer-
cises will be held for those who have completed all
graduation requirements.
TEEN PREGNANCY AND PARENT-
ING RELATED SERVICES
The Health Services Department Teen Pregnancy
and Parenting Program provides supplemental ser-
vices to the regular education program for the pur-
pose of increasing the academic achievement and
reducing the dropout rate of pregnant and parenting
teens. Case management services are provided to
meet the emotional, social, physical health, and fi-
nancial needs of the pregnant and parenting student.
Services are provided to assist and support the stu-
dents academic achievement through graduation
while learning to manage the responsibilities of
parenthood.
For other non-traditional academic opportunities, see
headings regarding the following: Correspondence
Courses, Credit by Exam and Summer School.


TRANSFERS BETWEEN DISTRICT
SCHOOLS
[See Policy FD (LEGAL)(LOCAL), FDA (LEGAL),
FDB (LEGAL) (LOCAL) (REGULATION), FDAA (LE-
GAL)]
General Authority
The Board or its designee may assign and transfer
any student from one school facility or classroom to
another facility or classroom within its jurisdiction.
Education Code 25.031
Students requesting a transfer may lose eligibility to
participate in UIL activities for at least one calendar
year depending on the transfer.
Curriculum Transfers
Students may request a transfer from their neighbor-
hood school to the school nearest to their neighbor-
hood to take a course that is not offered in their home
school, provided a student transfer application form
is completed and approved, and space is available in
the receiving school. Students have until the last day
of the spring transfer period to apply for a transfer for
the next school year. Transportation is not provided.
Hardship and Medical Transfers
Students may request a transfer from their neighbor-
hood school to attend another Dallas ISD school with
available space if personal or family circumstances

41


prevent a student from attending the assigned school,
provided a student transfer application form is com-
pleted and approved, and space is available in the re-
ceiving school. Students have until the last day of the
spring transfer period to apply for a transfer for the
next school year. Students requesting transfer for
medical reasons must also complete the student
transfer form. Transportation is not provided.
School Choice Transfers/Public Education
Grant (PEG)
State law enables students in certain schools identi-
fied by the state to apply for transfers to other schools
within the district dependent upon space availability.
The state criteria for these schools are that (1) fewer
than 50 percent of the schools students passed either
the reading, writing, or mathematics section of the
Texas Assessment of Knowledge and Skills in two of
the last three years, or (2) the school was rated by the
Texas Education Agency as academic unaccepta-
ble in any of the last three years. Students have until
the last day of the spring semester to apply for a
School Choice Transfer for the following year. If a stu-
dent wishes to transfer outside the district, he/she
must contact the other district. If a student wishes to
transfer to a school within the district, he/she must fol-
low the procedures for a student transfer. Transporta-
tion is not provided.
School Choice/No Child Left Behind (NCLB)
Federal law enables students in schools that have not
made adequate yearly progress (AYP) for two or more
consecutive years the right to transfer from those
schools to other schools selected by the district. Stu-
dents may apply at specified times during the school
year. Transportation is provided or paid for by the dis-
trict.
Senior Option
Seniors who move into another Dallas ISD attend-
ance area will be allowed, without transfer, to finish
in the school where they are enrolled if they have suf-
ficient credits to complete their work within that year.
Seniors who have completed most of their work in a
Dallas high school and who move out of the area may
elect to receive their diploma from their Dallas high
school. They may offer as much as one semesters
work in the new school toward credit for their di-
ploma, provided they have passed the state exit
exam and their work fulfills graduation requirements.
Careful planning with the receiving school to arrange
for meeting deadlines is necessary.
Transfer of Students Who Move During a Se-
mester
In the event a student has moved during a semester
he/she has the right to stay at the current school until
the end of the semester in which the move occurs or
they may immediately move to the school assigned to
their new address.
[See policy FDB (REGULATION)]
TRANSPORTATION
Buses and Other School Vehicles
The district makes school bus transportation availa-
ble to all eligible students living two or more miles
from school. This service is provided at no cost to
students. Bus routes and any subsequent changes
are posted at the school or on the districts website.
See the Student Code of Conduct for provisions re-
garding transportation to the Disciplinary Alternative
Education Program (DAEP).
Students are expected to assist district staff in ensur-
ing that buses remain in good condition and that
transportation is provided safely. When riding in dis-
trict vehicles, students are held to behavioral stand-
ards established in this handbook. Students must:
Follow the drivers directions at all times.
Ride the bus only if eligible.
Not bring friends or unauthorized persons to
ride the bus.
Be at bus stop a minimum of five minutes
prior to bus stop time.
Enter and leave the bus or van in an orderly
manner at the designated stop nearest
home.
Keep feet, books, instrument cases, and
other objects out of the aisle.
Not deface the bus, van, or its equipment.
Not put head, hands, arms, or legs out of
the window, hold any object out of the win-
dow, or throw objects within or out of the
bus or van.
Not possess or use any form of tobacco on
school buses.
Observe all usual classroom rules.
Be seated while the vehicle is moving.
Fasten seat belt when directed or when the
bus is moving (if bus is equipped with seat
belts).
Wait for the drivers signal upon leaving the
bus or van and before crossing in front of
the vehicle.
School-Sponsored Trips
Students who participate in school-sponsored activ-
ity trips, excursions, or tours are required to use
transportation provided by the school to and from the
event. Exceptions may be made only if the student
presents a written request signed by the parent or

42


guardian to the principal the day before the sched-
uled event that the student be allowed to ride with a
person designated by the parent or guardian, or that
the student be allowed to furnish and drive the stu-
dents own transportation. The district shall not be li-
able or responsible for any action, injuries, or dam-
ages that occur to students riding in vehicles that are
not provided by the school. See policy FDB (LOCAL).
Student Bus Riders Conduct
Certain rules of conduct are necessary for the safety
of all students who ride the bus. Students displaying
the following infractions will be reported to the princi-
pal by the bus driver.
Improper boarding/departing procedures;
Bringing any type of weapon or other article
of injurious or objectionable nature aboard
the bus;
Failure to remain seated when directed or
when the bus is moving;
Refusing to obey driver or monitor or ad-
dressing driver or monitor in disrespectful
manner;
Fighting, pushing, tripping, or assault;
Eating or drinking on the bus;
Extending any part of a student's body,
clothing, or any other article outside a bus
window;
Throwing, pitching, or shooting objects in-
side or out of the bus;
Lighting matches or smoking or using to-
bacco products on the bus;
Spitting or littering;
Unnecessary noise;
Tampering with bus equipment or vandal-
ism of bus property;
Rude, discourteous, or annoying conduct;
Destruction of property;
Using profanity
Harassing or distracting the driver;
Possession or use of tobacco, tobacco
products, drugs, abusable volatile chemi-
cals, or alcohol;
Public lewdness or indecent exposure;
Making a false alarm or report or terroristic
threat;
Engaging in conduct that constitutes a fel-
ony; or
Other behavior detrimental to safety, well-
being, and respect for others.
School transportation is a privilege and not a state
requirement. The slightest distraction to the driver
may have significant student safety consequences.
Appropriate student behavior is essential to the safe
operation of the school bus. School campus admin-
istrators are responsible for the students while on the
bus and reserve the right to resolve discipline prob-
lems that occur between home and campus. It is the
duty of the principal, not the driver, to exclude a child
from riding a school bus. The principal shall take
steps to maintain acceptable student conduct, includ-
ing the discretion to deny the privilege of school bus
transportation. This privilege may be temporarily de-
nied or permanently revoked if misconduct jeopard-
izes the safe operation of the school bus or the safety
of students riding the bus.
Students should be aware that the bus is an exten-
sion of the school. All Student Code of Conduct of-
fenses are subject to the same disciplinary actions
and consequences while riding Dallas ISD-provided
transportation.
VANDALISM
The taxpayers of the community have made a sus-
tained financial commitment for the construction and
upkeep of school facilities. To ensure that school fa-
cilities can serve those for whom they are intended, lit-
tering, defacing, or damaging school property will not
be tolerated. Students will be required to pay for dam-
ages they cause and will be subject to criminal pro-
ceedings as well as disciplinary consequences in ac-
cordance with the Student Code of Conduct.
VIDEO CAMERAS
For safety purposes, video and audio recording
equipment is used to monitor student behavior, in-
cluding on buses and in common areas on campus.
Students will not be told when the equipment is being
used.
The principal will review the video and audio record-
ings routinely and document student misconduct.
Discipline will be in accordance with the Student
Code of Conduct.
VISITORS TO THE SCHOOL
Parents and others are welcome to visit district
schools. For the safety of those within the school and
to avoid disruption of instructional time, all visitors must
first report to the principals office and must comply
with all applicable district policies and procedures in-
cluded in GKC (Legal, Local and Regulation), and may
be asked for identification such as a drivers license or
other photo ID.
Visits to individual classrooms during instructional time
are permitted only with approval of the principal and

43


teacher and only so long as their duration or frequency
does not interfere with the delivery of instruction or dis-
rupt the normal school environment. All visitors are ex-
pected to demonstrate the highest standards of cour-
tesy and conduct; disruptive behavior will not be per-
mitted.
VENDING MACHINES
The district has adopted policies and implemented
procedures to comply with state and federal guide-
lines to restrict student access to vending machines
in any food services area.
VOLUNTEERING
Volunteers support success in schools. In the interest
of childrens safety and well-being, state law and dis-
trict policy (GKG Local) require that all Dallas Inde-
pendent School District volunteers (students, parents
and community members) complete the districts vol-
unteer application with a criminal record check and
participate in orientation and training (GKG Regula-
tion).
These steps are necessary for those who wish to pro-
vide volunteer service:
Each year (after August 1) apply online at
http://www.dallasisd.org/partners. If you do
not have access to a computer, the school
may assist. Upon completion of the online
form, you will receive a message of congrat-
ulations or a request to follow up to discuss
your application.

Participate in the mandatory orientation
which includes district guidelines, policy,
and procedure for the volunteers role in the
schools learning environment. Orientation
may be provided on campus; sessions are
also held monthly at the District Administra-
tion Building, 3700 Ross Ave.

Consult with campus volunteer coordinator
(principals designee) to discuss opportuni-
ties and responsibilities.
As it is essential for schools to maintain appropriate
numbers of chaperones for field trips, if you wish to
become a field trip chaperone apply to volunteer in
the fall semester by September 30 and in the spring
semester by January 31.
If you have completed an application at another cam-
pus email [email protected] or call (972) 925-
3920 so the new school can be added to your volun-
teer record.
WITHDRAWING FROM SCHOOL
Minor students may be withdrawn from school by the
students parent or guardian stating the reason for the
withdrawal. Students 18 or older, or who have estab-
lished residence away from home may request with-
drawal without a parent or guardians signature. [See
FD (LOCAL)] On the students last day, the withdrawal
form must be obtained from the (elementary) data con-
troller or the (secondary) registrar and presented to
each teacher for current grade averages, absences,
and book and equipment clearance; to the librarian to
ensure a clear library record; to the counselor for
course clearance; and finally, back to the registrar or
elementary data controller. A copy ofthe withdrawal
form will be given to the student, and a copy will be
kept at the schoo
l


44


Glossary
Accelerated instruction is an intensive supplemental program designed to address the needs of an individual
student in acquiring the knowledge and skills required at his or her grade level and/or as a result of a student
not meeting the passing standard on a state-mandated assessment.
ACT refers to one of the two most frequently used college or university admissions exams: the American College
Test. The test may be a requirement for admission to certain colleges or universities.
ARD is the admission, review, and dismissal committee convened for each student who is identified as needing
a full and individual evaluation for special education services. The eligible student and his or her parents are
members of the committee.
Attendance review committee is sometimes responsible for reviewing a students absences when the students
attendance drops below 90 percent of the days the class is offered. Under guidelines adopted by the board, the
committee will determine whether there were extenuating circumstances for the absences and whether the stu-
dent needs to complete certain conditions to master the course and regain credit lost because of absences.
DAEP stands for disciplinary alternative education program, a placement for students who have violated certain
provisions of the Student Code of Conduct.
EOC assessments are end-of-course tests, which are state-mandated, and are part of the STAAR program.
Successful performance on EOC assessments will be required for graduation beginning with students in grade
9 during the 20112012 school year. These exams will be given in English I, English II, English III, Algebra I,
Geometry, Algebra II, Biology, Chemistry, Physics, World Geography, World History, and United States History.
FERPA refers to the federal Family Educational Rights and Privacy Act that grants specific privacy protections
to student records. The law contains certain exceptions, such as for directory information, unless a students
parent or a student 18 or older directs the school not to release directory information.
IEP is the written record of the individualized education program prepared by the ARD committee for a student
with disabilities who is eligible for special education services. The IEP contains several parts, such as a state-
ment of the students present educational performance; a statement of measurable annual goals, with short-
term objectives; the special education and related services and supplemental aids and services to be provided,
and program modifications or support by school personnel; a statement regarding how the students progress
will be measured and how the parents will be kept informed; accommodations for state or district wide tests;
whether successful completion of state-mandated assessments is required for graduation, etc.
ISS refers to in-school suspension, a disciplinary technique for misconduct found in the Student Code of Con-
duct. Although different from out-of-school suspension and placement in a DAEP, ISS removes the student from
the regular classroom.
LAT stands for linguistically accommodated testing, which is an assessment process for recent immigrant Eng-
lish language learners who are required to be assessed in certain grades and subjects under the NCLB Act.
NCLB Act is the federal No Child Left Behind Act of 2001.
PGP stands for Personal Graduation Plan, which is recommended for all students entering grade 9 and is re-
quired by state law for any student in middle school or higher who fails a section on a state-mandated test or is
identified by the district as not likely to earn a high school diploma before the fifth school year after he or she
begins grade 9.
SAT refers to one of the two most frequently used college or university admissions exams: the Scholastic
Aptitude Test. The test may be a requirement for admissions to certain colleges or universities.
SHAC stands for School Health Advisory Council, a group of at least five members, a majority of whom must be
parents, appointed by the school board to assist the district in ensuring that local community values and health
issues are reflected in the districts health education instruction.
Section 504 is the federal law that prohibits discrimination against a student with a disability, requiring schools
to provide opportunities for equal services, programs, and participation in activities. Unless the student is de-
termined to be eligible for special education services under the Individuals with Disabilities Education Act (IDEA),
general education with appropriate instructional accommodations will be provided.
STAAR is the State of Texas Assessments of Academic Readiness, the states system of standardized aca-
demic achievement assessments, effective beginning with certain students for the 20112012 school year.

45


STAAR Alternate is an alternative state-mandated assessment designed for students with severe cognitive
disabilities receiving special education services who meet the participation requirements, as determined by the
students ARD committee.
STAAR Modified is an alternative state-mandated assessment based on modified achievement standards that
is administered to eligible students receiving special education services, as determined by the students ARD
committee.
STAAR Linguistically Accommodated (STAAR L) is an alternative state-mandated assessment with linguistic
accommodations designed for certain recent immigrant English language learners.
State-mandated assessments are required of students at certain grade levels and in specified subjects. Suc-
cessful performance sometimes is a condition of promotion, and passing the grade 11 exit-level test or end-of-
course assessments, when applicable, is a condition of graduation. Students have multiple opportunities to take
the tests if necessary for promotion or graduation.
Student Code of Conduct is developed with the advice of the district-level committee and adopted by the board
and identifies the circumstances, consistent with law, when a student may be removed from the classroom or
campus. It also sets out the conditions that authorize or require the principal or another administrator to place
the student in a DAEP. It outlines conditions for out-of-school suspension and for expulsion. The Student Code
of Conduct also addresses notice to the parent regarding a students violation of one of its provisions.
TAKS is the Texas Assessment of Knowledge and Skills, the states standardized achievement test currently
given to students in certain subjects in grades 10 and 11 and is required for graduation for students at these
grade levels. .
TELPAS stands for the Texas English Language Proficiency Assessment System, which assesses the progress
that English language learners make in learning the English language, and is administered for those who meet
the participation requirements in kindergartengrade 12.
TxVSN is the Texas Virtual School Network, which provides online courses for Texas students to supplement
the instructional programs of public school districts. Courses are taught by qualified instructors, and courses
are equivalent in rigor and scope to a course taught in a traditional classroom setting.
UIL refers to the University Interscholastic League, the statewide voluntary nonprofit organization that oversees
educational extracurricular academic, athletic, and music contests.