Irving ISD Student Handbook All Levels (English)

Irving ISD Student Handbook All Levels (English)
IRVING ISD
School Handbook 2015 - 2016
Where Children Come First
http://iisd.schoolwires.net/Page/1
This information is provided for educational purposes only to facilitate a general understanding of the law or other
i
regulatory matter. This information is neither an exhaustive treatment
on the subject nor is this intended to substitute
for the advice of an attorney or other professional advisor. Consult with your attorney or professional advisor to
apply these principles to specific fact situations.
© 2015 by Texas Association of School Boards, Inc. All Rights Reserved. This material may be reproduced for use
solely by and within the member school district for noncommercial purposes.
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Table of Contents
PREFACE ..................................................................................................................................... 11
SECTION I: PARENTAL RIGHTS .............................................................................................. 12
CONSENT, OPT-OUT, AND REFUSAL RIGHTS ................................................................. 12
Consent to Conduct a Psychological Evaluation .................................................................. 12
Consent to Display a Student’s Original Works and Personal Information .......................... 12
Consent to Receive Parenting and Paternity Awareness Instruction if Student is Under
Age 14 ................................................................................................................................... 12
Consent to Video or Audio Record a Student When Not Otherwise Permitted by Law....... 12
Prohibiting the Use of Corporal Punishment ........................................................................ 12
Limiting Electronic Communications with Students by District Employees ....................... 13
Objecting to the Release of Directory Information............................................................... 13
Objecting to the Release of Student Information to Military Recruiters and Institutions of
Higher Education (secondary grade levels only) .................................................................. 13
Participation in Third-Party Surveys .................................................................................... 14
Consent Required Before Student Participation in a Federally Funded Survey, Analysis,
or Evaluation ..................................................................................................................... 14
“Opting Out” of Participation in Other Types of Surveys or Screenings and the Disclosur
of Personal Information .................................................................................................... 14
REMOVING A STUDENT FROM INSTRUCTION OR EXCUSING A STUDENT FROM A
REQUIRED COMPONENT OF INSTRUCTION ................................................................... 15
Human Sexuality Instruction ................................................................................................ 15
Reciting a Portion of the Declaration of Independence in Grades 3–12............................... 15
Reciting the Pledges to the U.S. and Texas Flags ................................................................. 16
Religious or Moral Beliefs .................................................................................................... 16
Tutoring or Test Preparation ................................................................................................. 16
RIGHT OF ACCESS TO STUDENT RECORDS, CURRICULUM MATERIALS, AND
DISTRICT RECORDS ............................................................................................................. 16
Instructional Materials .......................................................................................................... 16
Notices of Certain Student Misconduct to Noncustodial Parent .......................................... 16
Student Records .................................................................................................................... 17
Accessing Student Records ............................................................................................... 17
Authorized Inspection and Use of Student Records ......................................................... 17
Falsification of Information Notice .................................................................................. 19
Teacher and Staff Professional Qualifications ...................................................................... 20
STUDENTS WITH EXCEPTIONALITIES OR SPECIAL CIRCUMSTANCES .................. 20
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Children of Military Families ............................................................................................... 20
Parental Role in Certain Classroom and School Assignments.............................................. 20
Multiple Birth Siblings ..................................................................................................... 20
Safety Transfers/Assignments ........................................................................................... 21
Service/Assistance Animal Use by Students......................................................................... 21
Students Who Have Learning Difficulties or Who Need Special Education Services ......... 21
Students Who Receive Special Education Services with Other School-Aged Children in the
Home ..................................................................................................................................... 22
Students Who Speak a Primary Language Other than English............................................. 22
Students With Physical or Mental Impairments Protected under Section 504 ..................... 22
SECTION II: OTHER IMPORTANT INFORMATION FOR STUDENTS AND PARENTS .... 23
ABSENCES/ATTENDANCE................................................................................................... 23
Irving ISD Attendance Policy ................................................................................................... 23
Perfect Attendance ................................................................................................................... 23
Exemplary Attendance Recognition ........................................................................................ 24
Absences for Observed Holy Days ........................................................................................... 24
Absence by Prior Arrangement ............................................................................................. 24
Leaving School During the Day .......................................................................................... 24
Representing School on the Day of Absence ........................................................................ 25
Request for Assignments ...................................................................................................... 25
Make-Up Work .................................................................................................................... 25
Compulsory Attendance ........................................................................................................ 25
Age 18 and Older .............................................................................................................. 25
Between Ages 6 and 18 ..................................................................................................... 25
Prekindergarten and Kindergarten .................................................................................... 26
Kindergarten: Overage Enrollment ................................................................................... 26
Exemptions to Compulsory Attendance................................................................................ 27
Secondary Grade Levels ................................................................................................... 27
Failure to Comply with Compulsory Attendance ................................................................. 28
All Grade Levels ............................................................................................................... 28
Attendance for Credit or Final Grade (Kindergarten Through Grade 12) ............................ 28
Official Attendance-Taking Time (All Grade Levels) .......................................................... 29
Documentation after an Absence/Reporting an Absence (All Grade Levels)....................... 30
Doctor’s Note after an Absence for Illness (All Grade Levels) ............................................ 30
Driver License Attendance Verification (Secondary Grade Levels Only) ............................ 31
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ACCOUNTABILITY UNDER STATE AND FEDERAL LAW .............................................. 31
AWARDS AND HONORS (All Grade Levels) ........................................................................ 31
Volunteer Community Service ......................................................................................... 31
Honor Roll ........................................................................................................................ 31
Academic Excellence Awards Program ........................................................................... 32
National Honor Society/National Junior Honor Society ................................................. 32
National Technical Honor Society ................................................................................... 32
BOARD OF TRUSTEES MEETINGS ................................................................................... 32
BULLYING (All Grade Levels) ............................................................................................... 32
CAREER AND TECHNICAL EDUCATION (CTE) PROGRAMS (Secondary Grade Levels
Only) ......................................................................................................................................... 33
CELEBRATIONS (All Grade Levels) ...................................................................................... 34
CHILD SEXUAL ABUSE AND OTHER MALTREATMENT OF CHILDREN (All Grade
Levels)....................................................................................................................................... 34
CLASS RANK / HIGHEST RANKING STUDENT (Secondary Grade Levels Only)………35
Grade Classification ................................................................................................................35
Grade Point Average (GPA) ....................................................................................................36
Final Exam Exemptions ..........................................................................................................36
Promotion and Retention ....................................................................................................... 37
CLASS SCHEDULES (Secondary Grade Levels Only) .......................................................... 37
COLLEGE AND UNIVERSITY ADMISSIONS (Secondary Grade Levels Only) ................. 37
COLLEGE CREDIT COURSES (Secondary Grade Levels Only) .......................................... 38
COMPLAINTS AND CONCERNS (All Grade Levels) .......................................................... 38
CONDUCT (All Grade Levels) ................................................................................................ 39
Applicability of School Rules ............................................................................................... 39
Disruptions of School Operations ......................................................................................... 39
Social Events ......................................................................................................................... 39
COUNSELING ......................................................................................................................... 40
Academic Counseling ........................................................................................................... 40
Elementary and Middle School Grade Levels .................................................................. 40
Personal Counseling (All Grade Levels) .............................................................................. 40
COURSE CREDIT (Secondary Grade Levels Only) ............................................................... 40
CREDIT BY EXAM—If a Student Has Taken the Course/Subject (All Grade Levels) .......... 40
CREDIT BY EXAM FOR ADVANCEMENT/ACCELERATION—If a Student Has Not
Taken the Course/Subject ......................................................................................................... 41
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Students in Grades 1–5 ......................................................................................................... 41
Students in Grades 6–12 ....................................................................................................... 41
DATING VIOLENCE, DISCRIMINATION, HARASSMENT, AND RETALIATION (All
Grade Levels) ............................................................................................................................ 42
Dating Violence .................................................................................................................... 42
Discrimination....................................................................................................................... 42
Harassment ............................................................................................................................ 42
Sexual Harassment and Gender-Based Harassment ............................................................. 43
Retaliation ............................................................................................................................. 43
Reporting Procedures ............................................................................................................ 43
Investigation of Report ......................................................................................................... 44
DISCRIMINATION .................................................................................................................. 44
DISTANCE LEARNING.......................................................................................................... 44
All Grade Levels ................................................................................................................... 44
Texas Virtual School Network (TxVSN) (Secondary Grade Levels) ................................... 45
DISTRIBUTION OF LITERATURE, PUBLISHED MATERIALS, OR OTHER
DOCUMENTS (All Grade Levels) .......................................................................................... 45
School Materials ................................................................................................................... 45
Nonschool Materials ............................................................................................................. 45
From Students ................................................................................................................... 45
From Others ...................................................................................................................... 46
DRESS AND GROOMING (All Grade Levels) ...................................................................... 46
ELECTRONIC DEVICES AND TECHNOLOGY RESOURCES (All Grade Levels) ........... 47
Possession and Use of Personal Telecommunications Devices, Including Mobile Telephones
............................................................................................................................................... 47
Possession and Use of Other Personal Electronic Devices ................................................... 48
Instructional Use of Personal Telecommunications and Other Electronic Devices.............. 48
Acceptable Use of District Technology Resources ............................................................... 48
Expectations ……………. .................................................................................................... 49
Unacceptable and Inappropriate Use of Technology Resources ........................................... 49
Online Text Books ............................................................................................................... 50
END-OF-COURSE (EOC) ASSESSMENTS........................................................................... 51
EXTRACURRICULAR ACTIVITIES, CLUBS, AND ORGANIZATIONS (All Grade Levels)
................................................................................................................................................... 51
Standards of Behavior ........................................................................................................... 52
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Offices and Elections ............................................................................................................ 52
FEES (All Grade Levels) .......................................................................................................... 52
FUNDRAISING (All Grade Levels) ........................................................................................ 53
GANG-FREE ZONES (All Grade Levels) ............................................................................... 53
GENDER-BASED HARASSMENT ........................................................................................ 53
GRADE LEVEL CLASSIFICATION (Grades 9–12 Only) ..................................................... 53
GRADING GUIDELINES (All Grade Levels) ........................................................................ 54
Irving ISD Local Grading Procedures ................................................................................. 54
Beliefs, Definitions, and Examples ...................................................................................... 54
Academic Rigor ................................................................................................................... 55
Homework ............................................................................................................................ 55
Academic Work Habits ........................................................................................................ 57
Behavior Grades ................................................................................................................... 57
Academic Dishonesty ........................................................................................................... 58
Elementary Grading Guidelines and Procedures ................................................................. 58
Elementary Physical Education & Health Grading Guidelines ...................................... 59
Elementary Fine Arts (Music, Art, Drama) Grading Guidelines .................................... 60
Elementary - Scoring of Assessments (Extra Credit, Late Work, Grading Penalties ..... 60
Elementary - Re-teach/Re-assess .................................................................................... 60
Elementary - Students Who Withdraw or Late Enroll .................................................... 61
Elementary - District Curriculum Based Assessments . ................................................. 61
Secondary Grading Guidelines and Procedures ................................................................... 61
Grade Weighting for Formative and Summative Assessments per Six Weeks ............... 61
Secondary - Submission of Grades for Grading System ................................................ 62
Secondary - Make-Up Work ........................................................................................... 62
Secondary - Re-Teach/Re-Assess Procedures ................................................................ 62
Secondary - Recording of Zeros/Failing Grades/Missing Assignments ......................... 64
Secondary - Grade Reporting .......................................................................................... 64
Secondary - Students Who Withdraw or Late Enroll ...................................................... 64
High School Course Averages ........................................................................................ 65
Secondary - Grade Point Averages and Semester Exams ................................... 65
GRADUATION (Secondary Grade Levels Only) .................................................................... 65
Requirements for a Diploma for a Student Enrolled in High School Prior to the 2014–15
School Year ........................................................................................................................... 65
Requirements for a Diploma Beginning with the 2014–15 School Year .............................. 65
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Testing Requirements for Graduation ................................................................................... 66
Minimum, Recommended, and Advanced/Distinguished Achievement Graduation Programs
............................................................................................................................................... 66
Foundation Graduation Program........................................................................................... 68
Personal Graduation Plans for Students Under The Foundation Graduation Program ........ 69
Available Course Options for all Graduation Programs ....................................................... 70
Certificates of Coursework Completion ............................................................................... 70
Students with Disabilities ..................................................................................................... 70
Graduation Activities ............................................................................................................ 71
Graduation Speakers ............................................................................................................. 71
Graduation Expenses ............................................................................................................ 71
Scholarships and Grants ........................................................................................................ 71
HARASSMENT ....................................................................................................................... 72
HAZING (All Grade Levels) .................................................................................................... 72
HEALTH-RELATED MATTERS............................................................................................. 72
Attendance Guidelines for Illness ....................................................................................... 72
Check Out Procedures .......................................................................................................... 73
Bacterial Meningitis (All Grade Levels)............................................................................... 73
Food Allergies (All Grade Levels) ........................................................................................ 75
Head Lice (All Grade Levels) ............................................................................................... 75
Physical Activity Requirements ............................................................................................ 76
Elementary School ............................................................................................................ 76
Middle School ................................................................................................................... 77
High School ..................................................................................................................... 77
Off -Campus Physical Education ..................................................................................... 77
School Health Advisory Council (SHAC) (All Grade Levels) ............................................. 80
Student Wellness Policy/Wellness Plan (All Grade Levels) ................................................. 80
Other Health-Related Matters ............................................................................................... 80
Physical Fitness Assessment (Grades 3–12) ..................................................................... 80
Vending Machines (All Grade Levels) ............................................................................. 80
Tobacco Prohibited (All Grade Levels and All Others on School Property) .................... 80
Asbestos Management Plan (All Grade Levels) ............................................................... 81
Pest Management Plan (All Grade Levels) ....................................................................... 81
HOMEBOUND STUDENTS …… .......................................................................................... 81
HOMELESS STUDENTS (All Grade Levels) ......................................................................... 81
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HOMEWORK (All Grade Levels) ........................................................................................... 81
ILLNESS................................................................................................................................... 81
IMMUNIZATION (All Grade Levels) ..................................................................................... 82
LAW ENFORCEMENT AGENCIES (All Grade Levels)........................................................ 84
Questioning of Students ........................................................................................................ 84
Students Taken Into Custody ................................................................................................ 84
Notification of Law Violations ............................................................................................. 85
LEAVING CAMPUS (All Grade Levels)................................................................................. 85
During Lunch ........................................................................................................................ 86
At Any Other Time During the School Day.......................................................................... 86
LIMITED ENGLISH PROFICIENT STUDENTS (All Grade Levels) ................................... 86
LOST AND FOUND (All Grade Levels) ................................................................................. 87
MAKEUP WORK..................................................................................................................... 87
Makeup Work Because of Absence (All Grade Levels) ....................................................... 87
In-School Suspension (ISS) Makeup Work (All Grade Levels) ......................................... 87
MEDICINE AT SCHOOL (All Grade Levels) ......................................................................... 87
Asthma/Severe Allergies/Anaphylaxis ................................................................................. 88
Psychotropic Drugs ............................................................................................................... 89
NONDISCRIMINATION STATEMENT (All Grade Levels) .................................................. 89
PARENTAL INVOLVEMENT (All Grade Levels).................................................................. 89
Working Together.................................................................................................................. 89
Parent Involvement Policy .................................................................................................... 90
Parent Involvement Coordinator ........................................................................................... 92
PHYSICAL EXAMINATIONS / HEALTH SCREENINGS ................................................... 92
Athletics’ Participation (Secondary Grade Levels Only)...................................................... 92
Heatlh Screenings (All Grade Levels) .................................................................................. 92
PLEDGES OF ALLEGIANCE AND A MINUTE OF SILENCE (All Grade Levels)............. 93
PRAYER (All Grade Levels) .................................................................................................... 94
PROMOTION AND RETENTION .......................................................................................... 95
Elementary and Middle School Grade Levels ...................................................................... 95
High School Grade Levels .................................................................................................... 97
REPORT CARDS / PROGRESS REPORTS AND CONFERENCES (All Grade Levels) ..... 97
RETALIATION......................................................................................................................... 97
SAFETY (All Grade Levels) .................................................................................................... 97
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Accident Insurance................................................................................................................ 98
Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies ......................... 98
Emergency Medical Treatment and Information .................................................................. 98
Emergency School-Closing Information .............................................................................. 98
SAT, ACT, AND OTHER STANDARDIZED TESTS ............................................................. 98
SCHEDULE CHANGES (Middle and High School Grade Levels) ........................................ 99
SCHOOL FACILITIES............................................................................................................. 99
Use by Students Before and After School (All Grade Levels) ............................................. 99
Conduct Before and After School (All Grade Levels) .......................................................... 99
Use of Hallways During Class Time (All Grade Levels) ................................................... 100
Cafeteria Services (All Grade Levels) ................................................................................ 100
Library (All Grade Levels) ................................................................................................. 100
Meetings of Noncurriculum-Related Groups (Secondary Grade Levels Only).................. 101
SCHEDULE CHANGES (Middle and High School Grade Levels) ...................................... 101
SEARCHES ............................................................................................................................ 101
Students’ Desks and Lockers (All Grade Levels) ............................................................... 101
Telecommunications and Other Electronic Devices (All Grade Levels) ............................ 102
Vehicles on Campus (Secondary Grade Levels Only) ........................................................ 102
Trained Dogs (All Grade Levels)........................................................................................ 102
Metal Detectors (All Grade Levels) .................................................................................... 102
Drug-Testing (Secondary Grade Levels Only) ................................................................... 102
SPECIAL PROGRAMS (All Grade Levels) .......................................................................... 102
Gifted and Talented Program Services................................................................................ 103
STANDARDIZED TESTING ................................................................................................ 104
Secondary Grade Levels ..................................................................................................... 104
SAT/ACT (Scholastic Aptitude Test and American College Test) .................................. 104
TSI (Texas Success Initiative) Assessment ..................................................................... 104
Grades 3–8 ...................................................................................................................... 104
High School Courses—End-of-Course (EOC) Assessments .......................................... 105
STEROIDS (Secondary Grade Levels Only) ......................................................................... 105
STUDENTS IN FOSTER CARE (All Grade Levels) ............................................................ 106
STUDENT SPEAKERS (All Grade Levels) .......................................................................... 107
SUBSTANCE ABUSE PREVENTION AND INTERVENTION (All Grade Levels)........... 107
SUICIDE AWARENESS (All Grade Levels) ......................................................................... 107
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TRANSFERS (All Grade Levels) ........................................................................................... 107
Transfers & Assignments of Students ................................................................................. 108
Transfers for Extenuating Circumstances .......................................................................... 109
Transfers for Curricular Reasons ....................................................................................... 109
Students Moving Within the District in the Second Semester ........................................... 109
TRANSPORTATION (All Grade Levels)............................................................................... 110
School-Sponsored Trips ...................................................................................................... 110
Buses and Other School Vehicles ....................................................................................... 110
VANDALISM (All Grade Levels) .......................................................................................... 111
VIDEO CAMERAS (All Grade Levels)................................................................................. 111
VISITORS TO THE SCHOOL (All Grade Levels) ................................................................ 111
General Visitors .................................................................................................................. 111
Visitors Participating in Special Programs for Students ..................................................... 111
VOLUNTEERS (All Grade Levels) ....................................................................................... 112
VOTER REGISTRATION (Secondary Grade Levels Only).................................................. 112
WITHDRAWING FROM SCHOOL (All Grade Levels) ....................................................... 112
Glossary ...................................................................................................................................... 113
APPENDIX I: Freedom From Bullying Policy .......................................................................... 115
APPENDIX II: Acknowledgment Form—Amendment ............................................................. 117
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PREFACE
To Students and Parents:
Welcome to school year 2015–16! Education is a team effort, and we know that students, parents,
teachers, and other staff members all working together can make this a wonderfully successful year
for our students. The Irving ISD Student Handbook is designed to provide basic information that you
and your child will need during the school year. The handbook is divided into two sections:
Section I—PARENTAL RIGHTS—with information to assist you in responding to school-related
issues. We encourage you to take some time to closely review this section of the handbook.
Section II—OTHER IMPORTANT INFORMATION FOR STUDENTS AND PARENTS—organized
alphabetically by topic, and, where possible, further divided by applicability to ages and/or grade
levels, for quick access when searching for information on a specific issue.
Please be aware that the term “parent,” unless otherwise noted, is used to refer to the parent, legal
guardian, any person granted some other type of lawful control of the student, or any other person
who has agreed to assume school-related responsibility for a student.
Both students and parents should become familiar with the Irving ISD Student Code of Conduct,
which is a document adopted by the board and intended to promote school safety and an atmosphere
for learning. That document may be found on the district’s website at http://iisd.schoolwires.net/
Page/5183 and is available in hard copy upon request
The Student Handbook is a general reference guide only and is designed to be in harmony with board
policy and the Student Code of Conduct. Please be aware that it is not a complete statement of all
policies, procedures, or rules that may be applicable in a given circumstance.
In case of conflict between board policy (including the Student Code of Conduct) and any provisions
of the Student Handbook, the current provisions of board policy and the Student Code of Conduct are
to be followed.
Also, please be aware that the Student Handbook is updated yearly, while policy adoption and revision
may occur throughout the year. The district encourages parents to stay informed of proposed board
policy changes by attending board meetings. Changes in policy or other rules that affect Student
Handbook provisions will be made available to students and parents through newsletters or other
communications. The district reserves the right to modify provisions of the Student Handbook at any
time, whenever it is deemed necessary. Notice of any revision or modification will be given as is
reasonably practical under the circumstances.
Although the Student Handbook may refer to rights established through law or district policy, the
Student Handbook does not create any additional rights for students and parents. It does not, nor is it
intended to, create contractual or legal rights between any student or parent and the district.
If you or your child has questions about any of the material in this handbook, please contact your
school’s principal.
Please note that references to policy codes are included so that parents can refer to current board
policy. The district’s official policy manual is available for review in the superintendent’s office, and
an unofficial electronic copy is available at: http://pol.tasb.org/home/index/367.
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SECTION I: PARENTAL RIGHTS
This section of the Irving ISD Student Handbook includes information related to certain rights of
parents as specified in state or federal law.
CONSENT, OPT-OUT, AND REFUSAL RIGHTS
Consent to Conduct a Psychological Evaluation
A district employee will not conduct a psychological examination, test, or treatment without obtaining
prior written parental consent unless the examination, test, or treatment is required under state or
federal law regarding requirements for special education or by the Texas Education Agency (TEA) for
child abuse investigations and reports.
Consent to Display a Student’s Original Works and Personal Information
Teachers may display students’ work, which may include personally identifiable student information,
in classrooms or elsewhere on campus as recognition of student achievement.
However, the district will seek parental consent before displaying students’ artwork, special projects,
photographs taken by students, original videos or voice recordings, and other original works on the
district’s website, a website affiliated or sponsored by the district, such as a campus or classroom
website, and in district publications, which may include printed materials, videos, or other methods of
mass communication.
Consent to Receive Parenting and Paternity Awareness Instruction if Student is Under
Age 14
A child under the age of 14 must have parental permission to receive instruction in the district’s
parenting and paternity awareness program; otherwise, the child will not be allowed to participate in
the instruction. This program, developed by the Office of the Texas Attorney General and the State
Board of Education (SBOE), is incorporated into the district’s health education classes.
Consent to Video or Audio Record a Student When Not Otherwise Permitted by Law
State law permits the school to make a video or voice recording without parental permission for the
following circumstances:

When it is to be used for school safety;

When it relates to classroom instruction or a co-curricular or extracurricular activity; or

When it relates to media coverage of the school.
The district will seek parental consent through a written request before making any video or voice
recording of your child not otherwise allowed by law.
Prohibiting the Use of Corporal Punishment
Corporal punishment may not be used as a discipline management technique in accordance with the
Student Code of Conduct and policy FO(LOCAL) in the district’s policy manual. The Irving ISD
Board prohibits the use of corporal punishment in the District. Students shall not be spanked,
paddled, physically forced, or subjected to physical activity as a means of discipline for violations of
the Student Code of Conduct.
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Limiting Electronic Communications with Students by District Employees
Teachers and other approved employees are permitted by the district to communicate with students
through the use of electronic media within the scope of the individual’s professional responsibilities.
For example, a teacher may set up a social networking page for his or her class that has information
related to class work, homework, and tests. As a parent, you are welcome to join or become a member
of such a page. Irving ISD utilizes Living Tree as a method of facilitating electronic communication
between parents and staff. Please visit http://iisd.schoolwires.net//site/Default.aspx?PageID=4016
for information on Living Tree or contact your campus principal for more information.
An employee described above may also contact a student individually through electronic media to
communicate about items such as homework or upcoming tests.
If you prefer that your child not receive any one-to-one electronic communications from a district
employee or if you have questions related to the use of electronic media by district employees, please
contact the campus principal.
Objecting to the Release of Directory Information
The Family Educational Rights and Privacy Act, or FERPA, permits the district to disclose
appropriately designated “directory information” from a child’s education records without written
consent. “Directory information” is information that is generally not considered harmful or an
invasion of privacy if released. This “directory information” will be released to anyone who follows
procedures for requesting it.
However, a parent or eligible student may object to the release of a student’s directory information.
This objection must be made in writing to the principal [within ten school days of your child’s first
day of instruction for this school year].
Directory information for District students has been classified into two separate categories; 1) Items
for use only for school-sponsored purposes; and 2) Items for all other purposes. For school
sponsored purposes directory information shall include the student’s name, address and telephone
number; the names of students participating in officially recognized activities and sports, activity
photographs, and height and weight of members of an athletic team; and the student’s grade level,
enrollment status and honors/awards received in school. For all other purposes, directory
information shall include a student’s name, address, and telephone listing, campus and grade level.
If you object to the release of the student information included on the online directory information
response form, your decision will also apply to the use of that information for school-sponsored
purposes, such as the honor roll, school newspaper, the yearbook, recognition activities, news
releases, and athletic programs.
Also review the information at Authorized Inspection and Use of Student Records on page 18.
Objecting to the Release of Student Information to Military Recruiters and Institutions
of Higher Education (Secondary Grade Levels Only)
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 child’s information without prior written consent. A form included in
the Info Snap online registration process is available if you do not want the district to provide this
information to military recruiters or institutions of higher education.
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Participation in Third-Party Surveys
Consent Required Before Student Participation in a Federally Funded Survey,
Analysis, or Evaluation
Your child will not be required to participate without parental consent in any survey, analysis, or
evaluation—funded in whole or in part by the U.S. Department of Education—that concerns:

Political affiliations or beliefs of the student or the student’s parent.

Mental or psychological problems of the student or the student’s family.

Sexual behavior or attitudes.

Illegal, antisocial, self-incriminating, or demeaning behavior.

Critical appraisals of individuals with whom the student has a close family relationship.

Relationships privileged under law, such as relationships with lawyers, physicians, and
ministers.

Religious practices, affiliations, or beliefs of the student or parents.

Income, except when the information is required by law and will be used to determine the
student’s eligibility to participate in a special program or to receive financial assistance under
such a program.
You will be able to inspect the survey or other instrument and any instructional materials used in
connection with such a survey, analysis, or evaluation. [For further information, see policy
EF(LEGAL)].
“Opting Out” of Participation in Other Types of Surveys or Screenings and the
Disclosure of Personal Information
As a parent, you have a right to receive notice of and deny permission for your child’s participation in:

Any survey concerning the private information 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, selling, or otherwise disclosing that information.
Note that this does not apply to the collection, disclosure, or use of personal information
collected from students for the exclusive purpose of developing, evaluating, or providing
educational products or services for, or to, students or educational institutions.

Any nonemergency, invasive physical examination or screening required as a condition of
attendance, administered and scheduled by the school in advance and not necessary to protect
the immediate health and safety of the student. Exceptions are hearing, vision, or scoliosis
screenings, or any physical exam or screening permitted or required under state law. [See
policies EF and FFAA.]
As a parent, you may inspect a survey created by a third party before the survey is administered or
distributed to your child.
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Removing a Student from Instruction or Excusing a Student from a Required
Component of Instruction
Human Sexuality Instruction
As a part of the district’s curriculum, students receive instruction related to human sexuality. The
School Health Advisory Council (SHAC) is involved with the selection of course materials for such
instruction.
State law requires that any instruction related to human sexuality, sexually transmitted diseases, or
human immunodeficiency virus or acquired immune deficiency syndrome must:

Present abstinence from sexual activity as the preferred choice of behavior in relationship to
all sexual activity for unmarried persons 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 preventing
pregnancy, sexually transmitted diseases, and the emotional trauma associated with adolescent
sexual activity;

Direct adolescents to a standard of behavior in which abstinence from sexual activity before
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 accordance with state law, below is a summary of the district’s curriculum regarding human
sexuality instruction:
Elementary Schools: In fourth and fifth grades, boys and girls will receive respective information on
personal hygiene and basic growth and development content. Please contact your school nurse for
any questions.
Big Decisions is the curriculum utilized in IISD Middle Schools and Healthy Decisions is the
curriculum utilized in IISD High Schools. They are a comprehensive sexual health unit, which
stresses the importance of abstinence and the consequences associated with choosing to engage in
risky behavior. Students will also learn how to resist pressure to have sex, and ways for sexually
active people to reduce their chances of pregnancy and STDs, including information about birth
control and condoms.
As a parent, you are entitled to review the curriculum materials. In addition, you may remove your
child from any part of the human sexuality 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 district’s SHAC. Please see the campus principal or the
Coordinator for PE and Health for Irving ISD, Dr. Sandi Cravens, for additional information.
Reciting a Portion of the Declaration of Independence in Grades 3–12
You may request that your child be excused from recitation of a portion of the Declaration of
Independence. State law requires students in social studies classes in grades 3–12 to recite a portion of
the text of the Declaration of Independence during Celebrate Freedom Week unless (1) you provide a
15
written statement requesting that your child be excused, (2) the district determines that your child has
a conscientious objection to the recitation, or (3) you are a representative of a foreign government to
whom the United States government extends diplomatic immunity. [See policy EHBK(LEGAL).]
Reciting the Pledges to the U.S. and Texas Flags
As a parent, 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 or silent activity that follows. [See Pledges of Allegiance and a Minute of
Silence on page 95 and policy EC(LEGAL).]
Religious or Moral Beliefs
You may remove your child temporarily from the classroom if an instructional activity in which your
child is scheduled to participate, conflicts with your religious 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 determined by the school and by state law.
Tutoring or Test Preparation
Based on informal observations, evaluative data such as grades earned on assignments or tests, or
results from diagnostic assessments, a teacher may determine that a student is in need of additional
targeted assistance in order for the student to achieve mastery in state-developed essential knowledge
and skills. The school will always attempt to provide tutoring and strategies for test-taking in ways
that prevent removal from other instruction as much as possible. In accordance with state law and
policy EC, the school will not remove a student from a regularly scheduled class for remedial tutoring
or test preparation for more than ten percent of the school days on which the class is offered, unless
the student’s parent consents to this removal.
The school may also offer tutorial services, which students whose grades are below 70 will be
required to attend.
[Also refer to policies EC and EHBC, and contact your student’s teacher with questions about any
tutoring programs provided by the school.]
RIGHT OF ACCESS TO STUDENT RECORDS, CURRICULUM MATERIALS, AND
DISTRICT RECORDS
Instructional Materials
As a parent, you have a right to review teaching materials, textbooks, and other teaching aids and
instructional materials used in the curriculum, and to examine tests that have been administered to
your child.
Notices of Certain Student Misconduct to Noncustodial Parent
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 child’s
misconduct that may involve placement in a disciplinary alternative education program (DAEP) or
expulsion. [See policy FO(LEGAL) and the Student Code of Conduct.]
16
Student Records
Accessing Student Records
You may review your child’s student records. These records include:

Attendance records,

Test scores,

Grades,

Disciplinary records,

Counseling records,

Psychological records,

Applications for admission,

Health and immunization information,

Other medical records,

Teacher and school counselor evaluations,

Reports of behavioral patterns,

State assessment instruments that have been administered to your child, and

Teaching materials and tests used in your child’s classroom.
Authorized Inspection and Use of Student Records
A federal law, known as the Family Educational Rights and Privacy Act, or FERPA, affords parents
and eligible students certain rights with respect to the student’s education records. For purposes of
student records, an “eligible” student is one who is 18 or older or who is attending an institution of
postsecondary education. These rights, as discussed in this section are:

The right to inspect and review student records within 45 days after the day the school receives
a request for access.

The right to request an amendment to a student record the parent or eligible student believes is
inaccurate, misleading, or otherwise in violation of FERPA.

The right to provide written consent before the school discloses personally identifiable
information from the student’s records, except to the extent that FERPA authorizes disclosure
without consent.

The right to file a complaint with the U.S. Department of Education concerning failures by the
school to comply with FERPA requirements. The name and address of the office that
administers FERPA are:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-5901
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Both FERPA and state laws safeguard student records from unauthorized inspection or use and
provide parents and eligible students certain rights of privacy. Before disclosing any personally
identifiable information from a student’s records, the district must verify the identity of the person,
including a parent or the student, requesting the information.
Virtually all information pertaining to student performance, including grades, test results, and
disciplinary records, is considered confidential educational records.
Inspection and release of student records is primarily restricted to an eligible student or a student’s
parents—whether married, separated, or divorced—unless the school is given a copy of a court order
terminating parental rights or the right to access a student’s education records.
Federal law requires that, as soon as a student becomes 18, is emancipated by a court, or enrolls in a
postsecondary institution, control of the records goes to the student. The parents may continue to have
access to the records, however, 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.
FERPA permits the disclosure of personally identifiable information from a student’s education
records, without written consent of the parent or eligible student, in the following circumstances:

When district school officials have what federal law refers to as a “legitimate educational
interest” in a student’s records. School officials would include board members and employees,
such as the superintendent, administrators, and principals; teachers, school counselors,
diagnosticians, and support staff (including district health or district medical staff); a person or
company with whom the district has contracted or allowed to provide a particular institutional
service or function (such as an attorney, consultant, third-party vendor that offers online
programs or software, auditor, medical consultant, therapist, school resource officer, 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. “Legitimate educational interest” in a
student’s records includes working with the student; considering disciplinary or academic
actions, the student’s case, or an individualized education program for a student with
disabilities; compiling statistical data; reviewing an educational record to fulfill the official’s
professional responsibility to the school and the student; or investigating or evaluating
programs.

To authorized representatives of various governmental agencies, including juvenile service
providers, the U.S. Comptroller General’s office, the U.S. Attorney General’s office, the U.S.
Secretary of Education, TEA, the U.S. Secretary of Agriculture’s office, and Child Protective
Services (CPS) caseworkers or other child welfare representatives, in certain cases.

To individuals or entities granted access in response to a subpoena or court order.

To another school, school district/system, or institution of postsecondary education to which a
student seeks or intends to enroll or in which he or she is already enrolled.

In connection with financial aid for which a student has applied or which the student has
received.

To accrediting organizations to carry out accrediting functions.

To organizations conducting studies for, or on behalf of, the school, in order to develop,
validate, or administer predictive tests; administer student aid programs; or improve
instruction.
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
To appropriate officials in connection with a health or safety emergency.

When the district discloses information it has designated as directory information [see
Objecting to the Release of Directory Information on page 13 for opportunities to prohibit
this disclosure].
Release of personally identifiable information to any other person or agency—such as a prospective
employer or for a scholarship application—will occur only with parental or student permission as
appropriate.
The superintendent or superintendent designee (principal) is custodian of all records for currently
enrolled students at the assigned school. The superintendent or superintendent designee (principal) is
the custodian of all records for students who have withdrawn or graduated.
A parent or eligible student who wishes to inspect the student’s records should submit a written
request to the records custodian identifying the records he or she wishes to inspect. Records may be
inspected by a parent or eligible student during regular school hours. The records custodian or
designee will respond to reasonable requests for explanation and interpretation of the records.
A parent or eligible student who provides a written request and pays copying costs of ten cents per
page may obtain copies. If circumstances prevent inspection during regular school hours and the
student qualifies for free or reduced-price meals, the district will either provide a copy of the records
requested or make other arrangements for the parent or student to review these records. The address of
the superintendent’s office is 2621 W. Airport Freeway, Irving, TX 75062.
A parent (or eligible student) may inspect the student’s records and request a correction or amendment
if the records are considered inaccurate, misleading, or otherwise in violation of the student’s privacy
rights. A request to correct a student’s record should be submitted to the appropriate records custodian.
The request 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. If the district denies the request to
amend the records, the parent or eligible student has the right to request a hearing. If the records are
not amended as a result of the hearing, the parent or eligible student has 30 school days to exercise the
right to place a statement commenting on the information in the student’s record.
Although improperly recorded grades may be challenged, contesting a student’s grade in a course or
on an examination is handled through the general complaint process found in policy FNG(LOCAL). A
grade issued by a classroom teacher can be changed only if, as determined by the board of trustees,
the grade is arbitrary, erroneous, or inconsistent with the district’s grading policy. [See FINALITY OF
GRADES at FNG(LEGAL), Report Cards/Progress Reports and Conferences on page 98, and
Complaints and Concerns on page 39 for an overview of the process.]
The district’s policy regarding student records found at policy FL is available from the principal’s or
superintendent’s office or on the district’s website at http://pol.tasb.org/home/index/367
The parent’s or eligible student’s right of access to and copies of student records do not extend to all
records. Materials that are not considered educational records—such as a teacher’s personal notes
about a student that are shared only with a substitute teacher—do not have to be made available to the
parents or student.
Falsification of Information Notice
The penalty provided by section 37.10, Penal Code, a person who knowingly falsifies information on
a form required for enrollment of a student in the school district is liable to the district if the student is
19
not eligible for enrollment in the district and is enrolled on the basis of false information. The person
is liable, for the period during which the ineligible student is enrolled, for the greater of: (1) the
maximum tuition fee the district may charge; or (2) the amount the district has budgeted for each
student as maintenance and operation expenses.
Teacher and Staff Professional Qualifications
You may request information regarding the professional qualifications of your child’s teachers,
including whether a teacher has met state qualification and licensing criteria for the grade levels and
subject areas in which the teacher provides instruction; whether the teacher has an emergency permit
or other provisional status for which state requirements have been waived; and undergraduate and
graduate degree majors, graduate certifications, and the field of study of the certification or degree.
You also have the right to request information about the qualifications of any paraprofessional who
may provide services to your child.
STUDENTS WITH EXCEPTIONALITIES OR SPECIAL CIRCUMSTANCES
Children of Military Families
Children of military families will be provided flexibility regarding certain district requirements,
including:

Immunization requirements.

Grade level, course, or educational program placement.

Eligibility requirements for participation in extracurricular activities.

Graduation requirements.
In addition, absences related to a student visiting with his or her parent, including a stepparent or legal
guardian, who has been called to active duty for, is on leave from, or is returning from a deployment
of at least four months will be excused by the district. The district will permit no more than five
excused absences per year for this purpose. For the absence to be excused, the absence must occur no
earlier than the 60th day before deployment or no later than the 30th day after the parent’s return from
deployment.
Additional information may be found at http://tea.texas.gov/index2.aspx?id=7995.
Parental Role in Certain Classroom and School Assignments
Multiple Birth Siblings
As a parent, if your children are multiple birth siblings (e.g., twins, triplets, etc.) assigned to the same
grade and campus, you may request that they be placed either in the same classroom or in separate
classrooms. Your written request must be submitted no later than the 14th day after the enrollment of
your children. [See policy FDB(LEGAL).]
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Safety Transfers/Assignments
As a parent, you may:

Request the transfer of your child to another classroom or campus if your child has been
determined by the district to have been a victim of bullying as the term is defined by Education
Code 37.0832. Transportation is not provided for a transfer to another campus. See the
principal for more information.

Consult with district administrators if your child has been determined by the district to have
engaged in bullying and the District decides to transfer your child to another classroom or
campus. Transportation is not provided for a transfer to another campus.
[See Bullying on page 33, policy FDB, and policy FFI.]

Request the transfer of your child to attend a safe public school in the district if your child
attends school at a campus identified by TEA as persistently dangerous or if your child has
been a victim of a violent criminal offense while at school or on school grounds. [See policy
FDE.]

Request the transfer of your child to another district campus if your child has been the victim
of a sexual assault by another student assigned to the same campus, whether the assault
occurred on or off campus, and that student has been convicted of or placed on deferred
adjudication for that assault. If the victim does not wish to transfer, the district will transfer the
assailant in accordance with policy FDE.
Service/Assistance Animal Use by Students
A parent of a student who uses a service/assistance animal because of the student’s disability must
submit a request in writing to the principal at least ten district business days before bringing the
service/assistance animal on campus.
Students Who Have Learning Difficulties or Who Need Special Education Services
If a child is experiencing learning difficulties, the parent may contact the person listed below to learn
about the district’s overall general education referral or screening system for support services. This
system links students to a variety of support options, including referral for a special education
evaluation. Students having difficulty in the regular classroom should be considered for tutorial,
compensatory, and other academic or behavior support services that are available to all students
including a process based on Response to Intervention (RtI). The implementation of RtI has the
potential to have a positive impact on the ability of districts to meet the needs of all struggling
students.
At any time, a parent is entitled to request an evaluation for special education services. Within a
reasonable amount of time, the district must decide if the evaluation is needed. If the evaluation is
needed, the parent will be notified and asked to provide informed written consent for the evaluation.
The district must complete the evaluation and the report within the timeline prescribed by law once
the district receives written consent. The district must give a copy of the evaluation report to the
parent.
If the district determines that the evaluation is not needed, the district will provide the parent with
prior written notice that explains why the child will not be evaluated. This written notice will include a
21
statement that informs the parents of their rights, if they disagree with the district. The district is
required to give parents the Notice of Procedural Safeguards—Rights 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 document, A Guide to the Admission, Review, and
Dismissal Process. Both documents may also be found at
http://framework.esc18.net/display/Webforms/LandingPage.aspx.
The following websites provide information to those who are seeking information and resources
specific to students with disabilities and their families:

Texas Project First, at http://www.texasprojectfirst.org

Partners Resource Network, at http://www.partnerstx.org
The designated person to contact regarding options for a child experiencing learning difficulties or a
referral for evaluation for special education services is Laurie Gagne at (972) 600-5048.
Students Who Receive Special Education Services with Other School-Aged Children
in the Home
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 student residing in the household be transferred to the
same campus, if the appropriate grade level for the transferring student is offered on that campus.
However, the district is not required to provide transportation to the other children in the household.
The parent or guardian should speak with the principal of the school regarding transportation needs
prior to requesting a transfer for any other children in the home. [See policy FDB(LOCAL).]
Students Who Speak a Primary Language Other than English
A student may be eligible to receive specialized support if his or her primary language is not English,
and the student has difficulty performing ordinary class work in English. If the student qualifies for
these extra services, the Language Proficiency Assessment Committee (LPAC) will determine the
types of services the student needs, including accommodations or modifications related to classroom
instruction, local assessments, and state-mandated assessments.
Students with Physical or Mental Impairments Protected under Section 504
A child determined to have a physical or mental impairment that substantially limits a major life
activity, as defined by law, and who does not otherwise qualify for special education services, may
qualify for protections under Section 504 of the Rehabilitation Act. Section 504 is a federal law
designed to prohibit discrimination against individuals with disabilities. When an evaluation is
requested, a committee will be formed to determine if the child is in need of services and supports
under Section 504 to receive a free appropriate public education (FAPE), as this is defined in federal
law. The designated person to contact regarding a referral for evaluation applicable to Section 504 is
Jose Villasenor at (972) 600-5025
[Also see policy FB.]
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SECTION II: OTHER IMPORTANT INFORMATION FOR STUDENTS AND PARENTS
Topics in this section of the Student Handbook contain important information on academics, school
activities, and school operations and requirements. Take a moment with your child to become familiar
with the various issues addressed in this section. It is organized in alphabetical order to serve as a
quick-reference when you or your child has a question about a specific school-related issue. Where
possible, the topics are also organized to alert you to the applicability of each topic based on a
student’s age or grade level. Should you be unable to find the information on a particular topic, please
contact your campus principal.
ABSENCES/ATTENDANCE
Regular school attendance is essential for a student to make the most of his or her education—to
benefit from teacher-led and school activities, to build each day’s learning on the previous day’s, and
to grow as an individual. Absences from class may result in serious disruption of a student’s mastery
of the instructional materials; therefore, the student and parent should make every effort to avoid
unnecessary absences. Two state laws—one dealing with the required presence of school-aged
children in school, e.g., compulsory attendance, the other with how a child’s attendance affects the
award of a student’s final grade or course credit—are of special interest to students and parents. They
are discussed below.
Irving ISD Attendance Policy
Regular attendance and punctuality are required of every student. Students are required by law to
attend school until they reach their eighteenth birthday. Students who have good attendance generally
achieve higher grades, enjoy school, and are much more successful after leaving high school. The
Irving ISD expects all students to attend school regularly and be on time for classes in order to gain
maximum benefit from the instructional program and develop habits of punctuality, responsibility, and
self-discipline. Texas state law requires that school be in session 180 days each year, unless a waiver
is granted by TEA. Students approved to participate in school-related or school-sanctioned activities
shall not be counted absent from school.
On a daily basis, the school attendance clerk will closely monitor each student's attendance. A report
of school attendance will be included in the student report card sent to parents each six
weeks of the school year.
Students arriving late will be marked absent and must go to the attendance office for an admission
slip. Students, who come to school during the day, even if it is during a class change, must report to
the attendance office before going on to class. When school is dismissed, students are asked to leave
the building and campus as quickly as possible. Whenever it is necessary for students to remain after
school, they will be given an opportunity to inform their parents.
NOTE: Once a student has arrived on the school premises, he/she is considered to be in school
and is subject to its rules and regulations.
Perfect Attendance
The intent of the perfect attendance award is to reward students who are committed to regular
attendance. These students have established good traits of attendance and punctuality that will be
beneficial not only for school attendance, but also for the world of work. In reality, perfect attendance
23
should consist of all-day attendance every day, with no absences. However, a student who must leave
school for an appointment with a healthcare professional will not be penalized unless he/she misses
the entire day of instruction. Excuse notes written by parents will be taken into consideration when
excusing the student’s whole/partial day absence however, this type of absence will prevent the
student from achieving perfect attendance for the school year. Additionally, absences for Religious
Holy Days, college visits, appearing at required court appearances, participating in mentorship
approved by the district, as well as other state funded absences as stated in Board Policy FEC (Local),
will not count against the student’s perfect attendance, provided that the student makes prior
arrangements with the school administration and brings back an official document stating the student
participation. Out-of-District students who move into the Irving ISD are eligible if they can show
proof of consecutive days of school attendance that coincides with this district. Late entry students
who enroll after the first day of the new school year will not be eligible for perfect attendance.
Exemplary Attendance Recognition
Exemplary Attendance Recognition is a district-wide program to promote, encourage, and reward
outstanding attendance. Students with 97% and above will qualify for Exemplary Attendance. Your
student can achieve 97% attendance or better by missing no more than 5 absences for the entire school
year. This recognition is based upon attendance during the official attendance accounting period
(generally 2nd period) for your campus. Recognition of Exemplary Attendance recipients will be
made at your campus at the end of the year.
Absences for Observed Holy Days
Excused days for travel shall be limited to not more than one day for travel to and one day for travel
from the site where the student will observe the religious holy days. A student whose absence is
excused for the purpose of observing religious holy days shall not be penalized for the absences and
shall be counted as having attended for purposes of calculating the average daily attendance in the
District if documentation from the religious organization is provided.
Absence by Prior Arrangement
Prior arrangement for absences will be limited to two days per semester and will not be granted during
six-week tests, semester exams, or state-mandated or locally-authorized testing periods. Parent(s)
must meet with the principal or designee in person to make such arrangements. Absence by prior
arrangement will be an excused absence which will prevent a student from receiving a perfect
attendance award.
Leaving School during the Day (Irving ISD Schools are Considered Closed Campuses)
A student planning to leave school during the day must, upon arrival at school, provide the attendance
clerk in charge a note from his/her parent/guardian, requesting that the student be dismissed at the
time specified in the note. If the student fails to bring a note, the attendance clerk may call the
parent/guardian to get verbal permission to release the student. The parent must send a note or email
no later than five days following the absence in order to excuse it. The student will be allowed to leave
at the designated time after signing out on the attendance register. If previous arrangements have not
been made, the attendance clerk or school administrator will contact his/her parent(s)/guardian before
the student is permitted to leave. In case of an illness, students must check out through the clinic and
attendance office. If a student leaves school grounds without permission, they will be considered
24
truant. All Irving ISD campuses are considered closed campuses during school hours (bell to bell),
including lunch periods.
Representing School on Day of Absence
Students who are absent on a given day will not be allowed to represent the school in any capacity
after school is dismissed unless the absence is justified. An absence is considered justifiable if the
student has permission from his/her parent and school administrator(s) in advance of the absence and
has properly signed out in the attendance office.
Requests for Assignments
If a student will be absent two or more consecutive days, a parent may request assignments to be
completed during the absence by calling the office as soon as the need arises. It is the responsibility of
the parent to see that these assignments are picked up. Students will be expected to turn in this work
when they return to school.
Make-Up Work
Make-up assignments or tests shall be made available to students after any absences. Teachers shall
inform their students of the time allotted for completing make-up work after an absence. The student
shall be responsible for finding out about the assignments and for satisfactorily making up the work
within that allotted time. An “M” for “Missing” shall be recorded for absences, whether excused or
unexcused, and students will be given a reasonable time to learn the missed material and demonstrate
mastery. It is recommended that the length of the absence should determine the amount of time given
for makeup work. For example, three days of absences equals three days to make up work. A teacher
may make exceptions for extenuating circumstances. Teacher(s) may assign additional work to ensure
students who have been absent have sufficient opportunity to master the essential knowledge and
skills or to meet subject or course requirements. The assignments shall be based on the instructional
objectives for the subject or course and may provide greater depth of subject matter than routine
make-up work.
Compulsory Attendance
Age 18 and Older
A student who voluntarily attends or enrolls after his or her 18th birthday is required to attend each
school day until the end of the school year. If a student 18 or older has more than five unexcused
absences in a semester, the district may revoke the student’s enrollment. The student’s presence on
school property thereafter would be unauthorized and may be considered trespassing. [See policy
FEA.]
Between Ages 6 and 18
State law requires that a student between the ages of six and 18 attend school, as well as any
applicable accelerated instruction program, extended year program, or tutorial session, unless the
student is otherwise excused from attendance or legally exempt.
State law 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
25
their child is assigned to an accelerated reading instruction program as a result of a diagnostic reading
instrument.
A student will be required to attend 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.
Prekindergarten and Kindergarten
Students enrolled in prekindergarten or kindergarten are required to attend school and are subject to
the compulsory attendance requirements as long as they remain enrolled. Prekindergarten provides
services to children who are four years of age on or before September 1 and meet eligibility
requirements. Students may attend this program free of charge if they meet any of the following
criteria:
The student:

is limited English speaking

qualifies for free or reduced lunch

is a military dependent

has been in the conservatorship of the Dept. of Family & Protective Service

is homeless
Kindergarten: Overage Enrollment
A parent or guardian may submit a written request including supporting evidence to enroll a child
eligible for first grade placement in kindergarten providing the child has not been enrolled in an Irving
school. The district reserves the authority to assess the child to determine whether the child shall enter
kindergarten or first grade using the following assessment procedures. Placement of students
previously enrolled in an Irving school should refer to policy EIE (LOCAL).






The principal may make the decision to place the child in first grade or kindergarten after an
initial conference attended by the parent/guardian, appropriate teacher(s), and the principal.
If the principal determines additional information/data is needed, the child will be observed in
the first grade classroom for a period not to exceed fifteen instructional days. Observers will
include the child's first grade teacher, a counselor, a kindergarten teacher, and the principal or
assistant principal.
During the observation period, the school will administer appropriate assessments to determine
the child's academic level.
At the end of the observation period, the principal will hold a follow-up conference with the
school personnel involved in the
observations. All data collected, including parent information, will be shared and a school
recommendation reached.
A final conference including the parents or guardian and school personnel will be held to share
information leading to the recommendation.
26


A plan of action for accommodating the child in first grade or kindergarten will be presented to
the parents or guardian. Careful consideration will be given to the child's performance
expectations and the impact of this decision on the child's entire school career.
The principal shall determine the final grade placement.
Exemptions to Compulsory Attendance
All Grade Levels
State law allows exemptions to the compulsory attendance requirements for several types of absences
if the student makes up all work. These include the following activities and events:

Religious holy days;

Required court appearances;

Activities related to obtaining United States citizenship;

Documented health-care appointments for the student or a child of the student, including
absences for recognized services for students diagnosed with autism spectrum disorders. A
note from the health-care provider must be submitted upon the student’s arrival or return to
campus; and

For students in the conservatorship (custody) of the state,

Mental health or therapy appointments; or

Court-ordered family visitations or any other court-ordered activity, provided it is not
practicable to schedule the student’s participation in the activity outside of school
hours.
As listed in Section I at Children 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 immediately returned from certain deployments. Please see page 21 for that section.
Secondary Grade Levels
In addition, a junior or senior student’s absence of up to two days related to visiting a college or
university will be considered an exemption, provided this has been authorized by the board under
policy FEA(LOCAL), 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 district’s board has authorized this in
policy FEA(LOCAL), the student notifies his or her teachers, and the student receives
approval from the principal prior to the absences, and

A student serving as an election clerk, if the student makes up any work missed.
An absence of a student in grades 6–12 for the purpose of sounding “Taps” at a military honors
funeral for a deceased veteran will also be excused by the district.
27
Failure to Comply with Compulsory Attendance
All Grade Levels
School employees must investigate and report violations of the state compulsory attendance law. A
student absent without permission from school; from any class; from required special programs, such
as additional special instruction, termed “accelerated instruction” by the state; or from required
tutorials will be considered in violation of the compulsory attendance law and subject to disciplinary
action.
A court of law may also impose penalties against both the student and his or her parents if a schoolaged student is deliberately not attending school. A complaint against the parent may be filed in court
if the student:

Is absent without excuse from school on ten or more days or parts of days within a six-month
period in the same school year.
For a student younger than 12 years of age, the student’s parent could be charged with an offense
based on the student’s failure to attend school.
If a student age 12 through age 17 violates the compulsory attendance law, both the parent and student
could be charged with a civil offense.
[See policy FEA(LEGAL).]
Attendance for Credit or Final Grade (Kindergarten through Grade 12)
To receive credit or a final grade in a class, a student in kindergarten–grade 12 must attend at least 90
percent of the days the class is offered. When a student’s attendance drops below 90 percent but
remains at least at 75 percent of the days the class is offered, the student may earn credit for the class
or a final grade by completing a plan approved by the principal. This plan must provide for the
student to meet the instructional requirements of the class as determined by the principal.
If the student fails to successfully complete the plan, or when a student’s attendance drops below 75
percent of the days the class is offered, the student, parent, or representative may request award of
credit or a final grade by submitting a written petition to the appropriate attendance committee.
Petitions for credit or a final grade may be filed at any time the student receives the violation letter
but, in any event, no later than 15 days after the last day of classes for grades 6–12 or the last day of
the school year for kindergarten–grade 5.
The attendance committee shall review the student’s entire attendance record and the reasons for
absences and shall determine whether to award credit or a final grade. The committee may also,
whether a petition is filed or not, review the records of all students whose attendance drops below 90
percent of the days the class is offered.
Students who have lost credit or have not received a final grade because of excessive absences may
regain credit or be awarded a final grade by fulfilling the requirements established by the attendance
committee. [See policy FEC.]
In determining whether there were extenuating circumstances for the absences, the attendance
committee will use the following guidelines:
28

All absences, whether excused or unexcused, must be considered in determining whether a
student has attended the required percentage of days. If makeup work is completed, absences
for the reasons listed above at Exemptions to Compulsory Attendance will be considered
extenuating circumstances for purposes of attendance for credit or the award of a final grade.

A transfer or migrant student begins to accumulate absences only after he or she has enrolled
in the district.

In reaching a decision about a student’s absences, the committee will attempt to ensure that it
is in the best interest of the student.

The committee will review absences incurred based on the student’s participation in boardapproved extracurricular activities. These absences will be considered by the attendance
committee as extenuating circumstances in accordance with the absences allowed under
FM(LOCAL) if the student made up the work missed in each class.

The committee will consider the acceptability and authenticity of documented reasons for the
student’s absences.

The committee will consider whether the absences were for reasons over which the student or
the student’s parent could exercise any control.

The committee will consider the extent to which the student has completed all assignments,
mastered the essential knowledge and skills, and maintained passing grades in the course or
subject.

The student or parent will be given an opportunity to present any information to the committee
about the absences and to talk about ways to earn or regain credit or a final grade.
The student or parent may appeal the committee’s decision to the board by following policy
FNG(LOCAL).
The actual number of days a student must be in attendance in order to receive credit or a final grade,
will depend on whether the class is for a full semester or for a full year.
Official Attendance-Taking Time (All Grade Levels)
The district must submit attendance of its students to the TEA reflecting attendance at a specific time
each day.
Official attendance is taken every day during the second instructional hour OR fifth instructional hour.
Official attendance times may be set at each campus by the campus principal individually for the
upcoming school year. Each campus must determine attendance for all grades by the absences
recorded at the one particular point in time during the second or fifth instructional hour of the day or
its equivalent. For the school year 2015-2016, the official time attendance will be recorded for all
elementary/early childhood schools is 9:30 a.m. or 1:30 for p.m. early childhood schools. Secondary
principals identify the official time of day attendance will be recorded at their campus.
A student absent for any portion of the day, including at the official attendance-taking time, should
follow the procedures below to provide documentation of the absence.
29
Documentation after an Absence/Reporting an Absence (All Grade Levels)
When a student is absent from school, the student—upon arrival or return to school—must bring a
note signed by the parent that describes the reason for the absence. A note signed by the student, even
with the parent’s permission, will not be accepted unless the student is 18 or older or is an
emancipated minor under state law.
When a student is absent, the parent must telephone or email the school as early as possible that day to
inform the attendance clerk of the absence.
 Student calls are not acceptable.
 The parent/guardian should communicate in writing or via email with the teacher or school
administrator the reason for student absence(s) no later than five days after the student returns
to school.
 The student will be issued an admission slip.
 The district may investigate any case in which an excused absence is requested.
 If the student arrives after first period, the excuse should be presented when the student checks
in at the attendance office and the attendance clerk will issue an admit slip.
 Students should present the slip to each teacher for his/her signature.
The campus attendance clerk will document in its attendance records for the student whether the
absence is considered by the district to be excused or unexcused upon receiving the proper
documentation. Please note that, unless the absence is for a statutorily allowed reason under
compulsory attendance laws, the district is not required to excuse any absence, even if the parent
provides a note explaining the absence.
School Messenger
School Messenger is a telephone notification service used by Irving ISD to notify parents, guardians,
students and employees about emergency information or general announcements and student
absences. Community outreach messages can be sent district wide or to specified groups by the Irving
ISD Office of Communications. Messages can also be sent to individual schools by the principal or
designee, including cases related to attendance.
Doctor’s Note after an Absence for Illness (All Grade Levels)
Upon return to school, a student absent for more than three consecutive days because of a personal
illness must bring a statement from a doctor or health clinic verifying the illness or condition that
caused the student’s extended absence from school. Otherwise, the student’s absence may be
considered unexcused and, if so, would be considered to be in violation of compulsory attendance
laws.
Should the student develop a questionable pattern of absences, the principal or attendance committee
may require a statement from a doctor or health clinic verifying the illness or condition that caused the
student’s absence from school in order to determine whether the absence or absences will be excused
or unexcused.
[See policy FEC(LOCAL).]
30
Driver License Attendance Verification (Secondary Grade Levels Only)
For a student between the ages of 16 and 18 to obtain a driver license, written parental permission
must be provided for the Texas Department of Public Safety (DPS) to access the student’s attendance
records and, in certain circumstances, for a school administrator to provide the student’s attendance
information to DPS. A verification of enrollment (VOE) form may be obtained from the office, which
the student will need to submit to DPS upon application for a driver license.
ACCOUNTABILITY UNDER STATE AND FEDERAL LAW (All Grade Levels)
Irving ISD and each of its campuses are held to certain standards of accountability under state and
federal law. A key component of the accountability requirements is the dissemination and publication
of certain reports and information, which include:

The Texas Academic Performance Report (TAPR) for the district, compiled by TEA, the state
agency that oversees public education, based on academic factors and ratings;

A School Report Card (SRC) for each campus in the district compiled by TEA based on
academic factors and ratings;

The district’s financial management report, which will include the financial accountability
rating assigned to the district by TEA;

The performance ratings of the district’s evaluation of community and student engagement
using the indicators required by law; and

Information compiled by TEA for the submission of a federal report card that is required by
the No Child Left Behind Act.
Information about all of these can be found on the district’s website at
http://iisd.schoolwires.net/Page/1. Hard copies of any reports are available upon request to the
district’s administration office.
TEA also maintains additional accountability and accreditation information at
http://www.texasschoolaccountabilitydashboard.org and http://www.tea.texas.gov.
AWARDS AND HONORS (All Grade Levels)
Volunteer Community Service
Students will be recognized for completing 100 or more hours of voluntary community service prior
to the end of the fourth six-weeks period of the senior year. Community service will be documented
on the district verification form which provides space for a description of the project and signatures of
the adult supervisor and parent. Minimum expectations will be established according to guidelines
developed at each campus. Students will be responsible for maintaining documentation, and records
will be subject to verification. A committee of volunteers from the school and community will be
utilized to assist in compiling and verifying records. Students eligible for The Jack E. Singley
Community Service Award will be permitted to display a special cord or other symbol on their
graduation apparel and an appropriate designation will appear in the graduation program.
Honor Roll
All students who have a 90 or higher grade point average will be named to the honor roll. The honor
roll is released at the end of each six weeks. Numerical grades will be used in the junior and senior
high schools with 70 being the lowest passing grade.
31
Academic Excellence Awards Program
At the end of each academic school year, students who have achieved a cumulative grade point
average of 93 or higher for that year will be presented with their choice of an academic letter jacket or
academic plaque. Students who achieve this standard of excellence more than one year will be eligible
to receive an academic patch.
National Honor Society/National Junior Honor Society
The National Honor Society selects those students for membership who demonstrate outstanding
scholarship, character, leadership, and service. Because this organization sets and maintains high
standards, it is nationally recognized as an indication of excellence and probable success in higher
education. All junior and senior students who have a cumulative grade point average of 90 or higher
meet the scholarship requirement. These students are then evaluated on their character, leadership, and
service by their school's faculty. Membership is granted to students who have demonstrated excellence
in all four areas. National Honor Society members must maintain their honor roll status and high
citizenship grades. Failure to do so results in probation and/or dismissal from the organization.
National Technical Honor Society
National Technical Honor Society strives to bring well deserved recognition, scholarship
opportunities, and career opportunities to students who excel in one of the 108 career and technical
educational fields as their profession. Not only do NTHS students embody all the attributes and talent
which is in demand today, these students also embrace a clear vision for tomorrow’s workforce and
their role in it. These students are then evaluated on their character, attendance, participation, CTE
Classes, and maintain a 3.0 GPA.
BOARD OF TRUSTEES MEETINGS
The Board of Trustees meets in regular session on designated Mondays of each month at 7:00 p.m.
Meetings are open to the public and are held in the Administration Building Boardroom, 2621 W.
Airport Freeway, Irving, Texas 75062.
BULLYING (All Grade Levels)
Bullying occurs when a student or group of students engages in written or verbal expression,
expression through electronic methods, or physical conduct against another student on school
property, at a school-sponsored or -related activity, or in a district operated vehicle, and the behavior:

Results in harm to the student or the student’s property,

Places a student in reasonable fear of physical harm or of damage to the student’s property, or

Is so severe, persistent, and pervasive that it creates an intimidating, threatening, or abusive
educational environment.
This conduct is considered bullying if it exploits an imbalance of power between the student
perpetrator(s) and the student victim and if it interferes with a student’s education or substantially
disrupts the operation of the school.
Bullying is prohibited by the district and could include hazing, threats, taunting, teasing, confinement,
assault, demands for money, destruction of property, theft of valued possessions, name-calling, rumor32
spreading, or ostracism. In some cases, bullying can occur through electronic methods, called “cyber
bullying.”
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, school counselor, principal, or
another district employee as soon as possible to obtain assistance and intervention. The administration
will investigate any allegations of bullying or other related misconduct.
If the results of an investigation indicate that bullying has occurred, the administration will take
appropriate disciplinary action. Disciplinary or other action may be taken even if the conduct did not
rise to the level of bullying. The district will also contact the parents of the victim and of the student
who was found to have engaged in the bullying. Available counseling options will be provided to
these individuals, as well as to any students who have been identified as witnesses to the bullying.
Any retaliation against a student who reports an incident of bullying is prohibited.
Upon the recommendation of the administration, the campus administration and/or the Director of
Campus Operations may, in response to an identified case of bullying, decide to transfer a student
found to have engaged in bullying to another classroom at the campus. In consultation with the
student’s parent, the student may also be transferred to another campus in the district. The parent of a
student who has been determined by the district to be a victim of bullying may request that his or her
child be transferred to another classroom or campus within the district. [Also see Safety
Transfers/Assignments on page 22.]
A copy of the district’s policy is available in the principal’s office, superintendent’s office, and on the
district’s website, and is included at the end of this handbook in the form of an appendix. Procedures
related to reporting allegations of bullying may also be found on the district’s website.
A student or parent who is dissatisfied with the outcome of an investigation may appeal through
policy FNG(LOCAL).
[Also see Safety Transfers/Assignments on page 22, Dating Violence, Discrimination,
Harassment, and Retaliation on page 43, Hazing on page 73, policy FFI, and the district
improvement plan, a copy of which can be viewed in the campus office.]
CAREER AND TECHNICAL EDUCATION (CTE) PROGRAMS (Secondary Grade Levels
Only)
Career & Technical Education (CTE) is designed to offer a rigorous curriculum to assist students in
becoming college and career ready. All of the Career and Technical programs are designed to prepare
our students for a lifetime of success. Every student can benefit from one or more of the many
opportunities available through the 15 Career Clusters which are offered through Irving ISD's
CTE programs. The district offers career and technical education programs in the following areas:

Agriculture, Food & Natural Resources

Architecture & Construction

Arts A/V Technology & Communications

Business, Management & Administration

Education and Training

Finance
33

Government & Public Administration

Health Science,

Hospitality and Tourism

Human Services

Information Technology

Law, Public Safety, Corrections & Security

Manufacturing,

Marketing, Sales & Service

Science, Technology, Engineering & Mathematics

Transportation, Distribution & Logistics
For more information on these programs contact Shawn Blessing at (972) 600-5049 or visit our
website at: http://iisd.schoolwires.net/site/Default.aspx?PageID=1970.
These programs will be offered without regard to race, color, national origin, sex, or disability. Irving
ISD will take steps to ensure that lack of English language skills will not be a barrier to admission and
participation in all educational and CTE programs. [Also see Nondiscrimination Statement on page
90 for the name and contact information for the Title IX coordinator and Section 504 coordinator, who
will address certain allegations of discrimination.]
CELEBRATIONS (All Grade Levels)
Although a parent or grandparent is not prohibited from providing food for a school-designated
function or for children in the child’s or grandchild’s classroom for his or her birthday, please be
aware that children in the school may have severe allergies to certain food products. Therefore, it is
imperative to discuss this with the child’s teacher prior to bringing any food in this circumstance.
Occasionally, the school or a class may host certain functions or celebrations tied to the curriculum
that will involve food. The school or teacher will notify students and parents of any known food
allergies when soliciting potential volunteers for bringing food products.
[Also see Food Allergies on page 76]
CHILD SEXUAL ABUSE AND OTHER MALTREATMENT OF CHILDREN (All Grade
Levels)
The district has established a plan for addressing child sexual abuse and other maltreatment of
children, which may be accessed at: http://iisd.schoolwires.net/Page/1937. As a parent, it is important
for you to be aware of warning signs that could indicate a child may have been or is being sexually
abused. Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s
mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent
sexual conduct with a child. A person who compels or encourages a child to engage in sexual conduct
commits abuse. It is illegal to make or possess child pornography or to display such material to a
child. Anyone who suspects that a child has been or may be abused or neglected has a legal
responsibility, under state law, for reporting the suspected abuse or neglect to law enforcement or to
Child Protective Services (CPS).
34
Possible physical warning signs of sexual abuse could be difficulty sitting or walking, pain in the
genital areas, and claims of stomachaches and headaches. Behavioral indicators may include verbal
references or pretend games of sexual activity between adults and children, fear of being alone with
adults of a particular gender, or sexually suggestive behavior. Emotional warning signs to be aware of
include withdrawal, depression, sleeping and eating disorders, and problems in school.
A child who has experienced sexual abuse or any other type of abuse or neglect should be encouraged
to seek out a trusted adult. Be aware as a parent or other trusted adult that disclosures of sexual abuse
may be more indirect than disclosures of physical abuse and neglect, and it is important to be calm
and comforting if your child, or another child, confides in you. Reassure the child that he or she did
the right thing by telling you.
As a parent, if your child is a victim of sexual abuse or other maltreatment, the school counselor or
principal will provide information regarding counseling options for you and your child available in
your area. The Texas Department of Family and Protective Services (TDFPS) also manages early
intervention counseling programs. To find out what services may be available in your county, see
http://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Programs_Available_In_Your_County
/default.asp.
The following websites might help you become more aware of child abuse and neglect:

https://www.childwelfare.gov/pubs/factsheets/whatiscan.pdf

http://kidshealth.org/parent/positive/talk/childabuse.html

http://taasa.org/resources-2/

http://www.oag.state.tx.us/AG_Publications/txts/childabuse1.shtml

http://www.oag.state.tx.us/AG_Publications/txts/childabuse2.shtml
Reports of abuse or neglect may be made to:
The CPS division of the TDFPS (1-800-252-5400 or on the web at http://www.txabusehotline.org).
CLASS RANK / HIGHEST RANKING STUDENT (Secondary Grade Levels Only)
Grade Classification
Students are classified once a year at the end of the school year in June. The only exception is
for those students who attend summer school or those students who participate in a district
program designed for grade acceleration. The classification of students who attend summer
school is revised, if applicable, in August. Only seniors are reclassified when correspondence,
CBE or Concurrent course grades are received.
If an error is discovered in a student’s classification or if the school receives new records that
reflect more or fewer credits, the counselors submit a correction immediately. Classification of
students is based on number of credits earned and courses completed as indicated below. There are
two exceptions to this rule: students in Gifted and Talented (G/T) programs and new immigrant
students. The credit and classification breakdown is published in the student handbook.
Class of 2015 and beyond:
A. Freshmen 0 - 5 ½ credits
B. Sophomore 6 - 11 ½ credits
C. Junior 12 - 17 ½ credits
D. Senior 18+ credits
35




Classification of G/T students - G/T students who earn 5 or more credits in middle school will
remain in the normal progression of their class.
Students should not be classified as seniors unless they can complete graduation requirement
during the current school year.
Students who have graduated from high school in another country should not be enrolled
regardless of age. Please refer these students to a post-secondary institution and/or adult ESOL
classes.
Three Year Graduates - Students who wish to graduate in three years will need to fill out the
necessary documents with their counselor preferably no later than the end of their sophomore
year. Three year graduates may be classified as seniors at the beginning of their third year of
high school or mid-term if they have enough credits.
Beginning with students who entered grade 9 in the 2014–15 school year, a new graduation program
is in effect. Therefore, class ranking procedures may be adjusted by the district based on the new
graduation plan. As these decisions are made, the district will make the information available to the
students affected by these changes.
[For further information, see policy EIC.]
Grade Point Average (GPA) [See Board Policy EIC (LOCAL)]
Students will be allowed to repeat a regular course for strength or to gain a better foundation. Credit
will be awarded only once, but both course averages will be used in the computation of the GPA.
Class rank will be calculated by using the District’s weighted scale and averaging the numerical
semester averages.
Weighted System - A multiplier will be used to weight classes as follows:
 Fundamentals Curriculum =
(semester average) X .70
 Modified Curriculum =
(semester average) X .90
 Regular Curriculum =
(semester average) X 1.00
 College Prep (honors and PreA/P) =
(semester average) X 1.05
 Advanced Placement (A/P) =
(semester average) X 1.10
Honor Graduates
 Valedictorian
 Salutatorian
 Summa Cum Laude
 Magna Cum Laude
 Cum Laude
Highest Cumulative GPA
Second Highest Cumulative GPA
Cumulative GPA = 97 or higher
Cumulative GPA = 96 - 93
Cumulative GPA = 92 - 90
Final Exam Exemptions
Juniors and Seniors are exempt from a final exam in a class during the spring semester provided:
 the student has a semester grade average in the class at the end of the fifth week of the last six
weeks period of 85 or higher; and
 the student has had no more than two (2) absences for the class during the spring semester.
36
Promotion and Retention
A student will be promoted only on the basis of academic achievement or demonstrated proficiency in
the subject matter of the course or grade level. To earn credit in a course, a student must receive a
grade of at least 70 based on course-level or grade-level standards. 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 assessment test 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 designed and
implemented by a guidance counselor, teacher, or other staff member designated by the principal. The
plan will identify the student’s educational goals and include consideration of the parent’s educational
expectations for the student. Certain students - some with disabilities and some with limited English
proficiency - may be eligible for exemptions, accommodations, or deferred testing. For more
information, see the principal, counselor, or special education director.
CLASS SCHEDULES (Secondary Grade Levels Only)
All students are expected to attend school for the entire school day and maintain a class/course
schedule to fulfill each period of the day. Exceptions may be made occasionally by the campus
principal for students in grades 9–12 who meet specific criteria and receive parental consent to enroll
in less than a full-day’s schedule.
[See Schedule Changes on page 100 for information related to student requests to revise their course
schedule.]
COLLEGE AND UNIVERSITY ADMISSIONS (Secondary Grade Levels Only)
For two school years following his or her graduation, a district student who graduates in the top ten
percent 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 Advanced/Distinguished Achievement Program*; or

Satisfies the ACT College Readiness Benchmarks or earns at least a 1500 out of 2400 on the
SAT.
*Beginning with ninth graders in the 2014–15 school year, to be eligible for automatic admission to a
Texas four-year college or university, a student must be on track to graduate with the distinguished
level of achievement under the foundation graduation program. This means that a student must
graduate with at least one endorsement and must have taken Algebra II as one of the four required
math courses.
In addition, the student must submit a completed application for admission in accordance with the
deadline established by the college or university. The student is ultimately responsible for ensuring
that he or she meets the admission requirements of the university or college to which the student
submits an application.
The University of Texas at Austin may limit the number of students automatically admitted to 75
percent of the University’s enrollment capacity for incoming resident freshmen. For students who are
eligible to enroll in the University of Texas at Austin during the summer or fall 2016 term, the
University will be admitting the top eight percent of the high school’s graduating class who meet the
above requirements. Additional applicants will be considered by the University through a holistic
review process.
37
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 apply to a student ranked in the top 25
percent of his or her class.
Students and parents should contact the school counselor for further information about automatic
admissions, the application process, and deadlines.
[See also Class Rank/Highest Ranking Student on page 36 for information specifically related to
how the district calculates a student’s rank in class and Graduation Requirements on page 66 for
information associated with the foundation graduation program].
COLLEGE CREDIT COURSES (Secondary Grade Levels Only)
Students in grades 9–12 have opportunities to earn college credit through the following methods:

Certain courses taught at the high school campus, which may include courses termed dual
credit, Advanced Placement (AP), Articulated Credit through CTE courses

Enrollment in an AP or dual credit course through the Texas Virtual School Network;

Enrollment in courses taught in conjunction and in partnership with Dallas County Community
College District, which may be offered on or off campus;

Certain CTE courses.
Note that if a student wishes to enroll in a community college course that also results in the award of
high school course credit at a college that does not include the high school within its service area, the
student is limited by state law to enroll in no more than three courses at that particular college.
All of these methods have eligibility requirements and must be approved prior to enrollment in the
course. Please see the school counselor for more information. Depending on the student’s grade level
and the course, a state-mandated end-of-course assessment may be required for graduation.
It is important to keep in mind that not all colleges and universities accept credit earned in all dual
credit or AP courses taken in high school for college credit. Students and parents should check with
the prospective college or university to determine if a particular course will count toward the student’s
desired degree plan.
COMPLAINTS AND CONCERNS (All Grade Levels)
Usually student or parent complaints or concerns can be addressed informally by a phone call or a
conference with the teacher or principal. For those complaints and concerns that cannot be handled so
easily, the board has adopted a standard complaint policy at FNG(LOCAL) in the district’s policy
manual. A copy of this policy may be obtained in the principal’s or superintendent’s office or on the
district’s website at http://iisd.schoolwires.net/Page/1.
Should a parent or student feel a need to file a formal complaint, the parent or student should file a
district complaint form within the timelines established in policy FNG(LOCAL). In general, the
student or parent should submit the written complaint form to the campus principal. If the concern is
not resolved, a request for a conference should be sent to the superintendent. If still unresolved, the
district provides for the complaint to be presented to the board of trustees.
38
CONDUCT (All Grade Levels)
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 behavior—both on and off campus as well as on district
vehicles—and consequences for violation of these standards. The district has disciplinary authority
over a student in accordance with the Student Code of Conduct. Students and parents should be
familiar with the standards set out in the Student Code of Conduct, as well as campus and classroom
rules. During any periods of instruction during the summer months, the Student Handbook and
Student Code of Conduct in place for the year immediately preceding the summer period shall apply,
unless the district amends either or both documents for the purposes of summer instruction.
Disruptions of School Operations
Disruptions of school operations are not tolerated and may constitute a misdemeanor offense. As
identified 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 administrator.

Interference with an authorized activity by seizing control of all or part of a building.

Use of force, violence, or threats in an attempt to prevent participation in an authorized
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 attempt to prevent people from entering or leaving
district property without authorization from an administrator.

Disruption of classes or other school activities 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 disrupting the activity with loud
or profane language or any misconduct.

Interference with the transportation of students in vehicles owned or operated by the district.
Social Events
School rules apply to all school social events. Guests attending these events are expected to observe
the same rules as students, and a student inviting a guest will share responsibility for the conduct of
his or her guest.
A student attending a social event will be asked to sign out when leaving before the end of the event;
anyone leaving before the official end of the event will not be readmitted.
Please contact the campus principal if you are interested in serving as a chaperone for any school
social events.
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COUNSELING
Academic Counseling
Elementary and Middle/Junior High School Grade Levels
The school counselor is available to students and parents to talk about the importance of
postsecondary education and how best to plan for postsecondary education, including appropriate
courses to consider and financial aid availability and requirements.
High School Grade Levels
High school students and their parents are encouraged to talk with a school counselor, teacher, or
principal to learn more about course offerings, graduation requirements, and early graduation
procedures. Each year, high school students will be provided information on anticipated course
offerings for the next school year and other information that will help them make the most of
academic and CTE opportunities, as well as information on the importance of postsecondary
education.
The school counselor can also provide information about entrance exams and application deadlines, as
well as information about automatic admission, financial aid, housing, and scholarships as these relate
to state colleges and universities. The school counselor can also provide information about workforce
opportunities after graduation or technical and trade school opportunities, including opportunities to
earn industry-recognized certificates and licenses.
Personal Counseling (All Grade Levels)
The school counselor is available to assist students with a wide range of personal concerns, including
such areas as social, family, emotional or mental health issues, or substance abuse. A student who
wishes to meet with the school counselor should contact the school administration, school counselors
or school deans. As a parent, if you are concerned about your child’s mental or emotional health,
please speak with the school counselor for a list of resources that may be of assistance.
[Also see Substance Abuse Prevention and Intervention on page 108 and Suicide Awareness on
page108.]
COURSE CREDIT (Secondary Grade Levels Only)
A student in grades 9–12, or in a lower grade when a student is enrolled in a high school creditbearing course, will earn credit for a course only if the final grade is 70 or above. For a two-semester
(1 credit) course, the student’s grades from both semesters will be averaged and credit will be awarded
if the combined average is 70 or above. Should the student’s combined average be less than 70, the
student will be required to retake the semester in which he or she failed.
CREDIT BY EXAM—If a Student Has Taken the Course/Subject (All Grade Levels)
In accordance with local policy, a student who has prior instruction in a course but did not pass or get
credit in the course, may be given credit by examination if the student scores 70 percent on a criterionreferenced test for the applicable course. Students need to contact their counselor for more
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information about receiving credit by examination with prior instruction. A student who has
previously taken a course or subject—but did not receive credit or a final grade for it—may, in
circumstances determined by the principal or attendance committee, be permitted to earn credit by
passing an exam approved by the district’s board of trustees on the essential knowledge and skills
defined for that course or subject. Prior instruction may include, for example, incomplete coursework
due to a failed course or excessive absences, homeschooling, or coursework by a student transferring
from a non-accredited school. The opportunity to take an examination to earn credit for a course or to
be awarded a final grade in a subject after the student has had prior instruction is sometimes referred
to as “credit recovery.” The school counselor or principal would determine if the student could take
an exam for this purpose. If approval is granted, the student must score at least 70 on the exam to
receive credit for the course or subject.
The attendance review committee may also offer a student with excessive absences an opportunity to
earn credit for a course by passing an exam.
[For further information, see the school counselor and policy EHDB(LOCAL).]
CREDIT BY EXAM FOR ADVANCEMENT/ACCELERATION—If a Student Has Not Taken
the Course/Subject
The purpose for credit by examination for students who have not received prior instruction is to allow
students to accelerate and progress to courses that challenge them without having to take the courses
that cover information they already know. The examinations for grades 6-12 are provided through
Texas Tech University or the University of Texas in Austin. The district provides three exam dates
during the year. Students need to contact their counselor for more information. A student will be
permitted to take an exam to earn credit for an academic course or subject area for which the student
has had no prior instruction, i.e., for advancement or to accelerate to the next grade level. The exams
offered by the district are approved by the district’s board of trustees, and state law requires the use of
certain exams, such as College Board Advanced Placement (AP) and College Level Examination
Program (CLEP) tests, when applicable. The dates on which exams are scheduled during the 2015–16
school year will be published in appropriate district publications and on the district’s website. The
only exceptions to the published dates will be for any exams administered by another entity besides
the district. In this case, a student and the district must comply with the testing schedule of the other
entity. During each testing window provided by the district, a student may attempt a specific exam
only once.
If a student plans to take an exam, the student (or parent) must register with the school counselor no
later than 30 days prior to the scheduled testing date. [For further information, see policy EHDC.]
Students in Grades 1–5
A student in elementary school will be eligible to accelerate 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 district administrator recommends that the student be accelerated, and the student’s parent
gives written approval of the grade advancement.
Students in Grades 6–12
A student in grade 6 or above will earn course credit with a passing score of at least 80 on the exam, a
scaled score of 60 or higher on an exam administered through the CLEP, or a score of 3 or higher on
an AP exam, as applicable. A student may take an exam to earn high school course credit no more than
41
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 according to the school’s high
school course sequence, the student must complete the course.
DATING VIOLENCE, DISCRIMINATION, HARASSMENT, AND RETALIATION (All Grade
Levels)
The district believes that all students learn best in an environment free from dating violence,
discrimination, harassment, and retaliation and that their welfare is best served when they are free
from this prohibited conduct while attending school. Students are expected to treat other students and
district employees with courtesy and respect, to avoid behaviors known to be offensive, and to stop
those behaviors when asked or told to stop. District employees are expected to treat students with
courtesy and respect.
The board has established policies and procedures to prohibit and promptly respond to inappropriate
and offensive behaviors that are based on a person’s race, color, religion, gender, national origin,
disability, or any other basis prohibited by law. A copy of the district’s policy is available in the
principal’s office and in the superintendent’s office or http://iisd.schoolwires.net/Page/1[See policy
FFH.]
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, intimidate, or control the other person in the relationship.
Dating violence also occurs when a person commits these acts against a person in a marriage or dating
relationship with the individual who is or was once in a marriage or dating relationship with the
person committing the offense. This type of conduct is considered harassment if the conduct is so
severe, persistent, or pervasive that it affects the student’s ability to participate in or benefit from an
educational program or activity; creates an intimidating, threatening, hostile, or offensive educational
environment; or substantially interferes with the student’s academic performance.
Examples of dating violence against a student may include, but are not limited to, physical or sexual
assaults; name-calling; put-downs; threats to hurt the student, the student’s family members, or
members of the student’s household; destroying property belonging to the student; threats to commit
suicide or homicide if the student ends the relationship; threats to harm a student’s current dating
partner; attempts to isolate the student from friends and family; stalking; or encouraging others to
engage in these behaviors.
Discrimination
Discrimination is defined as any conduct directed at a student on the basis of race, color, religion,
gender, national origin, disability, or any other basis prohibited by law, that negatively affects the
student.
Harassment
Harassment, in general terms, is conduct so severe, persistent, or pervasive that it affects the student’s
ability to participate in or benefit from an educational program or activity; creates an intimidating,
threatening, hostile, or offensive educational environment; or substantially interferes with the
student’s academic performance.
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Examples of harassment may include, but are not limited to, offensive or derogatory language directed
at a person’s religious beliefs or practices, accent, skin color, or need for accommodation; threatening,
intimidating, or humiliating conduct; offensive jokes, name-calling, slurs, or rumors; physical
aggression or assault; graffiti or printed material promoting racial, ethnic, or other negative
stereotypes; or other kinds of aggressive conduct such as theft or damage to property.
In addition to dating violence as described above, two other types of prohibited harassment are
described below.
Sexual Harassment and Gender-Based Harassment
Sexual harassment and gender-based harassment of a student by an employee, volunteer, or another
student are prohibited.
Examples of sexual harassment may include, but not be 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, communications, or contact.
Sexual harassment of a student by an employee or volunteer does not include necessary or permissible
physical contact not reasonably construed as sexual in nature, such as comforting a child with a hug or
taking the child’s hand. However, romantic and other inappropriate social relationships, as well as all
sexual relationships, between students and district employees are prohibited, even if consensual.
Gender-based harassment includes harassment based on a student’s gender, expression by the student
of stereotypical characteristics associated with the student’s gender, or the student’s failure to conform
to stereotypical behavior related to gender.
Examples of gender-based harassment directed against a student, regardless of the student’s or the
harasser’s actual or perceived sexual orientation or gender identity, may include, but not be limited to,
offensive jokes, name-calling, slurs, or rumors; physical aggression or assault; threatening or
intimidating conduct; or other kinds of aggressive conduct such as theft or damage to property.
Retaliation
Retaliation against a person, who makes a good faith report of discrimination or harassment, including
dating violence, is prohibited. Retaliation against a person who is participating in an investigation of
alleged discrimination or harassment is also prohibited. A person who makes a false claim or offers
false statements or refuses to cooperate with a district investigation, however, may be subject to
appropriate discipline.
Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of
property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not
include petty slights or annoyances.
Reporting Procedures
Any student who believes that he or she has experienced dating violence, discrimination, harassment,
or retaliation should immediately report the problem to a teacher, school counselor, principal, or other
district employee. The report may be made by the student’s parent. [See policy FFH (LOCAL) for
other appropriate district officials to whom to make a report.]
Upon receiving a report of prohibited conduct as defined by policy FFH, the district will determine
whether the allegations, if proven, would constitute prohibited conduct as defined by that policy. If
43
not, the district will refer to policy FFI to determine if the allegations, if proven, would constitute
bullying, as defined by law and that policy. If the alleged prohibited conduct, if proven, would
constitute prohibited conduct and would also be considered bullying as defined by law and policy FFI,
an investigation of bullying will also be conducted.
The district will promptly notify the parents of any student alleged to have experienced prohibited
conduct involving an adult associated with the district. In the event alleged prohibited conduct
involves another student, the district will notify the parents of the student alleged to have experienced
the prohibited conduct when the allegations, if proven, would constitute a violation as defined by
policy FFH.
Investigation of Report
To the extent possible, the district will respect the privacy of the student; however, limited disclosures
may be necessary to conduct a thorough investigation and to comply with law. Allegations of
prohibited conduct, which includes dating violence, discrimination, harassment, and retaliation, will
be promptly investigated.
If a law enforcement or other regulatory agency notifies the district that it is investigating the matter
and requests that the district delay its investigation, the district will resume the investigation at the
conclusion of the agency’s investigation.
During the course of an investigation and when appropriate, the district will take interim action to
address the alleged prohibited conduct.
If the district’s investigation indicates that prohibited conduct occurred, appropriate disciplinary
action, and, in some cases, corrective action, will be taken to address the conduct. The district may
take disciplinary and corrective action even if the conduct that is the subject of the complaint was not
unlawful.
All involved parties will be notified of the outcome of the district investigation within the parameters
and limits allowed under the Family Educational Rights and Privacy Act (FERPA).
A student or parent who is dissatisfied with the outcome of the investigation may appeal in accordance
with policy FNG(LOCAL).
DISCRIMINATION
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 43.]
DISTANCE LEARNING
All Grade Levels
Distance learning and correspondence courses include courses that encompass the state-required
essential knowledge and skills but are taught through multiple technologies and alternative
methodologies such as mail, satellite, Internet, video-conferencing, and instructional television.
The distance learning opportunities that the district makes available to district students are available
at http://web.irvingisd.net/online/.
If a student wishes to enroll in a correspondence course or a distance learning course that is not
provided through the Texas Virtual School Network (TxVSN), as described below, in order to earn
44
credit in a course or subject, the student must receive permission from the principal prior to enrolling
in the course or subject. If the student does not receive prior approval, the district may not recognize
and apply the course or subject toward graduation requirements or subject mastery.
Texas Virtual School Network (TxVSN) (Secondary Grade Levels)
The Texas Virtual School Network (TxVSN) has been established by the state as one method of
distance learning. A student has the option, with certain limitations, to enroll in a course offered
through the TxVSN to earn course credit for graduation.
Depending on the TxVSN course in which a student enrolls, the course may be subject to the “no
pass, no play” rules. [Also see Extracurricular Activities, Clubs, and Organizations on page 52.] In
addition, for a student who enrolls in a TxVSN course for which an end-of-course (EOC) assessment
is required, the student must still take the corresponding EOC assessment.
If you have questions or wish to make a request that your child be enrolled in a TxVSN course, please
contact the school counselor. Unless an exception is made by the principal, a student will not be
allowed to enroll in a TxVSN course if the school offers the same or a similar course.
A copy of policy EHDE will be distributed to parents of middle and high school students at least once
each year. If you do not receive a copy or have questions about this policy, please contact the campus
principal.
DISTRIBUTION OF LITERATURE, PUBLISHED MATERIALS, OR OTHER DOCUMENTS
(All Grade Levels)
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 posters, brochures, flyers, etc.
The school newspaper, newsletters, and the yearbook are available to students.
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 campus principal before selling, posting, circulating, or
distributing any materials as listed in FNAA(LOCAL, copies of written or printed materials,
handbills, photographs, pictures, films, tapes, or other visual or auditory materials that were not
developed under the oversight of the school. To be considered, any nonschool material must include
the name of the sponsoring person or organization. The decision regarding approval will be made
within two school days. [See policy FNAA. for further details]
The campus principal has designated a “distribution table” as the location for approved nonschool
materials to be placed for voluntary viewing or collection by students. [See policy FNAA.]
A student may appeal a decision in accordance with policy FNG(LOCAL). Any student who sells,
posts, circulates, or distributes nonschool material without prior approval will be subject to
disciplinary action in accordance with the Student Code of Conduct. Materials displayed without
approval will be removed.
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From Others
Written or printed materials, handbills, photographs, pictures, films, tapes, or other visual or auditory
materials not sponsored by the district or by a district-affiliated school-support organization will not
be sold, circulated, 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 policy GKDA. To be
considered for distribution, any nonschool material must meet the limitations on content established in
the policy, include the name of the sponsoring person or organization, and be submitted to the campus
principal for prior review. Materials should be submitted to the office of communications for review.
Each campus principal has designated a “distribution table” as the location for approved nonschool
materials to be placed for voluntary viewing or collection.
Prior review will not be required for:

Distribution of materials by an attendee to other attendees of a school-sponsored meeting
intended for adults and held after school hours.

Distribution of materials by an attendee to other attendees of a community group meeting held
after school hours in accordance with policy GKD(LOCAL) or a noncurriculum-related
student group meeting held in accordance with FNAB(LOCAL).

Distribution for electioneering purposes during the time a school facility is being used as a
polling place, in accordance with state law.
All nonschool materials distributed under these circumstances must be removed from district property
immediately following the event at which the materials are distributed.
DRESS AND GROOMING (All Grade Levels)
The district’s dress code is established to teach grooming and hygiene, prevent disruption, and
minimize safety hazards. Students and parents may determine a student’s personal dress and
grooming standards, provided that they comply with the regulations and guidelines listed in the Irving
ISD Code of Conduct found at: http://iisd.schoolwires.net/Page/1834
If the principal determines that a student’s grooming or clothing violates the school’s dress code, the
student will be given an opportunity to correct the problem at school. If not corrected, the student
may be assigned to in-school suspension for the remainder of the day, until the problem is corrected,
or until a parent or designee brings an acceptable change of clothing to the school. Repeated offenses
may result in more serious disciplinary action in accordance with the Student Code of Conduct.
Students shall observe modesty, appropriateness, and neatness in clothing and personal appearance. A
student is not considered appropriately dressed if he/she is, or tends to be, a disruptive influence in
class or at a school-sponsored or school-related activity because of the mode of dress or appearance.
Any clothing, cosmetics, tattoos, jewelry, contact lenses, hair, or style thereof shall not be worn, nor
allowed to be worn, at school or at school-sponsored or school-related activities if it is a disturbing
influence in class or at school-sponsored or school-related activities and substantially interferes with
the purposes of such classes or activities.
The following regulations concerning dress and grooming are deemed necessary in order to comply
with the foregoing requirements for proper personal appearance and to avoid disruption of schoolsponsored or school-related activities:
46
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All students shall wear shoes to school and to school-sponsored or school-related activities.
All items of clothing shall be of such type and style and be worn in such manner so as not to
unduly distract others or be considered immodest. Shirts must be full length. Mesh tops, tank
tops, spandex or biker pants/shorts, cut-out, torn-out or unhemmed articles of clothing shall
not be worn. Articles of clothing including accessories such as bandanas, belts, buttons, or
jewelry referring to alcohol and other drugs, tobacco, profanity, sex, violence, gang
membership, or displaying obscene pictures shall not be permitted. Backless or bare midriff
attire is not permitted.
Hats and caps are not to be displayed in the building.
Appropriate school attire (pants, skirts, dresses, jumpers, shorts, culottes, etc.) will be worn at
all times during school hours and at school-sponsored events. For secondary students, the hem
of the garment shall at least approximate the knee (no higher than two inches above the top of
the kneecap) when the student is standing and wearing the garment appropriately.
Pants, shorts, culottes, etc. must be secured around/about the waist. For secondary students,
shorts must be "walking" shorts, pants and shorts must have a zipper or button fly.
Each school campus of the district is authorized to develop a mandatory or voluntary plan for wearing
of uniforms by students while at school. The plan must designate and provide for a source of funding
to be used in providing uniforms for students who are economically disadvantaged. The plan should
describe specifically the disciplinarian sanctions to be imposed for violation of the uniform
requirement. The plan shall exempt a student from the requirement of wearing a school uniform if the
parent, guardian or the adult student provides a written statement that states a bonafide religious or
philosophical objection to the requirement or any other reasonable objection acceptable to the Board.
Any denial of an exemption is subject to appeal and to review by the Board of Trustees.
The principal, in cooperation with the sponsor, coach, or other person in charge of an extracurricular
activity, may regulate the dress and grooming of students who participate in the activity. Students
who violate these standards shall be removed or excluded from the activity for a period determined by
the principal or sponsor and may be subject to other disciplinary action as specified in the Student
Code of Conduct. (See FO series).
Any student whose dress or grooming violates the dress code or campus uniform policy, shall be
removed from class until the violation has been corrected.
ELECTRONIC DEVICES AND TECHNOLOGY RESOURCES (All Grade Levels)
Possession and Use of Personal Telecommunications Devices, Including Mobile
Telephones
For safety purposes, the district permits students to possess personal mobile telephones; however,
these devices must remain turned off during the instructional day, including during all testing, unless
they are being used for approved instructional purposes. A student must have approval to possess
other telecommunications devices such as netbooks, laptops, tablets, or other portable computers.
The use of mobile telephones 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.
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If a student uses a telecommunications device without authorization during the school day, the device
will be confiscated. The parent may pick up the confiscated telecommunications device from the
principal’s office for a fee of $15.
Pending approval of board policy FNCE (LOCAL) revisions, an authorized District employee may
confiscate a personal telecommunications device, including a mobile telephone, used in violation of
applicable campus rules. A confiscated personal telecommunications device shall be released for a fee
of $15 as determined by the Board. In accordance with the student handbook, the student or the
student’s parents may retrieve the device after paying the fee. If a personal telecommunications
device is not retrieved, the District shall dispose of the device after providing notice required by law.
A student shall obtain prior approval before using personal telecommunications or other personal
electronic devices for on-campus instructional purposes. The student shall also acknowledge receipt
and understanding of applicable regulations and shall sign the appropriate user agreements.
Confiscated telecommunications devices that are not retrieved by the student or the student’s parents
will be disposed of after the notice required by law. [See policy FNCE.]
In limited circumstances and in accordance with law, a student’s personal telecommunications device
may be searched by authorized personnel. [See Searches on page 102 and policy FNF.]
Any disciplinary action will be in accordance with the Student Code of Conduct. The district is not
responsible for damaged, lost, or stolen telecommunications devices.
Possession and Use of Other Personal Electronic Devices
Except as described below, students are not permitted to possess or use personal electronic devices
such as MP3 players, video or audio recorders, DVD players, cameras, games, e-readers, or other
electronic devices at school, unless prior permission has been obtained. Without such permission,
teachers will collect the items and turn them in to the principal’s 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 student’s personal electronic device may be
searched by authorized personnel. [See Searches on page 102 and policy FNF.]
Any disciplinary action will be in accordance with the Student Code of Conduct. The district is not
responsible for any damaged, lost, or stolen electronic device.
Instructional Use of Personal Telecommunications and Other Electronic Devices
In some cases, students may find it beneficial or might be encouraged to use personal
telecommunications or other personal electronic devices for instructional purposes while on campus.
Students must obtain prior approval before using personal telecommunications or other personal
electronic devices 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 purposes, all devices must be turned off during the instructional day. Violations
of the user agreement may result in withdrawal of privileges and other disciplinary action.
Acceptable Use of District Technology Resources
To prepare students for an increasingly technological society, the district has made an investment in
the use of district-owned technology resources for instructional purposes; specific resources may be
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issued individually to students. Use of these technological resources, which include the district’s
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 resources. Violations of the user agreement may result in withdrawal of privileges and other
disciplinary action.
Access to the District’s electronic communications system, including the Internet, is available to
students. Access is a privilege, not a right. Each student and/or parent will be required to sign the
Acceptable Use Policy Agreement Sheet and adhere to the Acceptable Use Guidelines in order to be
granted access to Irving ISD’s network.
The use of online services must be in support of education and research and in support of the
educational goals and objectives of the Irving Independent School district. Any attempt to alter data,
the configuration of a computer, or the files of another user, without the consent of the individual
campus administrator, or technology administrator, will be considered an act of vandalism and
subject to disciplinary action in accordance with the IISD Student Code of Conduct booklet.
Parents concerned with access to Irving ISD’s network should refer to EFA (Local): Instructional
Resources: Instructional Material Selection and Adoption Policy and follow the stated procedure.
Any parent wishing to restrict their child’s access to any of Irving ISD’s network services will
provide this restriction request in writing. Parents assume responsibility for imposing restrictions
only on their own child.
Use of Irving ISD’s network services shall not be considered confidential and may be monitored at
any time by designated staff to ensure appropriate use
Expectations
Student use of computers, other technology hardware, software, and computer networks, including the
internet, is only allowed when supervised or granted permission by a staff member.
All users are expected to follow existing copyright laws. Copyright guidelines are posted and/or
available in the media center of each campus as well as posted on the District Web site.
Although the District has an Internet safety plan in place, students are expected to notify a staff
member whenever they come across information or messages that are inappropriate, dangerous,
threatening, or make them feel uncomfortable.
Students who identify or know about a security problem are expected to convey the details to their
teacher without discussing it with other students.
Unacceptable and Inappropriate Use of Technology Resources
Students are prohibited from possessing, sending, forwarding, posting, accessing, or displaying
electronic messages that are abusive, obscene, sexually oriented, threatening, harassing, damaging to
another’s reputation, or illegal. This prohibition also applies to conduct off school property, whether
the equipment used to send such messages is district-owned or personally owned, if it results in a
substantial disruption to the educational environment.
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
49
disciplined according to the Student Code of Conduct, may be required to complete an educational
program related to the dangers of this type of behavior, and, in certain circumstances, may be reported
to law enforcement. Because engaging in this type of behavior can lead to bullying or harassment, as
well as possibly impede future endeavors of a student, we encourage you to review with your child
http://beforeyoutext.com, a state-developed program that addresses the consequences of engaging in
inappropriate behavior using technology.
An additional example of unacceptable conduct includes, but is not limited to the following:
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Using the network for illegal activities, including copyright, license, or contract violations or
downloading inappropriate materials, viruses, and/or software, such as but not limited to
hacking and host file sharing software
Using the network for financial or commercial gain, advertising, or political lobbying.
Accessing or exploring on-line locations or materials that do not support the curriculum
and/or are inappropriate for school assignments, such as but not limited to pornographic sites.
Vandalizing and/or tampering with equipment, programs, files, software, system
performance, or other components of the network. Use or possession of hacking software is
strictly prohibited.
Causing congestion on the network or interfering with the work of others, e.g., chain letters or
broadcast messages to lists or individuals.
Intentionally wasting finite resources, i e., on-line time, real-time music.
Gaining unauthorized access anywhere on the network.
Revealing the home address or phone number of one’s self or another person.
Revealing the home address of phone number of one’s self or another person.
Invading the privacy of other individuals.
Coaching, helping, observing, or joining any unauthorized activity on the network
Using another user’s account, password, or ID card or allowing another user to access your
account, password or ID.
Forwarding/distributing e-mail messages without permission from the author
Posting anonymous messages or unlawful information on the system.
Engaging in sexual harassment or using objectionable language in public or private messages,
e.g., racist, terroristic, abusive, sexually explicit, threatening, demeaning, stalking, or
slanderous.
Falsifying permission, authorization, or identification documents,
Obtaining copies of or modify files, data, or passwords belonging to other users on the
network
Knowingly placing a computer virus on a computer or network
In addition, any student who engages in conduct that results in a breach of the district’s computer
security will be disciplined in accordance with the Student Code of Conduct, and, in some cases, the
consequence may rise to the level of expulsion.
Online Textbooks
The district provides online access for some elementary/secondary school books, but not all
instructional materials. Students may download the materials for the courses in which they are
currently enrolled on computers at home or have access through devices at school. Access to this
50
website for online information needs the student’s district log in
information. http://iisd.schoolwires.net/domain/1698
END-OF-COURSE (EOC) ASSESSMENTS
[See Graduation on page 66 and Standardized Testing on page 105.]
EXTRACURRICULAR ACTIVITIES, CLUBS, AND ORGANIZATIONS (All Grade Levels)
Participation in school-sponsored activities is an excellent way for a student to develop talents, receive
individual recognition, and build strong friendships with other students; participation, however, is a
privilege, not a right. All student clubs/organizations (old or new) must request approval from the
principal prior to the end of the 1st six weeks reporting period.. No club/organization may be
established or be considered as school-sponsored if this policy is violated. To submit a
club/organization for approval, the organization must have a certified teacher/sponsor or a teacher
who will act as a liaison sponsor. (Board Policy FM [Local].) Each club/organization is to have
approved and on file in the principal's office a set of bylaws, a constitution, or a guideline regarding
membership, purpose, and goals. All school policies are to be enforced during meetings and/or outside
club activities. In keeping with school policy, it is required that all dues, fees, etc. be deposited and
disbursed through the school's activity fund.
Participation in some of these activities may result in events that occur off-campus. When the district
arranges transportation for these events, students are required to use the transportation provided by the
district to and from the events. Exceptions to this may only be made with the approval of the activity’s
coach or sponsor. [Also see Transportation on page 111.]
Eligibility for initial and continuing 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 competition. 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.
Students involved in UIL athletic activities and their parents can access the UIL Parent Information
Manual at https://www.uiltexas.org/athletics/manuals; a hard copy can be provided by the coach or
sponsor of the activity on request. To report a complaint of alleged noncompliance with required
safety training or an alleged violation of safety rules required by law and the UIL, please contact the
curriculum division of TEA at (512) 463-9581 or [email protected]
[See http://www.uiltexas.org for additional information on all UIL-governed activities.]
Student safety in extracurricular activities is a priority of the district. The equipment used in football is
no exception. As a parent, you are entitled to review the district’s records regarding the age of each
football helmet used by the campus, including when a helmet has been reconditioned.
In addition, the following provisions apply to all extracurricular activities:

A student who receives at the end of a grading period a grade below 70 in any academic
class—other than an Advanced Placement or International Baccalaureate course; or an honors
or dual credit course in English language arts, mathematics, science, social studies, economics,
or language other than English—may not participate in extracurricular activities for at least
three school weeks.

If a student fails two consecutive grading periods in an identified Exempt Course as stated
above, the exemption from suspension of participation in extracurricular activities shall no
51
longer apply, and the student shall be ineligible to participate in extracurricular activities in
accordance with the same conditions and timelines for suspension in any other course.

A student who receives special education services and who fails to meet the standards in the
individualized education program (IEP) may not participate for at least three school weeks.

An ineligible student may practice or rehearse but may not participate in any competitive
activity.

A student is allowed in a school year up to ten absences not related to post-district competition,
a maximum of five absences for post-district competition prior to state, and a maximum of two
absences for state competition. All extracurricular activities 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.
Standards of Behavior
Sponsors of student clubs and performing groups such as the band, choir, and drill and athletic teams
may establish standards of behavior—including consequences for misbehavior—that are stricter than
those for students in general. If a violation is also a violation of school rules, the consequences
specified by the Student Code of Conduct or by board policy will apply in addition to any
consequences specified by the organization’s standards of behavior.
Offices and Elections
Certain clubs, organizations, and performing groups will hold elections for student officers. These
groups include: See campus principal for full list due to variations between campuses.
FEES (All Grade Levels)
Materials that are part of the basic educational program are provided with state and local funds at no
charge to a student. A student, however, is expected to provide his or her own pencils, paper, erasers,
and notebooks and may be required to pay certain other fees or deposits, including:

A limited number of classes may require a minimum fee/deposit for supplies.

Costs for materials for a class project that the student will keep.

Membership dues in voluntary clubs or student organizations and admission fees to
extracurricular activities.

Security deposits.

Personal physical education and athletic equipment and apparel.

Voluntarily purchased pictures, publications, class rings, yearbooks, graduation
announcements, etc.

Voluntarily purchased student accident insurance.

Musical instrument rental and uniform maintenance, when uniforms are provided by the
district.

Personal apparel used in extracurricular activities that becomes the property of the student.
52

Parking fees and student identification cards.

Fees for lost, damaged, or overdue library books.

Fees for driver training courses, if offered.

Fees for optional courses offered for credit that requires use of facilities not available on
district premises.

Summer school for courses that are offered tuition-free during the regular school year.

A fee not to exceed $50 for costs of providing an educational program outside of regular
school hours for a student who has lost credit or has not been awarded a final grade because of
absences and whose parent 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 districtprovided request form.

In some cases, a fee for a course taken through the Texas Virtual School Network (TxVSN).
Any required fee or deposit may be waived if the student and parent are unable to pay. Application for
such a waiver may be made to the campus principal [For further information, see policy FP.]
FUNDRAISING (All Grade Levels)
Student groups or classes and/or parent groups may be permitted to conduct fundraising drives for
approved school purposes. An application for permission must be made to the campus principal or
designee at least fifteen days before the event. [For further information, see policies FJ and GE.]
GANG-FREE ZONES (All Grade Levels)
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 includes a school bus and a location in, on, or
within 1,000 feet of any district-owned or leased property or campus playground.
GENDER-BASED HARASSMENT
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 43.]
GRADE LEVEL CLASSIFICATION (Grades 9–12 Only)
After the ninth grade, students are classified according to the number of credits earned toward
graduation. GT students with additional credits will not be reclassified unless, at the of 10th grade, an
early graduation plan is filed by the student and parent.
Credits Earned
Classification
6-11 ½
Grade 10 (Sophomore)
12 – 17 ½
Grade 11 (Junior)
18+
Grade 12 (Senior)
53
GRADING GUIDELINES (All Grade Levels)
These guidelines establish the minimum number of assignments, projects, and examinations required
for each grading period. In addition, these guidelines establish how the student’s mastery of concepts
and achievement will be communicated (i.e., letter grades, numerical averages, checklist of required
skills, etc.). Grading guidelines also outline in what circumstances a student will be allowed to redo an
assignment or retake an examination for which the student originally made a failing grade. Procedures
for a student to follow after an absence are also addressed. The contents of this section are intended to
define the purpose, philosophy and procedures behind the grading practices of Irving Independent
School District. Some points included in previous versions of the Irving ISD grading procedures and
guidelines have been expanded, clarified or changed based on feedback from district committees,
campus staff, parent and students.
Irving ISD Local Grading Procedures 2015-2016
Assessment Beliefs

Assessments are a form of communication.

Assessments are designed to measure progress before, during, and after instruction with
varying levels of depth and complexity using a variety of formats.

Assessments demonstrate the degree to which a student has mastered the intended curriculum.

Assessments are used as part of an on-going, spiraling data-driven process to guide
adjustments to instruction, determine re-teach/enrichment opportunities, and identify
individual strengths and weaknesses.

Assessments are aligned with and integrated into curriculum.

Assessments are essential to achieve student and teacher accountability.

Assessments represent the learning process as well as the learning outcome.
Definitions
Assessment: Assessment is the process of obtaining information that is used to make educational
decisions about students.
Diagnostic Assessment or Pre-Assessment: Assessment that takes place prior to instruction to
determine a student’s attitude, skills, or knowledge in order to identify student needs.
Formative Assessment: Assessments designed to provide direction for improvement and/or
adjustment of teaching and learning activities for individual students or for a whole class, e.g.
observation, quizzes, homework (usually), instructional questions, initial drafts/attempts.
(Assessments FOR learning)
Summative Assessment: Assessments designed to provide information to be used in making
judgments about student’s achievement at the end of a sequence of instruction, e.g.
final/drafts/attempts, tests, exams, assignments, projects, performances. (Assessments OF learning)
Performance Assessment: Authentic assessments that require students to perform complex tasks
representative of activities done in and out of school settings used in either a formative or summative
way.
*The above assessment types are not mutually exclusive. (O’Connor, 2011, p. 107)
54
Academic Rigor
Irving ISD believes…rigor refers to academic rigor as learning in which students demonstrate a
thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought,
analysis, problem-solving, evaluation, or creativity. Rigorous learning can occur at any school grade
and in any subject. Doing more and longer assignments does not equal rigor. Rigor is about the
quality, not the quantity, of student work. (Jones, p. 92)
Rigorous
Hard
Students use knowledge and skills to perform
authentic work in the discipline.
Learning includes extensive memorization of facts,
details, or text.
Curriculum and instruction focus on conceptual
understanding.
Curriculum and instruction focus on isolated facts
and information.
Teachers connect knowledge and skills to
students’ lives and/or interests.
Learning experiences are characterized by the
irrelevance of the knowledge or skills.
Homework
Homework is designed to focus on academic success for all students with short term application and
long term goals. A comprehensive set of practices are required to increase student achievement such
as designing and differentiating homework tasks, providing feedback on homework as assessment
FOR the learning DURING the learning, and improving homework completion. Both the teacher and
the student should have a clear understanding of the purpose of each homework assignment and the
relevance of the assignment to the student.
Purpose of Homework
Pre-Learning/Preparation
· Introduce a topic to students in preparation for a more in depth lesson (e.g. determine what they already know or want to know
about a topic).
Checking for Understanding
· Students explain their thinking and processing for a given concept so that teachers gain insight into a student’s thinking as well
as learning misconceptions (e.g. sample math problems to explain the steps they took to solve the problem).
Practice
· Activities to increase speed and accuracy of a skill
· Full benefit to students requires 1) the student must have a full understanding of the concept being practiced, 2) practice
homework should occur only after checking for understanding has occurred so that students do not incorrectly practice the skill, and
3) practice must be distributed over several opportunities to reach long term memory.
Process
· Tasks to reflect on concepts discussed in class, apply skills or knowledge learned, synthesize information, or show that they see
the big picture (e.g. long term projects such as summarizing major concepts in a unit).
(Marzano, Pickering, & Pollack, 2004; Vatterott, 2009)
Types of Learning Desired
Facts - Pieces of information necessary to understand larger concepts (e.g. whales are mammals)
55
Concepts - Categories of things with common elements that help us organize, retain, and use information (e.g. the process of
photosynthesis)
Principles – Rules that govern concepts (e.g. matter can change forms)
Attitudes – Degrees of commitment to ideas or spheres of learning (e.g. we should be concerned about the environment)
Skills – The capacity to put to work the understandings we have gained (e.g. drawing conclusions from data)
(adapted from Tomlinson, 1999, pp. 38-39)
When planning homework activities, teachers need to not only determine the purpose of the task but
correlate the task with the type of learning desired.
The current meta-analysis of the research on homework demonstrates that when homework is utilized
appropriately, it can support student achievement in the classroom. When used inappropriately,
students do not derive benefit from the assigned homework.
So what should teachers consider to ensure that students receive the greatest amount of benefit from
homework assignments? The following guidelines will assist in making these crucial decisions:




Align the purpose of the homework and the type of learning desired when designing the
homework tasks.
Design homework that students will see the merit of or will be interested in completing. Tips
to maximize completion rate include the following: selecting appropriate levels of difficulty,
allowing for choice or self selection within the task, and aligning tasks according to what
students consider relevant.
Consider multiple facets of student home life when assigning homework: availability of adult
supervision and support with homework, amount of time dedicated to homework
commensurate with the age of the student, and consideration of after school/home activities.
Use homework as a formative assessment and provide students feedback for their learning.
Examples and Non-Examples of Quality Homework
Subject
Examples
Non-Examples
-Activities that student cannot complete
successfully without the assistance of an adult.
-Last minute tasks that require a large amount of
time to complete (e.g. finish chapters 4-8 and
answer questions tonight).
All Areas
- Use
ELAR
Math
technology to post comments about self selected reading,
read and interact with peers within online community about
common text.
-Access and read text, visuals or audio information in
preparation for an upcoming lesson, and generate ideas,
questions or confusions to present to peers in class.
-Reread a familiar text and identify particular concepts using
written annotations to share with peers in class and compare
ideas.
-Complete one or two complex math problems that demonstrate
a variety of skills or concepts within a context.
-Write an explanation of the steps taken to solve a complex
problem and recommendations for avoiding mistakes that could
56
-Writing, revising and editing the majority of a
essay/report at home.
-Memorizing facts in isolation with no
connection to long term goals.
-Completing a worksheet packet to practice basic
skills in isolation.
- Major projects completed predominantly at
home.
-Completing a large number of practice
problems.
Science
Social
Studies
Special
Education
occur.
- Memorizing skills or facts in isolation.
-Write a brief explanation of a formal lab report completed in
class.
-Create a vocabulary web that shows how words relate to each
other within a given topic of discussion from class.
-Read and complete the questions at the end of
the unit in the textbook.
-Memorize vocabulary in isolation in preparation
for a vocabulary quiz.
-Posting comments and responding to others’ comments on a
class discussion board related to conceptual understanding of
people to places and relationships to outcomes.
-Refine and polish a final draft of research report that has been
created, revised and edited in class.
-Read a textbook chapter and create an outline of
the chapter.
- Create, label and color a map as an at home
project.
-Memorize vocabulary in isolation in preparation
for a vocabulary quiz.
-Providing carryover activities for special education students to
demonstrate skills in other settings and/or with other people.
- Homework assignments that reflect ARD/IEP
accommodations.
-Homework assignments that do not reflect
ARD/IEP accommodations.
*NOTE: ARD/IEP and 504 Committees may develop individual student plans that indicate specific
accommodations related to the students individual disability or need.
Academic Work Habits
A separate indicator shall be included on the report card for Academic Work Habits. This plus (+) or
minus (-) indicator shall represent the degree to which students meet the behavior expectations
correlated to important life skills that affect success with employment and other facets of life.
Elementary report cards will have one indicator list that applies to all classes. The Academic Work
Habits indicators include but are not limited to the following:
Elementary Work Habits
Secondary Work Habits
Attentive and engaged in learning
On time to class and completes work on time
On time and prepared for class
Prepared for class; attentive, engaged in learning
Works toward achieving individual and group
goals
Works toward achieving individual and group
goals
Demonstrates courtesy and respect to others
Demonstrates courtesy and respect in the learning
environment
Adheres to the ethical use of technology in
regards to property, privacy and appropriateness
Adheres to the ethical use of technology in
regards to property, privacy and appropriateness
Special Education students with Behavior Intervention Plans (BIP) shall receive academic work habits
+/- ratings according to the ARD/IEP based on data collection and progress on behavior goals.
Behavior Grades
Students are expected to exhibit appropriate behavior in all classes to facilitate their own leaning as
well as the learning of classmates. Teachers will provide students with a Behavior Grade to
communicate to students and parents/guardians to represent how well the student is meeting the
behavior expectations in class. For students in grades 2 through 12, the following grading rubric will
be applied:
57
Grade
Expectations
A
Meets behavior expectations the majority of the time
B
Usually meets behavior expectations
C
Meets behavior expectations when reminded
U
Often fails to meet expectations even with reminders
Special Education students with Behavior Intervention Plans (BIP) shall receive behavior grades
according to the ARD/IEP based on data collection and progress on behavior goals.
Academic Dishonesty

Students who engage in academic dishonesty shall be subject to disciplinary consequences and
shall still be required to do the work and/or demonstrate mastery of the content. Academic
dishonesty includes cheating or copying the work of another student, plagiarism, and
unauthorized communication between students during an examination. The determination that
a student has engaged in academic dishonesty shall be based on the judgment of the classroom
teacher or other supervising professional employee, taking into consideration written
materials, observation, or information from students. Students shall be required to reassess
to determine relative mastery of the content.
Elementary Grading Guidelines and Procedures
Academic Mastery General Guidelines and Procedures
Grades shall reflect individual student mastery of the content. Grades are not based on a comparison
of students to each other. Teachers shall assign individual grades for assignments completed through
collaborative group work.
Teachers shall record the actual grade a student earns; there is no minimum grade to be assigned.
An “M” for “missing” shall be recorded for absences (excused or unexcused), and students will be
given a reasonable amount of time to receive instruction on the material and demonstrate mastery. It is
recommended that the length of time to demonstrate mastery be commensurate with the length of the
absence. A teacher may make exceptions for extenuating circumstances. The grading system will
calculate the “M” as a 0 in the grade calculation until the actual grade for the assignment is recorded.
Academic Work Habits may not be reflected in, nor influence, the Academic Mastery Grade. Points
shall not be added nor deducted from the Academic Mastery Grade regarding work habits or nonacademic activities.
End of Unit Assessments provided within the district curriculum may be used as formative or
summative grades at the discretion of the teacher. This decision must be consistent within the grade
level team on the elementary campus to avoid discrepancies from classroom to classroom within the
same campus.
The same assessment may not be counted several times in the grading system.
58
Grade Weighting for Formative and Summative Assessments per Six Weeks
Grade/Level
Formative
Summative
Kindergarten and First Grade
0%
100%
Second, Third, Fourth, and Fifth Grade
20%
80%
Elementary - Submission of Grades for the Grading System
Elementary - Kindergarten and First Grade
Kindergarten and First Grade assessments are standards and competencies-based; therefore, they do
not fit within the scope of these procedures.
Elementary - Second through Fifth Grade
 A minimum of four (4) summative assessments shall be recorded in the grading system for
each student for each subject to determine the six-week average. If a comprehensive test is
given for a six-week period, the grade will count for only one (1) of the equally weighted
summative grades.

A minimum of one (1) formative assessment shall be provided to students for each summative
assessment grade recorded (one formative for one summative).

A minimum of two (2) summative assessments shall be entered in the grading system by the
end of the second week during each six-weeks grading period.

A minimum of four (4) summative assessments shall be entered in the grading system by the
end of the fifth week during each six-weeks grading period.

Teachers are expected to grade assessments and post to the gradebook program on a weekly
basis so parents can stay informed as to their child’s academic status. NOTE: It is understood
that there may be exceptions to the turn-around-time on grading assessments such as major
projects and formal lab reports.

Progress on ARD/IEP goals/objectives for Special Education students shall be reported to the
parent per the ARD committee decision. Grades and progress shall be a collaborative process
between special education.
Elementary Physical Education & Health Grading Guidelines
Kindergarten and First Grade
 Kindergarten and First Grade assessments are standards and competencies-based; therefore,
they do not fit within the scope of these procedures.
Second through Fifth Grade
 A minimum of two summative assessments shall be recorded in the grading system for each
student to determine the six-week average.

A minimum of one formative assessment shall be provided to students for each summative
assessment grade recorded (one formative for one summative).
59

A minimum of one summative assessment shall be entered in the grading system by the end of
the second week during each six-weeks grading period.

A minimum of two summative assessments shall be entered in the grading system by the end
of the fifth week during each six-weeks grading period.
Elementary Fine Arts (Music, Art, Drama) Grading Guidelines
Kindergarten and First Grade
 Kindergarten and First Grade assessments are standards and competencies-based; therefore,
they do not fit within the scope of these procedures.
Second through Fifth Grade
 A minimum of one summative assessment shall be recorded in the grading system for each
student to determine the six-week average.

A minimum of two formative assessments shall be entered in the grading system by the end of
the fifth week during each six-weeks grading period.

Special Education ARD/IEP accommodations and modifications shall be provided on all
assignments/assessments per the individual student ARD/IEP.

Special education and 504 students with identified physical/medical disabilities shall have
accommodations/modifications provided according to their ARD/IEP or 504 plan.
Elementary - Scoring of Assessments (Extra Credit, Late Work, Grading Penalties)

Teachers shall record the actual grade the student earns; there is no minimum grade.

Bonus points may only be awarded for academic purposes. Bonus points may not be awarded
for non academic compliance such as returning signed documents, bringing Kleenex boxes to
class, etc.

Points shall not be deducted for non-academic purposes, such as turning assignments in late,
not using a correct “heading”, etc.

Special Education accommodations (as per the individual student ARD) must be provided on
assignments and assessments. Points shall not be deducted if accommodations and
modifications have not been provided.
Elementary - Re-teach/Re-assess

For students in Kindergarten and First grade, the opportunity to re-teach and re-assess is still
required; however, it is at the teacher’s discretion to determine the length of time needed for
re-teach/re-assess.

Students in Second thru Fifth grade who score below 70 on an assessment shall be provided a
minimum of one (1) re-teach opportunity in addition to the original lesson for a total of 2
learning opportunities. Students will then receive a minimum of one (1) re-assess opportunity
after completing the re-teach session.

Students with an ARD/IEP shall be provided re-teach and re-assess opportunities according to
the ARD/IEP.

The maximum grade assigned after any re-assessment is up to 85.
60

In order to re-assess in a timely manner, the goal for students in the Second through Fifth
grade is to re-teach/re-assess within one (1) week after the student has received feedback
relevant to understand the need for re-teach.

It is strongly encouraged that the re-teach opportunity and the re-assess opportunity be
differentiated from the original lesson/assessment according to the needs of the student.

Students have an option to re-assess if the grade is at or above 70, but lower than 85. If any
reassessment results in a grade above 85, the maximum grade recorded shall be 85. In order to
re-assess in a timely manner, the goal is to re-teach/re-assess within one (1) week after the
student has received feedback relevant to understand the need for re-teach.

All summative re-assessments given during the sixth week of the last six weeks of the school
year must be completed prior to the last day of school for students.
Grading – Students Who Withdraw or Late Enroll
A student who enrolls after the first day of instruction or who withdraws early shall be provided
opportunities to achieve mastery of the essential knowledge and skills to meet the course
requirements. Teachers and counselors should consider the student’s particular circumstances in
determining appropriate opportunities, which may include, but are not limited to:

Individualized work which could include portfolios, modified assignments, and summative
assessments that would indicate student level of mastery,

Tutorial sessions

Testing to verify mastery of the essential knowledge and skills

The average of the grades received after arrival may be assigned to the missing grading
period(s). Board Policy EI (Local)
Elementary - District Curriculum Based Assessments
Common assessments will be developed at the district level. Campus teachers will be provided a
blueprint for each of the common assessments.
District Curriculum Based Assessment Descriptions

District Assessment 1, first nine weeks curriculum,

District Assessment 2, cumulative exam for 1 semester
st
Campuses are to work with their grade level/content area to determine if DA1 and DA2 will be
considered formative or summative assessments.
Special Education ARD/IEP accommodations and modifications shall be provided on District
Assessments per the individual student ARD/IEP to the degree possible.
Secondary Grading Guidelines and Procedures
Grade Weighting for Formative and Summative Assessments per Six Weeks
Grade/Level
Formative
Summative
20%
80%
Sixth, Seventh, and Eighth Grades*
61
Ninth, Tenth, Eleventh and Twelfth Grades
30%
70%
*High school credit courses in middle school are weighted 30% formative, 70% summative
Secondary - Submission of Grades for the Grading System

A minimum of three (3) equally weighted summative grades shall be entered into the grading
system to determine the six week grade. If a six-week test is given, the grade will count for
one of the equally weighted summative grades.

A minimum of five (5) formative grades shall be entered into the grading system to determine
the six week grade. Guided practice and homework are considered formative assessments.

During the six week period, a minimum of one (1) equally-weighted summative grade and two
(2) formative grades for a total of three (3) grades shall be entered into the grading system by
the progress reporting verification timeline. The third week in the grading period may be used
to provide students with opportunity to reassess the grade for the previous two weeks in order
to regain eligibility to participate in extracurricular activities sponsored by the school district
and/or the University Interscholastic League (See Board Policy EIA Local).

Teachers are expected to grade assessments and post to the grade book program on a weekly
basis so parents can stay informed as to their child’s academic status. NOTE: It is understood
that there may be exceptions to the turn-around-time on grading assessments such as major
projects and formal lab reports.
Secondary - Make-Up Work
Absences

Make-up tests, labs, performances, long-term projects, etc. shall be made available to students
after an absence. Teachers shall inform their student of the amount of time allotted for
completing the make-up work. Teachers shall allow, at a minimum, the same number of days
that the student was absent to complete the work and submit his or her assignments. This
includes school-related absences.

An “M” for “missing” shall be recorded for absences (excused or unexcused), and students
will be given a reasonable amount of time to receive instruction on the material and
demonstrate mastery. It is recommended that the length of time to demonstrate mastery be
commensurate with the length of the absence. A teacher may make exceptions for extenuating
circumstances. The grading system will calculate the “M” as a 0 in the grade calculation until
the actual grade for the assignment is recorded.

Students will receive a full credit for the academic grade, but late work can affect the student's
Work Habits grades (See Board Policy EIA Local).

Special education student accommodations/modifications shall be implemented according to
ARD/IEP regarding absences.
Secondary - Re-teach/Re-Assess Procedure
The purpose of re-teach and re-assessment is to allow students who have not demonstrated mastery
additional opportunities to demonstrate mastery. In A Repair Kit for Grading 15 Fixes for Broken
62
Grades, O’Connor says, “the primary purpose of grades is to communicate a summary of student
achievement… as a result of their learning” (p. 106).
Summative assessments will be eligible for reassessment with the exception of semester exams.

If a student has a grade below 70 on a summative assessment, the teacher facilitates student
success by offering the student a variety of scheduling opportunities for re-teaching the content
and then re-assessing for mastery. For example, some opportunities are offered in the morning
as well as the afternoon. A student shall be provided a minimum of one (1) re-teach
opportunity in addition to the original lesson for a total of 2 learning opportunities. Students
will receive a re-assess opportunity after having completed the re-teach sessions. It is
recommended that both the re-teach and re-assess opportunities be differentiated from the
original lesson and assessment. In order to re-assess in a timely manner, the goal is to reteach/re-assess within one (1) week after the student has received feedback relevant to
understand the need for re-teach.

Students have an opportunity to re-assess if they receive a grade at or above 70 on a
summative assessment. Students will receive a re-assess opportunity after having completed
one (1) re-teach session. In order to re-assess in a timely manner, the goal is to re-teach/reassess within one (1) week after the student has received feedback relevant to understand the
need for re-teach.

The maximum grade assigned after any reassessment is up to a 85.

It is recommended that each campus create a plan to support the re-teach and re-assess process
for teachers and students.

If a summative assessment is given during the last week of the six weeks, there are two options
for teachers to record the grade. 1) Record the grade of the original assessment as part of the
sixth week of the six weeks. Provide re-teach/re-assess opportunity within the prescribed one
week window. Request a grade change to reflect the re-assess grade. 2) Record the grade of the
original assessment as part of the first week of the next six weeks. Provide re-teach/re-assess
opportunity within the prescribed one week window. Request a grade change to reflect the reassess grade.

All summative re-assessments given during the sixth week of the last six weeks of the school
year must be completed prior to the last day of school for students.

Special Education accommodations (as per the individual student ARD) must be provided on
assignments and assessments. Points shall not be deducted if accommodations and
modifications have not been provided.

Students with an ARD/IEP shall be provided re-teach and re-assess opportunities according to
the ARD/IEP.
Formative assessments

Middle School and High School formative assignments will have due dates designated by the
classroom teacher. It is at the discretion of the teachers (facilitators) to determine the process
and timeline for re-teach/re-assess on formative grades. (See Board Policy EIA Local).

Special Education accommodations (as per the individual student ARD) must be provided on
assignments and assessments.
63

Students with an ARD/IEP shall be provided re-teach and re-assess opportunities according to
the ARD/IEP.
Secondary - Recording of Zeroes/Failing Grades/Missing Assignments
Students shall not be allowed to “opt out” of their learning by choosing not to complete
assessments/assignments.

School faculties shall develop procedures for ensuring that students complete
assessments/assignments.

An “M” for “missing” shall be recorded in the grading system for missing assignments until
the completed assignment is graded and the actual grade is recorded. The grading system will
calculate the “M” as a 0 in the grade calculation until the actual grade for the assignment is
recorded.

An “EXC” for “Excused” shall be recorded if a teacher needs to excuse a student from an
assignment. The recording of EXC for an assignment will not alter a student’s average for the
six weeks.

An “NG” for “No Grade” shall be recorded by the Data Processing clerk, if a student enrolls in
the district and no grade is transferred to the school for the course. Teachers cannot enter NG
into the grading system.

An “INC” for “Incomplete” shall be recorded for a six weeks or final average if an average for
the student cannot be calculated. A semester final grade cannot be calculated if any of the six
weeks grades are INC.

Special education students ARD/IEP accommodations/modifications shall be followed as
related to failing and/or missing grades/assignments.
**For additional information for special education students, refer to the Special Education Handbook.
Secondary - Grade Reporting

Individual Progress Report Cards will be sent home via student, email, or US postal system
after the close of the third week of each six week grading period for each student (See Board
Policy EIA Legal-P & EHAA).

Progress on ARD/IEP goals/objectives for Special Education students shall be reported to the
parent per the ARD committee decision. Grades and progress shall be a collaborative process
between special education providers and general education teachers.

Special Education ARD/IEP accommodations and modifications shall be provided on all
assignments/assessments per the individual student ARD/IEP.

For additional guidance on special education, refer to the District Special Education
Handbook.
Grading – Students Who Withdraw or Late Enroll
A student who enrolls after the first day of instruction or who withdraws early shall be provided
opportunities to achieve mastery of the essential knowledge and skills to meet the course
requirements. Teachers and counselors should consider the student’s particular circumstances in
determining appropriate opportunities, which may include, but are not limited to:
64

Individualized work which could include portfolios, modified assignments, and summative
assessments that would indicate student level of mastery,

Tutorial sessions

Testing to verify mastery of the essential knowledge and skills

The average of the grades received after arrival, which would include the final exam grade,
may be assigned to the missing grading period(s). Board Policy EI (Local)
High School Course Averages

Credit in a full year course is determined by the average of the first and second semester
grades. If the average is 70 or above, full credit is awarded. If the average is below 70, no
credit is awarded. For more information see Board Policy EI.

Special Education student accommodations/modifications shall be provided per the ARD/IEP.
Secondary - Grade Point Averages and Semester Exams

Weighted Systems and Honor Graduates (See Board Policy EIC Local and student).

District Assessment 2, will be considered the first semester exam and will be developed at the
district level. The first and second semester exams for any course will be weighted as 1/7 of
the semester average.

Special Education student accommodations/modifications shall be provided per the ARD/IEP.
[Also see Report Cards/Progress Reports and Conferences on page 98 for additional information
on grading guidelines.]
GRADUATION (Secondary Grade Levels Only)
Requirements for a Diploma for a Student Enrolled in High School Prior to the 2014–
15 School Year
To receive a high school diploma from the district, a student who was enrolled in high school prior to
the 2014–15 school year must successfully:

Complete the required number of credits established by the state and any additional credits
required by the district;

Complete any locally required courses in addition to the courses mandated by the state; and

Achieve passing scores on certain end-of-course (EOC) assessments or approved substitute
assessments, unless specifically waived as permitted by state law.
[Also see Standardized Testing on page 105 for more information.]
Requirements for a Diploma Beginning with the 2014–15 School Year
Beginning with students who entered grade 9 in the 2014–15 school year, as well as any currently
enrolled high school student who decides to graduate under the new foundation graduation program, a
student must meet the following requirements to receive a high school diploma from the district:

Complete the required number of credits established by the state and any additional credits
required by the district;
65

Complete any locally required courses in addition to the courses mandated by the state;

Achieve passing scores on certain end-of-course (EOC) assessments or approved substitute
assessments, unless specifically waived as permitted by state law; and

Demonstrate proficiency, as determined by the district, in the specific communication skills
required by the State Board of Education.
Testing Requirements for Graduation
Students are required, with limited exceptions and regardless of graduation program, to perform
satisfactorily on the following EOC assessments: English I, English II, Algebra I, Biology, and United
States History. A student who has not achieved sufficient scores on the EOC assessments to graduate
will have opportunities to retake the assessments. State law and state rules also provide for certain
scores on norm-referenced national standardized assessments to substitute for the requirement to meet
satisfactory performance on an applicable EOC assessment should a student choose this option. See
the school counselor for more information on the state testing requirements for graduation.
If a student fails to perform satisfactorily on an EOC assessment, the district will provide remediation
to the student in the content area for which the performance standard was not met. This may require
participation of the student before or after normal school hours or at times of the year outside normal
school operations.
[Also see Standardized Testing on page 105 for more information.]
Minimum, Recommended, and Advanced/Distinguished Achievement Graduation
Programs
For students who were enrolled in high school prior to the 2014–15 school year, the district offers the
graduation programs listed in this section. Students enrolled in high school prior to the 2014–15
school year also have the option to pursue the foundation graduation program as described below.
Note that permission to enroll in the Minimum Program as described in this section will be granted
only if a written agreement is reached among the student, the student’s parent or person standing in
parental relation, and the school counselor or appropriate administrator. In order for a student to take
courses under the Minimum Program, the student must be at least 16 years of age; have completed at
least two credits each in English language arts, math, science, and social studies courses that are
required for graduation; or have failed grade 9 one or more times. [See policy EIF(LEGAL).]
All students who were enrolled in high school prior to the 2014–15 school year must meet the
following credit and course requirements for graduation under the programs listed or may choose to
pursue the foundation graduation program as described on page 66:
Number of
credits
Minimum
Program
Number of credits
Recommended Program
Number of credits
Advanced/
Distinguished
Achievement
Program
English/Language Arts
4
4
4
Mathematics
3
4
4
Science
2
4
4
Courses
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Social Studies, including
Economics
4
4
4
Physical Education*
1
1
1
0.5
0.5
0.5
Language other than English
0
2
3
Fine Arts
1
1
1
½
½
½
6 credits
5 credits
4 credits
Speech/Communications
Applications
Health
Electives**
Completion of 4
Advanced Measures***
Miscellaneous
TOTAL
22 credits
26 credits
26 credits
* A student who is unable to participate in physical activity due to a disability or illness may be able to
substitute a course in English language arts, mathematics, science, or social studies for the required
credit of physical education. This determination will be made by the student’s ARD committee,
Section 504 committee, or other campus committee, as applicable.
* Credit for PE courses may be earned through participation in athletics or JROTC or appropriate
private or commercially-sponsored physical activity programs for a maximum of four credits, or
through participation in marching band, cheerleading or drill team.
** State rules prohibit a student from combining a half-credit of a course for which there is an EOC
assessment with another half-credit of an elective credit course to satisfy an elective credit
requirement. However, the district will allow a student to satisfy a graduation requirement for which
there are multiple options with one-half credit of one allowable option and one-half credit of another
allowable option, if neither course has an EOC assessment.
*** A student graduating under the Advanced/Distinguished Achievement Program must also achieve
a combination of four of the following advanced measures:
1. An original research project or other project that is related to the required curriculum. These
projects must be judged by a panel of professionals or conducted under the direction of a
mentor and reported to an appropriate audience. Please note that no more than two of the four
advanced measures may be received from this option.
2. Test data where a student receives:

A score of three or above on an Advanced Placement (AP) exam;

A score of four or above on an International Baccalaureate (IB) exam; or

A score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)
that qualifies the 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 (NHRP) of the College Board, or as part of the National Achievement
67
Scholarship Program of the National Merit Scholarship Corporation. The PSAT/NMSQT score
will count as only one advanced measure regardless of the number of honors received by the
student.
College academic courses, including those taken for dual credit, and advanced technical courses,
including locally articulated courses, provided the student scores the equivalent of a 3.0 or higher.
Foundation Graduation Program
Every student in a Texas public school who entered grade 9 in the 2014–15 school year and thereafter
will graduate under a new program called the “foundation graduation program.” Within the
foundation graduation program are “endorsements,” which are paths of interest that include Science,
Technology, Engineering, and Mathematics (STEM); Business and Industry; Public Services; Arts and
Humanities; and Multidisciplinary Studies. Endorsements earned by a student will be noted on the
student’s transcript and diploma. The foundation graduation program also involves the term
“distinguished level of achievement,” which reflects the completion of at least one endorsement and
Algebra II as one of the required advanced mathematics credits. A personal graduation plan will be
completed for each high school student, as described on page 69. State law and rules prohibit a student
from graduating solely under the foundation graduation program without an endorsement unless, after
the student’s sophomore year, the student and student’s parent are advised of the specific benefits of
graduating with an endorsement and submit written permission to the school counselor for the student
to graduate without an endorsement. A student who anticipates graduating under the foundation
graduation program without an endorsement and who wishes to attend a four-year university or
college after graduation must carefully consider whether this will satisfy the admission requirements
of the student’s desired college or university.

Graduating under the foundation graduation program will also provide opportunities to earn
“performance acknowledgments” that will be acknowledged on a transcript. Performance
acknowledgments are available for outstanding performance in bilingualism and biliteracy; in
a dual credit course; on an AP or IB exam; on the PSAT, ACT-Aspire, SAT, or ACT exam,
which are national exams; or for earning a nationally or internationally recognized license or
certificate. The criteria for earning these performance acknowledgments are prescribed by state
rules, and the school counselor can provide more information about these acknowledgments.
A student enrolled in high school prior to the 2014–15 school year has the option of graduating under
the foundation graduation program rather than the programs identified above that would otherwise be
applicable to that student. See the school counselor for additional information.
The foundation graduation program requires completion of the following credits:
Number of credits Foundation
Graduation Program
Number of credits Foundation
Graduation Program with an
Endorsement
English/Language Arts
4
4
Mathematics
3
4*
Science
3
4
Social Studies,
including Economics
3
3
Course Area
68
Physical Education**
1
1
Language other than
English***
2
2
Fine Arts
1
1
½ credit in
Speech/Communications
Applications
½ credit in Speech/Communications
Applications
½ credit in Health
½ credit in Health
4
6
Locally required
courses
Electives
Available Endorsements****:
Science, Technology, Engineering, and
Math
Business and Industry
Public Services
Arts and Humanities
Multidisciplinary
Miscellaneous
TOTAL
22 credits
26 credits
* In order to obtain the distinguished level of achievement under the foundation graduation program,
which will be denoted on a student’s transcript and diploma and is a requirement to be considered for
automatic admission purposes to a Texas four-year college or university, a student must complete an
endorsement and take Algebra II as one of the four mathematics credits.
** A student who is unable to participate in physical activity due to a disability or illness may be able
to substitute a course in English language arts, mathematics, science, social studies, or another locally
determined credit-bearing course for the required credit of physical education. This determination will
be made by the student’s ARD committee, Section 504 committee, or other campus committee, as
applicable.
*** Students are required to earn two credits in the same language other than English to graduate. In
limited circumstances, a student may be able to substitute this requirement with other courses, as
determined by a district committee authorized by law to make these decisions for the student.
**** A student must specify upon entering grade 9 the endorsement he or she wishes to pursue.
Personal Graduation Plans for Students under the Foundation Graduation Program
A personal graduation plan will be developed for each high school student who is subject to the
requirements of the foundation graduation program. The district encourages all students to pursue a
personal graduation plan that includes the completion of at least one endorsement and to graduate with
the distinguished level of achievement. Attainment of the distinguished level of achievement entitles a
student to be considered for automatic admission to a public four year college or university in Texas,
depending on his or her rank in class. The school will review personal graduation plan options with
each student entering grade 9 and his or her parent. Before the end of grade 9, a student and his or her
parent will be required to sign off on a personal graduation plan that includes a course of study that
69
promotes college and workforce readiness and career placement and advancement, as well as
facilitates the transition from secondary to postsecondary education. The student’s personal graduation
plan will denote an appropriate course sequence based on the student’s choice of endorsement.
Please also review TEA’s Graduation Toolkit, available here:
http://tea.texas.gov/communications/brochures.aspx.
A student may, with parental permission, amend his or her personal graduation plan after the initial
confirmation.
Available Course Options for all Graduation Programs
Information regarding specific courses required or offered in each curriculum area will be distributed
to students each spring in order to enroll in courses for the upcoming school year. Note that the district
may require the completion of certain courses for graduation even if these courses are not required by
the state for graduation.
Please be aware that not all 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 school
counselor about a transfer or other alternatives. If the parents of at least 22 students request a transfer
for those students to take a course in the required curriculum other than fine arts or CTE, the district
will offer the course for the following year either by teleconference or at the school from which the
transfers were requested.
Certificates of Coursework Completion
A certificate of coursework completion will not be issued to a student who has successfully completed
state and local credit requirements for graduation but has not yet demonstrated satisfactory
performance on the state-mandated tests required for graduation.
Students with Disabilities
Upon the recommendation of the admission, review, and dismissal (ARD) committee, a student with a
disability who receives special education services may be permitted to graduate under the provisions
of his or her IEP and in accordance with state rules.
A student who receives special education services and has completed four years of high school, but
has not met the requirements of his or her IEP, may participate in graduation ceremonies and receive a
certificate of attendance. Even if the student participates in graduation ceremonies to receive the
certificate of attendance, he or she may remain enrolled to complete the IEP and earn his or her high
school diploma; however, the student will only be allowed to participate in one graduation ceremony.
[See policy FMH(LEGAL).]
Please also be aware that if an ARD committee places a student with a disability on a modified
curriculum in a subject area, the student will be automatically placed in the Minimum Program, if that
program is applicable based on the school year in which the student entered high school, in
accordance with state rules.
If a student receiving special education services is scheduled to graduate under the Minimum Program
or in accordance with the provisions of his or her IEP, the student’s ARD committee will determine
whether the general EOC assessment is an accurate measure of the student’s achievement and
progress and, if so, whether successful performance is required for graduation, or whether an
70
alternative assessment is more appropriate. STAAR Alternate 2 is the alternative assessment currently
allowed by the state. [See Standardized Testing for additional information.]
ARD committees for students with disabilities who receive special education services and who are
subject to the foundation graduation program will make instructional and assessment decisions for
these students in accordance with state law and rules. In order to earn an endorsement under the
foundation program, a student must perform satisfactorily on the EOC assessments and receive no
modified curriculum in the student’s chosen endorsement area.
Graduation Activities
The following students and student groups shall be recognized at graduation ceremonies:

Distinguished Achievement Program Candidates

National Honor Society Graduates

Jack E. Singly Community Service Award Graduates

Student Council Officer Graduates

Early Graduates

Honor Graduates (See Grade Point Average (GPA) on page 37.]
Graduation Speakers
Certain graduating students will be given an opportunity to have speaking roles at graduation
ceremonies.
A student must meet local eligibility criteria, which may include requirements related to student
conduct, to have a speaking role. Students eligible for speaking roles will be notified by the principal
and given an opportunity to volunteer.
[See FNA(LOCAL) and the Student Code of Conduct. For student speakers at other school events, see
Student Speakers on page 108.]
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 picture—both
the student and parent should monitor progress toward completion of all requirements for graduation.
The expenses often are incurred in the junior year or first semester of the senior year. [See Student
Fees on page 53.]
Scholarships and Grants

Students who have a financial need according to federal criteria and who complete the
Recommended Program or Advanced/Distinguished Achievement Program, for as long as
those programs are in place, or who complete the foundation graduation program, may be
eligible under the T.E.X.A.S. Grant Program for tuition and fees to Texas public universities,
community colleges, and technical schools, as well as to private institutions.

Contact the school counselor for information about other scholarships and grants available to
students.
71
HARASSMENT
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 43.]
HAZING (All Grade Levels)
Hazing is defined as any intentional, knowing, or reckless act occurring on or off campus directed
against a student that endangers the mental or physical 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
organization whose members are or include other students.
Hazing will not be tolerated by the district. If an incident 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 attempts 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.
[Also see Bullying on page 33 and policies FFI and FNCC.]
HEALTH-RELATED MATTERS
Student Illness (All Grade Levels)
When your child is ill, please contact the school to let us know he or she won’t be attending that day.
It is important to remember that schools are required to exclude students with certain illnesses from
school for periods of time as identified in state rules.
If a student becomes ill or injured during the school day, he or she must receive permission from the
teacher before reporting to the school nurse. If the nurse determines that the child should go home,
the nurse will contact the parent. The parent or other designated person(s)will be expected to pick up
the child at the school within one hour of notification. Failure to appropriately respond to such a
request may be considered child neglect and/or abuse. It is against accepted administrative
guidelines to send an ill child to a home where no adult supervision is available. It is important that
student records and phone numbers are kept current so that staff can reach parents/guardians in case
of emergency.
The district is also required to report certain contagious (communicable) diseases or illnesses to the
Texas Department of State Health Services (TDSHS) or our local/regional health authority. The school
nurse can provide information from TDSHS on these notifiable conditions.
Attendance Guidelines for Illness
Donotsendyourchildtoschoolifanyofthesesymptomsarepresentintheprevious24hours:






Elevated temperature of 100.0 degrees or greater. The child shall remain fever free for 24
hours without the use of fever reducing medications before returning to school.
Quick onset of cold, sore throat, or persistent cough. Persistent cough interrupts the child’s
ability to concentrate and is disruptive to the classroom learning environment.
Vomiting, nausea, or severe abdominal pain
Repeated diarrhea the day or night before school
Pus-like discharge from the nose or eyes – contagious conditions
Red or inflamed eyes or discharge from the eyes (conjunctivitis)
72


Suspected scabies, impetigo, acute skin rashes or skin lesion or draining wound not able to be
contained with use of a band aid.
Lethargic behavior.
There will be times when it is difficult to decide when your child is too ill to go to school. If you
decide to send your child to school when he or she is on the “borderline” of being ill, it is a good idea
to call the school nurse or send a note to the teacher to share with the school nurse. Always include
your phone number, especially if it has changed recently, in order to contact you quickly in the event
your child’s condition has worsened and medical attention is required.
If your child complains of frequent headaches, stomachaches, or generally does not feel well, it is
wise to mention this to your doctor. It is important to talk with your children about what causes
physical complaints of pain such as when they are anxious about a test or an event. Some children
also realize staying home brings extra attention. Please discuss any concerns with the teacher or
school nurse. Our goal is to manage emergent situations and provide health promotion and counseling
in order for your child to remain educationally successful.
Check-out Procedures
The approved procedure for students to go home when they are too ill to remain in school is to report
to the school nurse for assessment of their health complaint. The school nurse will assess and evaluate
the complaint and the parent will be informed if the student needs to be sent home from school. All
students are checked out of school through the attendance office. Students who do not follow
procedure and call a parent/guardian from another phone will be required to see the grade-level
campus administrator to go home. The school nurse does not determine excused and/or unexcused
absences. In all cases, the parent/guardian must provide all documentation required by attendance
guidelines and attendance credit.
Contact the school nurse if you have questions or if you are concerned about whether or not your child
should stay home.
Bacterial Meningitis (All Grade Levels)
State law requires the district to provide information about bacterial meningitis:

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 common and most people recover
fully. Parasitic and fungal meningitis are very rare. Bacterial meningitis is very serious and
may involve complicated medical, surgical, pharmaceutical, and life support management.

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 2 years old) and adults with bacterial meningitis commonly have a severe
headache, high fever, and neck stiffness. Other symptoms might include nausea, vomiting,
discomfort looking into bright lights, confusion, and sleepiness. In both children and adults,
there may be a rash of tiny, red-purple spots. These can occur anywhere on the body.
73
The diagnosis of bacterial meningitis is based on a combination of symptoms and laboratory
results.

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. They are spread when people exchange
respiratory or throat secretions (such as by kissing, coughing, or sneezing).
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 body’s immune
system and cause meningitis or another serious illness.

How can bacterial meningitis be prevented?
Maintaining healthy habits, like getting plenty of rest, can help prevent infection. Using good
health practices such as covering your mouth and nose when coughing and sneezing and
washing your hands frequently with soap and water can also help stop the spread of the
bacteria. It’s a good idea not to share food, drinks, utensils, toothbrushes, or cigarettes. Limit
the number of persons you kiss.
There are vaccines available to offer protection from some of the bacteria that can cause
bacterial meningitis.* The vaccines are safe and effective (85–90 percent). They can cause
mild side effects, such as redness and pain at the injection site lasting up to two days.
Immunity develops within seven to ten days after the vaccine is given and lasts for up to five
years.

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 communicable diseases. You may also call
your local health department or Regional Department of State Health Services office to ask
about a meningococcal vaccine. Additional information may also be found at the websites for
the Centers for Disease Control and Prevention, http://www.cdc.gov, and the Department of
State Health Services, http://www.dshs.state.tx.us.
* Please note that the TDSHS requires at least one meningococcal vaccination between grades 7 and
12, and state guidelines recommend this vaccination be administered between age 11 and 12, with a
booster dose at 16 years of age. Also note that entering college students must show, with limited
exception, evidence of receiving a bacterial meningitis vaccination within the five-year period prior to
enrolling in and taking courses at an institution of higher education. Please see the school nurse for
more information, as this may affect a student who wishes to enroll in a dual credit course taken off
campus.
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[Also refer to Immunizations on page 83 for more information.]
Food Allergies (All Grade Levels)
The district requests to be notified when a student has been diagnosed with a food allergy,
especially those allergies that could result in dangerous or possibly life-threatening reactions either
by inhalation, ingestion, or skin contact with the particular food. It is important to disclose the food
to which the student is allergic, as well as the nature of the allergic reaction. Please contact the
school nurse yearly if your child has a known food allergy or as soon as possible after any
diagnosis of a food allergy and provide appropriate medical documentation before the student
attends school.
The school nurse has developed and annually reviews a food allergy management plan, which
addresses employee training, dealing with common food allergens, and specific strategies for
dealing with students diagnosed with severe food allergies. When the school nurse receives
information that a student has a food allergy that puts the student at risk for anaphylaxis, individual
care plans will be developed to assist the student in safely accessing the school environment. The
medical form required for requesting a special diet at school can be accessed on the Clinic and
Health Services or Food Services website.
[Also see policy FFAF and Celebrations on page 35.]
Head Lice (All Grade Levels)
Head lice, although not an illness or a disease, is very common among children and is spread very
easily through head-to-head contact during play, sports, or nap time and when children share things
like brushes, combs, hats, and headphones. If careful observation indicates that a student has head
lice, the school nurse will contact the student’s parent to determine whether the child will need to
be picked up from school and to discuss a plan for treatment with an FDA-approved medicated
shampoo or cream rinse that may be purchased from any drug or grocery store. After the student
has undergone one treatment, the parent should check in with the school nurse to discuss the
treatment used. The nurse can also offer additional recommendations, including subsequent
treatments and how best to get rid of lice and prevent their return. Children are not excluded from
school per TDSHS.
More information on head lice can be obtained from the TDSHS website at
http://www.dshs.state.tx.us/schoolhealth/lice.shtm.
Head lice are common in the community and also in the school setting. If a child is identified with
lice, the following procedures will enable parents to rid all children and home of this problem:
1. Check every family member for tiny white eggs (nits). Head lice are small grayish-tan
insects without wings. Any family with lice or nits needs to be treated.
2. Use an effective head lice treatment. Follow instructions carefully and be sure to re-treat as
directed.. The school district does not provide medicated shampoo for treatment. You may
obtain medicated shampoo without need of a physician’s prescription from any drug store
or local market.
3. Inspect the child’s hair and remove nits every evening to prevent re-infestation. REMEMBER:
You must treat your child’s hair a second time in 7-10 days.
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4. Wash clothes, bed linens and towels using hot water and dry on hot cycle for at least 20
minutes.
5. Soak combs, brushes, etc., for 5-10 minutes in hot water.
6. Vacuum thoroughly.
7. Continue to check your child’s head every day for 2-3 weeks.
8. Identified children at school will be expected to be treated with a head lice shampoo before
returning to school.
14 Day Treatment Recommendations for Head Lice
Treatment days are scheduled to interrupt the lifecycle of the insect. A nit comb should be use to
comb the hair and can be bought at most pharmacies.
 Day 1: Use medicated head lice shampoo containing pyrethrin or permethrin. Read and
follow all directions on the shampoo box or bottle. COMB the hair to remove
remaining nits.
 Day 2: Comb hair carefully with lice comb for 30 minutes from the scalp to the end
of the hair and remove all nits. Do not wash hair today.
 Day 3-9: Wash the hair using your regular shampoo. Rinse. Apply hair conditioner
to make hair slippery. Comb the hair the entire length from the scalp to end of hair.
Wipe the comb between each stroke with a paper towel, which removes any lice or
nits. Keep hair wet while combing. Comb all hair for at least 15—30 minutes.
 Day 10: Use an over the counter medicated head-lice shampoo (to kill any lice
that hatched since the previous medication use). Read and follow all directions
on the shampoo.
 Day 11: Comb hair carefully for at least 30 minutes from the scalp to the end of the
hair with lice comb. Remove all nits. Do not wash hair today.
 Days 12-14: Wash hair using regular shampoo. Rinse. Apply hair conditioner to
make hair slippery. Comb the hair the entire length from the scalp to the end of the
hair with lice comb. Wipe the comb between each stroke with a paper towel which
removes any lice or nits. Keep hair wet while combing. Comb all hair for at least 30
minutes.
Physical Activity Requirements
Participation in physical education is a state requirement for all students. A written note from the
parent will excuse a child from physical education for up to three consecutive days due to illness or
injury. If the child is to be excused from class more than three days, a doctor’s statement is required.
Elementary School
In accordance with policies at EHAB, EHAC, EHBG, and FFA, the district will ensure that students in
full-day prekindergarten through grade 5 engage in moderate or vigorous physical activity for at least
30 minutes per day or 135 minutes per week. For additional information on the district’s requirements
and programs regarding elementary school student physical activity requirements, please see the
principal.
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Middle School
In accordance with policies at EHAB, EHAC, EHBG, and FFA, the district will ensure that students in
middle or junior high school will engage in at least 225 minutes of moderate or vigorous physical
activity within each two-week period for at least four semesters.
For additional information on the district’s requirements and programs regarding junior high and
middle school student physical activity requirements, please see the principal.
High School
Physical Education Substitutes:
Students who entered high school in 2009 or before are still required to earn 1.5 credits of PE or an
equivalent. Students entering in 2010 and beyond need only earn 1 credit. A student may now earn up
to 4 credits of PE through athletics. Marching Band will earn both fine arts and ½ credit of PE in the
fall semester. Drill team and cheerleading, along with ROTC, will earn 1 PE credit. Dance may also
earn a PE credit if the instructor is PE certified.
Restrictive PE:
Students who are unable to participate in regular PE will be placed in a restrictive PE program.
Requests for Restrictive PE must be accompanied by a physician’s statement of necessity.
Requests must be renewed each year.
Off-Campus Physical Education
The purpose of Off-Campus Physical Education Program is for students in the Irving Independent
School District who participate in individual fitness activities that are not offered comprehensively by
the physical education (P.E.) and/or athletic departments. The Irving ISD Off-Campus Physical
Education Program allows students in grades 6-12 to earn school credits for their commitment to these
activities if the activity is approved by the Texas Education Agency and the Irving Independent School
District. Board Policies EIF (Legal) and EIF (Local) permit the district to substitute such programs for
up to two state graduation credits in physical education for students in 9th –12th grades. The Irving
ISD Board of Trustees extends the same opportunity to middle school students to substitute off
campus P.E. programs for local district Physical Education requirements.
The program is a cooperative arrangement between Irving Independent School District, the student,
and an approved off-campus agency selected by the student. The District has no responsibility other
than assuring itself that the program complies with these Guidelines. The Irving ISD is excluded from
liability/medical expenses that may develop from the student’s participation in the off-campus activity
including travel to and from the program. The student must submit an application to the District’s
Coordinator of Health and Physical Education and pay the prescribed fee before the off-campus
activity can be approved as the replacement of a class period and/or a credit substitution.
Irving ISD chooses to offer two categories of off-campus physical education as authorized in 19
TAC §74.l1 (d)(7)(C) and to extend this substitution opportunity to middle school students who
have local P.E. requirements:

Category A: Olympic-Level Participation and/or Competition that Allows the Student to be
dismissed from a Physical Education Class
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The student must participate in his/her selected activity, at the approved agency, under
professional supervision, a minimum of fifteen hours each week. The required fifteen hours
each week must be spread over at least four days and include at least ninety minutes of
instruction by the approved instructor. A maximum of two of the fifteen required hours each
week may be accounted for in competitive meets/tournaments. At least five of the required
hours each week must be completed Monday through Friday. The student may not be
dismissed from any class other than physical education class.

Category B: Private or Commercially Sponsored Physical Activities that Do Not Require the
Student to Miss a Class
This includes activities that are certified by the Superintendent or designee (Coordinator of
Health and Physical Education) to be of high quality and well supervised by appropriately
trained instructors. Student participation of at least five hours per week is required.
Activities available through the Off-Campus Program are limited to activities that are not offered
comprehensively through the physical education or athletic departments of the Irving ISD.
Responsibilities of the Coordinator of Health and Physical Education for Off-Campus Physical
Education are as follows:
 Provide appropriate application forms to school counselors.
 Visit all new agencies and/or instructors to explain the program and instructor responsibilities.
 If the agency and instructor(s)meet the requirements, have the instructor sign an Instructor
Agreement to keep on file. The Coordinator of Health and Physical Education will notify the
school counselor concerning the approval or disapproval of each application.
 Visit with the parent(s) about the program and their responsibilities.
 Maintain communication throughout the semester with the student’s off-campus coach to
address attendance and final grade.
 Maintain a file, including the following information, on all off-campus students:
a. Credit agreement
b. Activity schedule
c. Attendance report
d. Grade report
 Provide school counselors a grade and absence report for all off-campus students at the end of
the semester in a timely manner.
Requirements of the Provider Agency for Off-Campus Physical Education are as follows:
 Must provide professional instructor(s) who will teach required lessons and provide
 necessary supervision.
Must be located within fifteen miles of the Irving Independent School District Administration
Building.
Requirements and Responsibilities of the Agency Instructor for Off-Campus Physical Education are as
follows:
 Sign applications and activity schedules for students participating in the Off-Campus Program
at the instructor’s agency.
 Sign an Instructor Agreement stating that he/she is aware of the emphasis on program
objectives and grading based on performance and attendance.
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



Maintain an accurate record of student attendance and make it available to off-campus
physical education staff, if needed.
Evaluate each off-campus student’s performance and attendance. Submit a numerical grade
recommendation for each student based on performance and attendance at the end of the
semester for posting on the report card and transcript.
Submit a six-week pass/fail grade to the school counselor for eligibility purposes if the student
is involved in UIL activities.
Inform the Irving ISD Coordinator of Health and Physical Education if a student’s attendance
becomes irregular or if the student is not meeting the requirements of the program.
Requirements and Responsibilities of the Student involved in an Off-Campus Physical Education are
as follows:
 Indicate a serious intent to obtain a high degree of proficiency in an approved activity.
 Remit tuition of $75 per semester to Irving ISD to partially defray the district’s expense in
providing qualified supervision, monitoring of student participation, and maintenance of
required records.
 Complete an application and return it to the Physical Education Office by the first week of the
semester for which he/she is registering.
 May participate in on-campus and off-campus programs during the same semester so long as
he/she receives credit for only one.
 May not receive credit for more than one of the following in a given semester: athletics,
physical education, or off-campus physical education.
 May not transfer from a physical education class or athletics into off-campus physical
education during the middle of a semester.
 Must participate a minimum of four days each week (Monday-Sunday).
 Must participate in at least ninety minutes of instruction each week by the approved
instructor(s). Time spent in peer teaching may not be included in these ninety minutes.
 If the time requirements of the week cannot be fulfilled because of inclement weather, injury,
etc., the hours must be rescheduled and/or additional assignments must be completed at the
discretion of the off-campus physical education staff.
 Must participate in the program a minimum of seventeen weeks. Extended absence for injury
or illness (not to exceed nine weeks) will be excused only with a physician’s letter.
 Written assignments will be required as make-up for the time missed.
 Any student abusing the program by irregular attendance will be withdrawn from the course.
 No partial credit will be awarded.
 Confer with the school counselor about plans.
 Make arrangements with the selected agency and instructor(s).
 Student and instructor must complete the appropriate parts of the application and return to the
off-campus staff by the end of the first week of the semester for which they are
registering.
 Complete a course credit agreement and activity schedule and return to the off-campus
physical education staff. These forms are distributed at the introductory meeting.
 Indicate anticipated participation hours on the forms provided, and have these hours verified
by the agency instructor (s). Turn in form to Irving ISD Coordinator of Health and Physical
Education.
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Responsibilities of the School Counselor for an Off-Campus Physical Education include scheduling
the student for late arrival or early dismissal, subject to the principal’s approval.
Students may not have late arrival and early dismissal during the same semester.
Record numerical grades received from the Coordinator of Physical Education and post them on the
student’s transcript.
School Health Advisory Council (SHAC) (All Grade Levels)
During the preceding school year, the district’s School Health Advisory Council (SHAC) held four
meetings. Additional information regarding the district’s SHAC is available from the IISD
Health/Physical Education Coordinator.
The duties of the SHAC range from recommending curriculum to developing strategies for integrating
curriculum into a coordinated school health program encompassing issues such as school health
services, counseling services, a safe and healthy school environment, recess recommendations,
improving student fitness, mental health concerns, and employee wellness.
[See policies at BDF and EHAA. See Human Sexuality Instruction on page 16 for additional
information.]
Student Wellness Policy/Wellness Plan (All Grade Levels)
Irving ISD is committed to encouraging healthy students and therefore has developed a board-adopted
wellness policy at FFA(LOCAL) and corresponding plans and procedures to implement the policy.
You are encouraged to contact IISD Health and Physical Education Coordinator, Dr. Sandi Cravens,
with questions about the content or implementation of the district’s wellness policy and plan.
Other Health-Related Matters
Physical Fitness Assessment (Grades 3–12)
Annually, the district will conduct a physical fitness assessment of students in grades 3–12 who are
enrolled 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 Physical Education Teacher to
obtain the results of his or her child’s physical fitness assessment conducted during the school year.
Vending Machines (All Grade Levels)
The district has adopted and implemented the state and federal policies and guidelines for food
service, including the guidelines to restrict student access to vending machines. For more information
regarding these policies and guidelines, see the Director of Food and Nutrition. [See policies at CO
and FFA.]
Tobacco Prohibited (All Grade Levels and All Others on School Property)
Students are prohibited from possessing or using any type of tobacco product, including electronic
cigarettes or any other electronic vaporizing device, while on school property at any time or while
attending an off campus school-related activity. The district and its staff strictly enforce prohibitions
against the use of all tobacco products, including electronic cigarettes or any other electronic
vaporizing device, by students and all others on school property and at school-sponsored and schoolrelated activities. [See the Student Code of Conduct and policies at FNCD and GKA.]
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Asbestos Management Plan (All Grade Levels)
The district works diligently to maintain compliance with federal and state law governing asbestos in
school buildings. A copy of the district’s Asbestos Management Plan is available in the
superintendent’s office. If you have any questions or would like to examine the district’s plan in more
detail, please contact Andy Garza, the District’s designated asbestos coordinator, at (972) 600-5120.
Pest Management Plan (All Grade Levels)
The district is required to follow integrated pest management (IPM) procedures to control pests on
school grounds. Although the district strives to use the safest and most effective methods to manage
pests, including 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 registered for their intended use by the United States Environmental Protection
Agency and are applied only by certified pesticide applicators. Except in an emergency, signs will be
posted 48 hours before indoor application. All outdoor applications will be posted at the time of
treatment, and signs will remain until it is safe to enter the area. Parents who have further questions or
who want to be notified prior to pesticide application inside their child’s school assignment area may
contact Andy Garza, the district’s IPM coordinator, at (972) 600-5120.
HOMEBOUND STUDENTS
Homebound instruction is available to any Irving ISD student who is expected to be confined for a
minimum of four weeks as documented by a physician licensed to practice in the United States. This
includes at least four consecutive weeks or, for chronically ill students, any period of time totaling at
least four weeks. If a student is confined to a hospital outside of Irving ISD for four (4) weeks or
more, homebound service may be available through that particular school district in which the hospital
is located. If the confined student is already served through Special Education, the ARD committee
shall determine the amount of services to be provided to the student in a homebound setting. If not
served in Special Education, the student’s RTI or 504 Committee shall determine services It should be
noted that not all subjects offered by the Irving Independent School District can be taught in the
homebound setting. Homebound enrollment forms may be obtained at each school campus. If there
are further questions regarding homebound instruction, please contact the Coordinator for
Homebound Instruction within the Office of Special Education OR, for regular education students, the
Office of Guidance and Counseling.
HOMELESS STUDENTS (All Grade Levels)
For more information on services for homeless students, contact the district’s homeless education
liaison/Project PASS/TAPPS Program Coordinator, Gale Wortham, at (972) 600-6113.
HOMEWORK (All Grade Levels)
See GRADING GUIDELINES (All Grade Levels) on page 55.]
ILLNESS
[See Student Illness under Health-Related Matters on page 73.]
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IMMUNIZATION (All Grade Levels)
A student must be fully immunized against certain diseases or must present a certificate or statement
that, for medical reasons or reasons of conscience, including a religious belief, the student will not
be immunized. For exemptions based on reasons of conscience, only official forms issued by the
Texas Department of State Health Services (TDSHS), Immunization Branch, can be honored by the
district. This form may be obtained by writing the TDSHS Immunization Branch (MC 1946), P.O.
Box 149347, Austin, Texas 78714-9347; or online at https://corequest.dshs.texas.gov/. The form
must be notarized and submitted to the school nurse within 90 days of notarization. If the parent is
seeking an exemption for more than one student in the family, a separate form must be provided for
each student. The original copy is valid for 2 years and must be given to the school and placed in
the student’s permanent folder. If a child withdraws from school, the parent shall request the
original copy be returned. A copy of the original exemption paperwork is placed in the child’s folder
for immunization audit.
The immunizations required are: diphtheria, tetanus, and pertussis; measles, mumps, and rubella;
polio; hepatitis A; hepatitis B; varicella (chicken pox); and meningococcal. The school nurse can
provide information on age-appropriate doses or on an acceptable physician-validated history of
illness required by the TDSHS. Proof of immunization may be established by personal records from a
licensed physician or public health clinic with a signature or rubber-stamp validation.
If a student should not be immunized for medical reasons, the student or parent must present a
certificate signed by a U.S. registered and licensed physician stating that, in the doctor’s opinion, the
immunization required is medically contraindicated or poses a significant risk to the health and wellbeing of the student or a member of the student’s family or household. This certificate must be
renewed yearly unless the physician specifies a life-long condition.
[For further information, see policy FFAB(LEGAL) and the TDSHS website:
http://www.dshs.state.tx.us/immunize/school/default.shtm.]
Pre-K

5 Diphtheria/Pertussis/Tetanus (4 if 1 received after 4 Birthday)

4 Polio (3 if 1 received after 4 Birthday)

1 Measles/Mumps/Rubella (1 after 1 Birthday)

1 HIB after 15 months (or 3 before 15 months)

3 Hepatitis B

1 Varicella (shot or history of Chickenpox)

2 Hepatitis A

Pneumococcal Conjugate (4 if given before 15 months, 2 if given between 12-24 months, 1 if
given after 24 months)
th
th
st
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Kindergarten-2nd - 5th Grade

4 Diphtheria/Pertussis/Tetanus (1 after 4 Birthday)

3 Polio (1 after 4 Birthday)

2 MMR (2 after 1 Birthday)

2 Hepatitis A

3 Hepatitis B

2 Varicella (shot or history of Chickenpox)
th
th
st
th
6 Grade

3 Diphtheria/Pertussis/Tetanus (1 after 4 Birthday)

3 Polio (1 after 4 Birthday)

2 Measles/Mumps/Rubella (2 after 1 Birthday

3 Hepatitis B

1 Varicella (shot or history of Chickenpox)
th
th
st
7th Grade

3 Diphtheria/Pertussis/Tetanus (1 after 4 Birthday)

1 Tdap/Td booster (Tdap required if more than 5 years since last dose of tetanus containing
vaccine.)

3 Polio (1 after 4 Birthday)

2 Measles/Mumps/Rubella (2 after 1 Birthday)

3 Hepatitis B

2 Varicella (shot or history of Chickenpox)

1 Meningococcal
th
th
st
th
8 Grade – 12th Grade

3 Diphtheria/Pertussis/Tetanus (1 after 4 Birthday)

1 Tdap/Td booster (Tdap required if more than 10 years since last dose of tetanus containing
vaccine.)

3 Polio (1 after 4 Birthday)

2 Measles/Mumps/Rubella (2 after 1 Birthday)

3 Hepatitis B

2 Varicella (shot or history of Chickenpox)

1 Meningococcal
th
th
st
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Immunizations may be available from the Dallas County Health Department. Bring the shot records
and/or call Dallas County Health Department for more eligibility and information, 214-819-2163.
Walk-in Immunization ClinicS serve children 18 years and younger.
Cost: $10 first visit, $5 subsequent visits. Minor Children must be accompanied by a parent, legal
guardian or a relative over 18.
Immunization Clinic Located at:
440 S. Nursery
(Inside Irving Human Services Building)
Monday – Friday
8:00 a.m.-4:00 p.m. (Call for hours of operation)
LAW ENFORCEMENT AGENCIES (All Grade Levels)
Questioning of Students
When law enforcement officers or other lawful authorities wish to question or interview a student at
school, the principal will cooperate fully regarding the conditions of the interview, if the questioning
or interview is part of a child abuse investigation. In other circumstances:

The principal 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.

The principal ordinarily will make reasonable efforts to notify the parents unless the
interviewer raises what the principal considers to be a valid objection.

The principal ordinarily will be present unless the interviewer raises what the principal
considers to be a valid objection.
Students Taken Into Custody
State law requires the district to permit a student to be taken into legal custody:

To comply with an order of the juvenile court.

To comply with the laws of arrest.

By a law enforcement officer if there is probable cause to believe the student has engaged 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 juvenile court.

By an authorized representative of Child Protective Services, Texas Department of Family and
Protective Services, a law enforcement officer, or a juvenile probation officer, without a court
order, under the conditions set out in the Family Code relating to the student’s physical health
or safety.

To comply with a properly issued directive to take a student into custody.
Before a student is released to a law enforcement officer or other legally authorized person, the
principal will verify the officer’s identity and, to the best of his or her ability, will verify the official’s
authority to take custody of the student.
84
The principal will immediately notify the superintendent and will ordinarily attempt to notify the
parent unless the officer or other authorized person raises what the principal considers to be a valid
objection to notifying the parents. Because the principal does not have the authority to prevent or
delay a student’s release to a law enforcement officer, any notification will most likely be after the
fact.
Notification of Law Violations
The district is required by state law to notify:

All instructional and support personnel who have responsibility for supervising a student who
has been taken into custody, arrested, or referred to the juvenile court for any felony offense or
for certain misdemeanors.

All instructional and support personnel who have regular contact with a student who is thought
to have committed certain offenses or who has been convicted, received deferred prosecution,
received deferred adjudication, or was adjudicated for delinquent conduct for any felony
offense or certain misdemeanors.

All appropriate district personnel in regards to a student who is required to register as a sex
offender.
[For further information, see policies FL(LEGAL) and GRAA(LEGAL).]
LEAVING CAMPUS (All Grade Levels)
Please remember that student attendance is crucial to learning. We ask that appointments be scheduled
outside of school hours as much as reasonably possible. Also note that picking up a child early on a
regular basis results in missed opportunities for learning. Unless the principal has granted approval
because of extenuating circumstances, a student will not regularly be released 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 following 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. Once an
identity is verified, a campus representative will then call for the student or collect the student
and bring him or her to the office. For safety purposes and stability of the learning
environment, we cannot allow you to go to the classroom or other area unescorted to pick up
the student. If the student returns to campus the same day, the parent or authorized adult must
sign the student back in through the main office upon the student’s return. Documentation
regarding the reason for the absence will also be required.

For students in high school, the same process will be followed. If the student’s parent will
authorize the student 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
student’s need to leave campus. A phone call received from the parent may be accepted, but
the school may ultimately require a note to be submitted for documentation purposes. Once the
office has received information that the student’s parent consents to the student leaving
campus, a pass will be issued to the student to hand to his or her teacher with the necessary
85
information. The student must sign out through the main office and sign in upon his or her
return, if the student returns the same day. If a student is 18 years of age or is an emancipated
minor, the student may produce a note on his or her own behalf. Documentation regarding the
reason for the absence will be required.

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 student’s parent and
document the parent’s wishes regarding release from school. Unless directed by the parent to
release the student unaccompanied, the parent or other authorized adult must follow the signout procedures as listed above. If a student is allowed to leave campus by himself or herself, as
permitted by the student’s parent, or if the student is age 18 or is an emancipated minor, the
nurse will document the time of day the student was released. Under no circumstances will a
child in elementary or middle school be released unaccompanied by a parent or adult
authorized by the parent.
During Lunch
Irving ISD campuses are considered closed campuses. Students are not allowed to leave campus at
lunch without a parent. Students who leave campus in violation of these rules will be subject to
disciplinary action in accordance with the Student Code of Conduct.
At Any Other Time during the School Day
Students are not authorized to leave campus during regular school hours for any other reason, except
with the permission of the principal. Students who leave campus in violation of these rules will be
subject to disciplinary action in accordance with the Student Code of Conduct.
LIMITED ENGLISH PROFICIENT STUDENTS (All Grade Levels)
A student with limited English proficiency (LEP), sometimes referred to as an English language
learner (ELL) in certain state statutes and state rules, is entitled to receive specialized services from
the district. To determine whether the student qualifies for services, a Language Proficiency
Assessment Committee (LPAC) will be formed, which will consist of both district personnel and at
least one parent representative. The student’s parent must consent to any services recommended by the
LPAC for a LEP student. However, pending the receipt of parental consent or denial of services, an
eligible student will receive the services to which the student is entitled and eligible.
In order to determine a student’s level of proficiency in English, the LPAC will use information from a
variety of assessments. If the student qualifies for services and once a level of proficiency has been
established, the LPAC will then designate instructional accommodations or additional special
programs the student will require to eventually become proficient at grade level work in English.
Ongoing assessments will be conducted to determine a student’s continued eligibility for the program.
The LPAC will also determine whether certain accommodations are necessary for any state-mandated
assessments. The STAAR-L, as mentioned at Standardized Testing on page 105, may be
administered to a LEP student, or, for a student up to grade 5, a Spanish version of STAAR. In limited
circumstances, a student’s LPAC may exempt the student from an otherwise required state-mandated
assessment or may waive certain graduation requirements related to the English I End-of-Course
(EOC) assessment. The Texas English Language Proficiency Assessment System (TELPAS) will also
be administered to LEP students who qualify for services.
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If a student is considered LEP and receives special education services because of a qualifying
disability, the student’s ARD committee will make instructional and assessment decisions in
conjunction with the LPAC.
LOST AND FOUND (All Grade Levels)
A “lost and found” collection box is located in the campus office. If your child has lost an item, please
encourage 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 is not 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 Because of Absence (All Grade Levels)
See also Grading Guidelines (All Grade Levels) on page 55.
A student involved in an extracurricular activity must notify his or her teachers ahead of time about
any absences.
A student will be permitted to make up tests and to turn in projects due in any class missed because of
absence. Teachers may assign a late penalty to any long-term project in accordance with time lines
approved by the principal and previously communicated to students.
In-School Suspension (ISS) Makeup Work (All Grade Levels)
A student removed from the regular classroom to in-school suspension or another setting, other than a
DAEP, will have an opportunity to complete each course the student was enrolled in at the time of
removal from the regular classroom. The district may provide the opportunity by any method
available, including but not limited to a correspondence course, another distance learning option, or
summer school. The district will not charge the student for any method of completion provided by the
district. [See policy FO(LEGAL).]
MEDICINE AT SCHOOL (All Grade Levels)
All medications shall be brought to the school clinic where they shall be kept in a locked cabinet.
Students shall not possess any form of medication while at school other than to transport such to the
designated location for proper storage. Medication will be refrigerated only if such storage
instruction is printed on the label. At the end of the school year, all medication left at school shall
be returned to the parent/child or the medication will be destroyed at the end of the school year.
Unless required by the child’s physician, medication able to be given at home is to be given at home
by the parent/guardian. The district will not purchase medication to give to a student. When a
student needs to take prescription medication or an over-the counter medication during school
hours, it will be necessary for parents and school personnel to adhere to the following rules in
accordance with policy FFAC:

Prescription medication must be in the original container with a proper label affixed in
English bearing the student’s name, doctor, pharmacy, name of medicine and complete
directions concerning dosage amount and frequency. The instructions on the prescription
bottle will be followed.
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






Over-the-counter medication (OTC) must be brought to the school clinic in the original
unopened container. Dosage must be within the recommended amount for the age of the
student or it will not be administered. OTC medications may not be given for longer than 5
school days unless directed in writing by a physician.
Herbal and dietary supplements are not FDA approved and will not be administered by the
school nurse.
A signed medication administration request, for the current school year only, from the
parent/guardian of the student must accompany any medication or it will not be given. Any
written request must indicate the dosage, frequency of need, reason the medication is needed
and the date(s) of requested medication administration. Medication administration forms are
accessible on the Clinic and Health Services page at http://iisd.schoolwires.net/Domain/110.
The student shall report to the school clinic to take all prescription or OTC medications
unless otherwise agreed upon by the parent/guardian, administrator and school nurse.
Designated employees trained by the school nurse may administer medications to a student
if certain conditions are met.
Students whose schedules provide for regular time spent outdoors, including for recess and
physical education classes, should apply sunscreen before coming to school.
Whether a student is at the elementary or secondary level, if sunscreen needs to be
administered to treat any type of medical condition, this should be handled through
communication with the school nurse so that the district is made aware of any safety and
medical issues.
Asthma/Severe Allergies/Anaphylaxis
A student in middle school or high school with asthma or severe allergic reaction (anaphylaxis) may
be permitted to possess and use prescribed asthma or anaphylaxis medication at school or schoolrelated events only if he or she has written authorization from his or her parent and a physician or
other licensed health-care provider. Every year, the student must demonstrate to his or her physician
or health-care provider and to the school nurse, the ability to use the prescribed medication,
including any device required to administer the medication. Please fill out the prescription
medication form located on the Clinic and Health Services website at
http://iisd.schoolwires.net/Page/1.
If the student has been prescribed asthma or anaphylaxis medication for use during the school day, the
student and parents should discuss this with the school nurse at the beginning of every school year or
when diagnosed. An emergency action plan will be implemented and communicated to employees
directed by the student’s school class schedule. Every year medical documentation for
allergies/anaphylaxis and need for special diets will be re-evaluated. All anaphylactic medication and
physician orders for care/special diets must be provided to the school nurse before the student may
attend school..
In accordance with a student’s individual health plan for management of diabetes, a student with
diabetes will be permitted to possess and use monitoring and treatment supplies and equipment while
at school or at a school-related activity. See the school nurse for information. [See policy
FFAF(LEGAL).]
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Psychotropic Drugs
A psychotropic drug is a substance used in the diagnosis, 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 and is commonly described as a mood or behavior-altering substance.
Teachers and other district employees may discuss a student’s academic progress or behavior with the
student’s parents or another employee as appropriate; 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 evaluated by an appropriate medical practitioner, if appropriate. [For further information,
see policy FFAC.]
NONDISCRIMINATION STATEMENT (All Grade Levels)
In its efforts to promote nondiscrimination and as required by law, Irving ISD, does not discriminate
on the basis of race, religion, color, national origin, gender, sex, disability, age, or any other basis
prohibited by law, in providing education services, activities, and programs, including CTE programs,
and provides equal access to the Boy Scouts and other designated youth groups. The following district
representatives have been designated to coordinate compliance with these legal requirements:

Title IX Coordinator, for concerns regarding discrimination on the basis of sex, including
sexual harassment or gender-based harassment: Clint Roddy, Irving ISD Athletic Director,
2621 W. Airport Freeway, Irving, TX 75062 and (972) 600-5215.

ADA/Section 504 Coordinator, for concerns regarding discrimination on the basis of
disability: Laurie Gagne, Division Director of Specialized Learning Services, 2621 W. Airport
Freeway, Irving, TX 75062 and (972) 600-5070.

All other concerns regarding discrimination: See the superintendent, Dr. Jose Parra 2621 W.
Airport Freeway, Irving, TX 75062 and (972) 600-5000.
[See policies FB(LOCAL) and FFH(LOCAL).]
PARENTAL INVOLVEMENT (All Grade Levels)
Working Together
Both experience and research tell us that a child’s education succeeds best when there is good
communication and a strong partnership between home and school. Your involvement in this
partnership may include:

Encouraging your child to put a high priority on education and working with your child on a
daily basis to make the most of the educational opportunities the school provides.

Ensuring that your child completes all homework assignments and special projects and comes
to school each day prepared, rested, and ready to learn.

Becoming familiar with all of your child’s school activities and with the academic programs,
including special programs, offered in the district.
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
Discussing with the school counselor or principal any questions you may have about the
options and opportunities available to your child.

Reviewing the requirements and options for graduation with your child in middle school and
again while your child is enrolled in high school.

Monitoring your child’s academic progress and contacting teachers as needed. [See Academic
Counseling on page 41.]

Attending scheduled conferences and requesting additional conferences as needed. To
schedule a telephone or in-person conference with a teacher, school counselor, or principal,
please call the school office for an appointment. The teacher or administrator will usually
return your call or meet with you during his or her conference period or before or after
school.[See Report Cards/Progress Reports and Conferences on page 97.

Becoming a school volunteer. [For further information, see policy GKG and Volunteers on
page 113.]

Participating in campus parent organizations.

Serving as a parent representative on the district-level or campus-level planning committees,
assisting in the development of educational goals and plans to improve student achievement.
[For further information, see policies at BQA and BQB, and contact.

Serving on the School Health Advisory Council (SHAC), assisting the district in ensuring local
community values are reflected in health education instruction and other wellness issues. [See
policies at BDF, EHAA, FFA, and information in this handbook at School Health Advisory
Council on page 81.]

Serving on a committee to determine criteria to be used to evaluate the overall performance of
the district and each campus in community and student engagement. For further information,
please contact the campus principal.

Being aware of the school’s ongoing bullying and harassment prevention efforts.

Contacting school officials if you are concerned with your child’s emotional or mental wellbeing.

Attending board meetings to learn more about district operations. [See policies at BE and BED
for more information.]
Parent Involvement Policy

Irving Independent School District believes that all parents/guardians are partners with
teachers and other staff in the education of their children. Irving Independent School District
believes that parent involvement and empowerment are essential at all levels throughout the
school district.

Irving Independent School District believes that student academic achievement requires that
parents/guardians have an understanding of curriculum, academic achievement standards,
assessments, district/school policies and procedures, and how to monitor their children’s
progress and work with educators to improve the achievement of their children.
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Central Administration shall work in collaboration with parents and guardians and shall actively
support the schools and parents in enhancing parents involvement by:

Respecting parents/guardians as partners in the education of their children

Valuing diversity and the need for equity in each school

Promoting parent involvement in district leadership and decision-making

Fostering a welcoming and responsive environment for parents

Ensuring accountability of the staff at all levels throughout the district in working with
parents as partners

Valuing the need for partnerships within public and private entities in the Irving
community

Ensuring flexibility and accessibility within Central Administration operations and
flexibility within district-wide processes and procedures

Establishing and promoting communication as a source of trust and understanding
between the district and parents
Principals, teachers and all schools staff shall work in collaboration with parents and guardians by:

Respecting parents as partners in the education of their children and honoring their role
as first and life-long teachers

Valuing diversity and equity in each child’s learning

Setting high expectations for excellent customer (student/parent) service

Expecting high student achievement for all students

Promoting parent involvement in site-based leadership and decision-making

Valuing partnerships within the public and private entities within the Irving community

Ensuring flexibility and accessibility within school-wide operations and flexibility
within school processes and procedures

Establishing and promoting communication as a source of trust and understanding
between the school and parents
Parents/Guardians are asked and encouraged to be involved in their children’s learning and education
by:

Taking the initiative to seek the best educational opportunities for their children

Understanding and respecting the mission and values of the school

Respecting teachers and supporting school staff as partners in the education of their
children

Demonstrating respect for the school as a whole, including the faculty and staff

Developing jointly with the teacher, a school-parent compact for their child that
outlines how the parents, the school and the student will share the responsibility for
improved academic achievement
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
Identifying and addressing barriers to parent involvement

Understanding school procedures and opportunities to contribute or receive support

Participating in the development of the school parent involvement plan and the review
and evaluation of the plan

Utilizing two-way lines of communication between parents, school staff and the district
on the instruction, achievement and conduct of their children

Participating in training opportunities that will include but are not limited to:
strategies/reinforcing learning at home, discipline and understanding cultural
differences

Valuing diversity and the need for equity in each child’s learning

Participating in site-based leadership and decision making

Volunteering in their children’s schools

Supporting and engaging in developing partnerships within the Irving community
The Parent Advisory Council, made up of parent representatives from each campus and the District
Improvement Committee, made up of parents, community members, teachers, principals and central
administrators shall review and evaluate this Title I Parent Involvement Policy annually and make
revisions to the policy as needed.
Parent Involvement Coordinator
The Parent Involvement Coordinator, who works with parents of students participating in Title I
programs is Erin Yacho and may be contacted at (972) 600-6132.
PHYSICAL EXAMINATIONS / HEALTH SCREENINGS
Athletics’ Participation (Secondary Grade Levels Only)
A student who wishes to participate in, or continue participation in, the district’s athletics program
governed by the UIL must submit certification from a health-care provider authorized under UIL rules
that the student has been examined and is physically able to participate in the athletic program. This
examination is required to be submitted annually to the district. . An approved physical examination
dated May 1 or later would be valid throughout the following school year. An approved physical
dated prior to May 1 would be considered valid for a 365 day period from the date of the physical
exam.” [Also see policy FFAA.]
Health Screenings (All Grade Levels)
All screenings are completed by employees certified by the State of Texas and The University of
Texas-Pan American.
Spinal Screening
In compliance with Texas Health & Safety Code, Chapter 36, the annual, state-required spinal
screening will be conducted on 5 and 8 grade students. The purpose of this program is to identify the
students who may have spinal problems and inform their parents so that the student may have an
examination by their own physician. Students are checked individually by the school nurse. All
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students must remove their shirt for this exam and girls are requested to wear a halter top, tube top,
sports bra, or a two-piece swimsuit underneath their shirt on exam day. Parents will be notified of the
results of the screening only if professional follow-up is necessary by a medical doctor.
Vision and Hearing Screening
In compliance with state-required vision and hearing screening according to the Texas Health &
Safety Code, Chapter 36, will be performed on all Pre-K, Kindergarten, 1 , 3 , 5 , and 7 grade
students as well as all newly enrolled students into the school district. Early detection and treatment
will provide students with the opportunity to receive assessment by a licensed medical doctor in order
to reach optimal academic success. Parents will be notified if a student fails a vision and/or hearing
screening. It is very important for parents to take their child for treatment and the school nurse will be
able to provide information on assistance programs, if the child qualifies.
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Acanthosis Nigricans Screening
In compliance with the Health and Safety Code 95.002–.004, Irving ISD is a state required screening
to assess Type 2 diabetes risk on all students in 1st, 3rd, 5th and 7th grades. Acanthosis Nigricans
Screening is a light brown or velvety, rough, or thickened area on the surface of the skin that may
signal high insulin levels indicative of insulin resistance. The screening does not include the removal
of clothing. Parents will be notified if their child has been identified of being at risk for Type 2
diabetes. It is important for parents to take their child to see a medical doctor to discuss strategies to
decrease risk of developing Type 2 diabetes.
PLEDGES OF ALLEGIANCE AND A MINUTE OF SILENCE (All Grade Levels)
Americanism
Americanism program is teaching the responsibilities, duties, and obligations of a citizen under our
constitutional government Irving schools are dedicated to the teaching of Americanism throughout the
entire curriculum. An important part of the including, respect for our flag.
Pledge of Allegiance and a Minute of Silence
Texas law requires students to recite the Pledge of Allegiance to the United States flag and the Pledge
of Allegiance to the Texas flag each school day. Parents may submit a written request to the principal
to excuse their child from reciting a pledge. A minute of silence will follow recitation of the pledges.
The student may choose to reflect, pray, meditate, or engage in any other silent activity so long as the
silent activity does not interfere with or distract others.
Salute to the Flag
It is the expectation that citizens respect our flag and render it the courtesies to which it is entitled by
displaying it properly and saluting it on appropriate occasions. When the flag is passing in a parade, or
is being hoisted or lowered, all persons should face the flag, stand at attention, and place the right
hand over their heart. Those in uniform should render the military salute. Men not in uniform should
remove the hat with the right hand and hold the hat at the left shoulder, the hand being over the heart.
Men without hats and women should place the right hand over the heart. A viewer should place their
right hand over their heart at the moment the flag passes by in a parade. When the national anthem is
played and the flag is not displayed, all present should stand and face toward the music. Those in
uniform should salute at the first note and retain this position until the last note. All others should
stand at attention. When the flag is displayed, all should face it and give the appropriate salute or place
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their right hand over their heart as described in the preceding paragraphs. In pledging allegiance to
the flag, stand with the right hand over the heart. Men remove their hats. Persons in uniform give the
military salute.
Pledge to the United States Flag
I pledge allegiance to the flag of the United States of America, and to the Republic for which it
stands, one nation under God, indivisible, with liberty and justice for all.
Pledge to the Texas Flag
Honor the Texas flag. I pledge allegiance to Thee, Texas, one state under
God, one and indivisible.
Request of Exemption
To 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 moment of silence or silent activity that follows.
State law requires students in social studies classes in grades 3-12 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 conscientious objection to the recitation, or (3) you are a representative of a foreign
government to whom the United States government extends diplomatic immunity. [See policy
EHBK]
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 Reciting the Pledges to the U.S. and Texas Flags on page 17.]
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 silent 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 beginning 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 for more information.]
PRAYER (All Grade Levels)
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.
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PROMOTION AND RETENTION
A student will be promoted only on the basis of academic achievement or demonstrated proficiency in
the subject matter of the course or grade level, the recommendation of the student’s teacher, the score
received on any criterion-referenced or state-mandated assessment, and any other necessary academic
information as determined by the district.
In addition, at certain grade levels a student—with limited exceptions—will be required to pass the
State of Texas Assessments of Academic Readiness (STAAR), if the student is enrolled in a public
Texas school on any day between January 1 and the date of the first administration of the STAAR.
Elementary and Middle School Grade Levels
In Prekindergarten/Kindergarten no student shall be retained in prekindergarten. Kindergarten
retention shall be discouraged. Exceptions shall be allowed only when the parent, the classroom
teacher, and the principal reach consensus that retention is in the best interest of the student.
For grade 1, promotion to grade 2 shall be based on an assessment of the student’s academic
achievement. Input from the parent, the classroom teacher, and the principal shall be considered when
making this decision.
In grades 2–5, promotion to the next grade level shall be based on an overall average of 70 on a scale
of 100 based on course-level, grade-level standards (essential knowledge and skills) for all subject
areas and a grade of 70 or above in three of the following areas: language arts, mathematics, science,
and social studies.
In addition to the numerical average of 70 in language arts, a student should be reading “on-level.”
“On-level” reading shall be assessed using one of the District-recommended assessment instruments.
The assessed level shall be considered “on-level” if the student is no more than one-half year below
his or her assigned grade as determined by the scoring scale provided with the assessment instrument.
In grades 6–8, promotion to the next grade level shall be based on an overall average of 70 on a scale
of 100 based upon course-level, grade-level standards (essential knowledge and skills) for all subject
areas and a grade of 70 or above in each of the following areas: language arts, mathematics, science,
and social studies.
A student may replace a failing grade in a course with a passing summer school grade in the same
course, limited to a maximum of three courses.
Grade-level advancement for students in grades 9–12 shall be earned by number of course credits that
include success in required courses as described within the high school student handbook. Changes in
grade-level classification shall occur once a year during the summer when the student database is
rolled forward. Exceptions to this include students who attend summer school and qualify for
reclassification in August. Reclassification of students participating in District programs designed to
help them regain normal class status may occur at other times with the approval of the associate
superintendent for academic services. [See EI(LOCAL)]
In order to be promoted to grade 6, students enrolled in grade 5 must perform satisfactorily on the
mathematics and reading sections of the grade 5 assessment in English or Spanish.
In order to be promoted to grade 9, students enrolled in grade 8 must perform satisfactorily on the
mathematics and reading sections of the grade 8 assessment in English.
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If a student in grade 5 or 8 is enrolled in a course that earns high school credit and for which an endof-course (EOC) assessment will be administered, the student will not be subject to the promotion
requirements described above for the relevant grade 5 or 8 assessment.
If a student in grades 3–8 is enrolled in a class or course intended for students above his or her current
grade level in which the student will be administered a state-mandated assessment, the student will be
required to take an applicable state mandated assessment only for the course in which he or she is
enrolled, unless otherwise required to do so by federal law.
[See Standardized Testing on page 105.]
A student in grade 5 or 8 will have two additional opportunities to take a failed assessment. If a
student fails a second time, a grade placement committee, consisting of the principal or designee, the
teacher, and the student’s parent, will determine the additional special instruction the student will
receive. After a third failed attempt, the student will be retained; however, the parent can appeal this
decision to the committee. In order for the student to be promoted, based on standards previously
established by the district, the decision of the committee must be unanimous and the student must
complete additional special instruction before beginning the next grade level. Whether the student is
retained or promoted, an educational plan for the student will be designed to enable the student to
perform at grade level by the end of the next school year. [See policy EIE.]
Certain students—some with disabilities and some with limited English proficiency—may be eligible
for exemptions, accommodations, or deferred testing. For more information, see the principal, school
counselor, or special education director.
Parents of a student at or above grade level 3 who does not perform satisfactorily on his or her statemandated exams will be notified that their child will participate in special instructional programs
designed to improve performance. The student may be required to participate in this instruction before
or after normal school hours or outside of the normal school year. Failure of a student to attend these
programs may result in violations of required school attendance as well as the student not being
promoted to the next grade level.
A Personal Graduation Plan (PGP) will be prepared for any student at the middle school or junior high
level who did not perform satisfactorily on a state-mandated assessment 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 designed and implemented by a school counselor, teacher, or other staff
member designated by the principal. The plan will, among other items, identify the student’s
educational goals, address the parent’s educational expectations for the student, and outline an
intensive instruction program for the student. [For additional information, see the school counselor or
principal and policy EIF(LEGAL).] For a student receiving special education services, the student’s
IEP may serve as the student’s PGP and would therefore be developed by the student’s ARD
committee.
[For information related to the development of personal graduation plans for high school students, see
Personal Graduation Plans for Students Under the Foundation Graduation Program on page
70.]
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High School Grade Levels
To earn credit in a course, a student must receive a grade of at least 70 based on course-level or gradelevel standards.
A student in grades 9–12 will be advanced a grade level based on the number of course credits earned.
[Also see Grade Level Classification on page 54.]
Students will also have multiple opportunities to retake EOC assessments. [See Graduation on page
66 and Standardized Testing on page 105 for more information about EOC assessments.]
RELEASE OF STUDENTS FROM SCHOOL
[See Leaving Campus on page 86.]
REPORT CARDS / PROGRESS REPORTS AND CONFERENCES (All Grade Levels)
Report cards with each student’s grades or performance and absences in each class or subject are
issued to parents at least once every six weeks.
At the end of the first three weeks of a grading period, parents will be given a written progress report
if their child’s performance in all course/subject areas. If the student receives a grade lower than 70 in
any class or subject at the end of a grading period, the parent will be requested to schedule a
conference with the teacher of that class or subject. [See Working Together on page 90 for how to
schedule a conference.]
Teachers follow grading guidelines that have been approved by the superintendent pursuant to the
board-adopted policy and are designed to reflect each student’s relative mastery of each assignment
for the grading period, semester, or course. State law provides that a test or course grade issued by a
teacher cannot be changed unless the board determines that the grade was arbitrary or contains an
error, or that the teacher did not follow the district’s grading policy. [See policy EIA(LOCAL) and
Grading Guidelines on page 55.]
Questions about grade calculation should first be discussed 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).
The report card or unsatisfactory progress report will state whether tutorials are required for a student
who receives a grade lower than 70 in a class or subject.
Report cards and unsatisfactory progress reports should be signed by the parent and returned to the
school within 2 days.
RETALIATION
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 43.]
SAFETY (All Grade Levels)
Student safety on campus, at school-related events, and on district vehicles 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 student is expected to:

Avoid conduct that is likely to put the student or others at risk.
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
Follow the behavioral standards in this handbook 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 member.

Know emergency evacuation routes and signals.

Follow immediately the instructions of teachers, bus drivers, and other district employees who
are overseeing the welfare of students.
Accident Insurance
Soon after the school year begins, parents will have the opportunity to purchase low-cost accident
insurance that would help meet medical expenses in the event of injury to their child.
Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies
From time to time, students, teachers, and other district employees will participate in preparedness
drills of emergency procedures. When the command is given or alarm is sounded, students need to
follow the direction of teachers or others in charge quickly, quietly, and in an orderly manner.
Emergency Medical Treatment and Information
If a student has a medical emergency at school or a school-related activity when the parent cannot be
reached, the school will rely on the Infosnap registration consent and/or registration paperwork
completed at the time of enrollment. This includes information about allergies to medications, foods,
insect bites, etc. Therefore, parents are asked each year to complete an emergency care consent form.
Parents should keep emergency care information up-to-date (name of doctor, emergency phone
numbers, allergies, etc.). Please contact the school nurse to update any information that the nurse or
the teacher needs to know.
Emergency School-Closing Information
Each year, parents are asked to complete an emergency release form to provide contact information in
the event that school is dismissed early or opening is delayed because of severe weather or another
emergency, or if the campus must restrict access due to a security threat.
If the campus must close, delay opening, or restrict access to the building because of an emergency,
the district will alert the community. In the event weather conditions, such as icy roads or inadequate
heat, prevent the opening of schools an announcement will be released from the Office of the
Superintendent on the Irving ISD web page (http://iisd.schoolwires.net/Page/1), district social media
pages, Time Warner Cable Channel 98 or Verizon FiOS Channel 33, local radio and television
stations or the school your child attends will notify you via School Messenger® (an automated
system for notifying parents).
SAT, ACT, AND OTHER STANDARDIZED TESTS
[See Standardized Testing on page 105.]
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SCHEDULE CHANGES (Middle and High School Grade Levels)
A course at one level of instruction may be dropped and another course in the same subject at a lower
level of instruction may be added for credit if all of the following criteria are met:
1. The course is changed for legitimate reasons - approved by the principal.
2. There is space available in the new course.
The student will be awarded grade points for the entire course at the level of instruction of the new
course.
A course may be dropped and another one added for credit if all of the following criteria are
met:
1. The course is changed for a legitimate reason.
2. The course is changed within the first ten days of the semester.
3. There is space available in the new course.
There will be no loss of grade points for dropping a course if the following criteria are met:
1. Dropping a one-semester course during the first ten days of the semester.
2. Dropping a full-year course during the first six weeks.
A course dropped after the times stated above will be recorded as credit attempted with no credit
earned. If the student drops the course with a failing grade, this will cause the student to be ineligible
for UIL activities and extracurricular activities as outlined in section 33.081 of the Texas Education
Code.
SCHOOL FACILITIES
Use by Students Before and After School (All Grade Levels)
Certain areas of the school will be accessible to students before and after school for specific purposes.
Students are required to remain in the area where their activity is scheduled to take place.
After dismissal of school in the afternoon, unless a student is involved in an activity under the
supervision of a teacher or other authorized employee or adult, or unless students are granted
permission to remain on campus in accordance with policy FNAB, students must leave campus
immediately.
Conduct Before and After School (All Grade Levels)
Teachers and administrators have full authority over student conduct at before- or after-school
activities on district premises and at school-sponsored events off district premises, such as play
rehearsals, club meetings, athletic practices, and special study groups or tutorials. Students are subject
to the same rules of conduct that apply during the instructional day and will be subject to
consequences established by the Student Code of Conduct or any stricter standards of behavior
established by the sponsor for extracurricular participants.
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Use of Hallways during Class Time (All Grade Levels)
Loitering or standing in the halls during class is not permitted. During class time, a student must have
a hall pass to be outside the classroom for any purpose. Failure to obtain a pass will result in
disciplinary action in accordance with the Student Code of Conduct.
Cafeteria Services (All Grade Levels)
The district participates in the School Breakfast Program and National School Lunch Program and
offers students nutritionally balanced meals daily in accordance with standards set forth in state and
federal law.
Free and reduced-price meals are available based on financial need or household situation.
Information about a student’s participation is confidential; however, disclosure of a student’s
eligibility may be made without prior notice or consent to programs, activities, and individuals that are
specifically authorized access under the National School Lunch Act (NSLA), which is the law that
sets forth the disclosure limits for the district’s child nutrition programs. A student’s name, eligibility
status, and other information may be disclosed to certain agencies as authorized under the NSLA to
facilitate the enrollment of eligible children in Medicaid or the state children’s health insurance
program (CHIP) unless the student’s parent notifies the district that a student’s information should not
be disclosed. A parent’s decision will not affect the child’s eligibility for free and reduced price meals
or free milk. See http://iisd.schoolwires.net/Page/6081 or contact the Irving ISD Department of Food
and Nutrition at (972) 600-6900 to apply for free or reduced price meal services.
State and federal law, as well as board-adopted policies, defines when, where, and by whom
competitive foods, which are foods not sold as part of the regular meal program, can be served or sold
on school premises during the school day. [For more information, see policies CO(LEGAL) and
FFA(LOCAL).]
Library (All Grade Levels)
The library is a learning laboratory with books, computers, magazines, and other materials available
for classroom assignments, projects, and reading or listening pleasure. Each high school campus in
Irving ISD has a library on site for students and teachers use. Libraries provide instructional resources,
instructional services, reference materials, and recreational reading materials for all students and
teachers. The library serves as extension of the classroom.
There is one certified librarian on staff. Resources in the library may be necessary to complete
research assignments. Teachers bring classes to the library, co-teach classes with the librarian, or send
students on individual passes during the instructional day. The library is open before and after school
for student’s use as well. High school libraries are open from 8:15AM until 4:45 p.m. from Monday
through Thursday and until 4:15 p.m. on Fridays.
Materials may be checked out for a two week period and renewed as needed. Though fines are not
charged for late materials, prompt return of materials is expected. Lost materials are assessed a
replacement fine. The library does provide 24/7 access to e-books online, online databases, and the
online catalogue (http://www2.youseemore.com/IrvingSchool/default.asp). Materials may be placed
on hold and renewed online. Through interlibrary loan (holds), high school students have access to
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most items within the district. Students use their identification badges as their library cards; contact
the librarian at the school if you need additional information.
Parents are able to check out library resource just like students. Please stop by the library to obtain a
parent library card.
Meetings of Non-Curriculum-Related Groups (Secondary Grade Levels Only)
Student-organized, student-led non-curriculum-related groups are permitted to meet during the hours
designated by the principal before and after school. These groups must comply with the requirements
of policy FNAB(LOCAL). A list of these groups is available in the principal’s office.
SCHOOL HOURS
Students arriving late will be marked absent and must go to the attendance office for an admission
slip. Students, who come to school during the day, even though it is during a class change, must report
to the attendance office before going on to class. When school is dismissed, students are asked to
leave the building and campus as quickly as possible. Whenever it is necessary for students to remain
after school, they will be given an opportunity to inform their parents. NOTE: Once a student has
arrived on the school premises, he/she is considered to be in school and is subject to its rules and
regulations
The hours for elementary students in a full day program will be from 7:45 a.m. – 2:45 p.m. Students
enrolled in a half day pre-kindergarten program will be from 7:45 a.m. – 10:45 a.m. or 12:00 p.m. –
3:00 p.m. Please be sure your child arrives at school on time and is picked up on time.
The hours for middle school students will be from 8:15 a.m. – 3:45 p.m. Please be sure your child
arrives at school on time and is picked up on time.
Regular classes at the Irving ISD comprehensive high schools begin at 8:45 a.m. and are dismissed at
4:15 p.m.
SEARCHES
In the interest of promoting student safety and attempting to ensure that schools are safe and drug free,
district officials may from time to time conduct searches. Such searches are conducted without a
warrant and as permitted by law.
Students’ Desks and Lockers (All Grade Levels)
Students’ desks and lockers are school property and remain under the control and jurisdiction of the
school even when assigned to an individual student. Students are fully responsible for the security
and contents of their assigned desks and lockers. Students must be certain that their lockers are
locked, and that the combinations are not available to others. Searches of desks or lockers may be
conducted at any time there is reasonable suspicion to believe that they contain articles or materials
prohibited by policy, whether or not a student is present. The parent will be notified if any prohibited
items are found in the student’s desk or locker.
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Telecommunications and Other Electronic Devices (All Grade Levels)
Use of district-owned equipment and its network systems is not private and will be monitored by the
district. [See policy CQ for more information.] Any searches of personal 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) and
Electronic Devices and Technology Resources on page 48 for more information.]
Vehicles on Campus (Secondary Grade Levels Only)
A student has full responsibility for the security and content of his or her vehicle parked on district
property and must make certain that it is locked and that the keys are not given to others. [See also the
Student Code of Conduct.]
Vehicles parked on district property are under the jurisdiction of the district. School officials may
search any vehicle any time there is reasonable suspicion to do so, with or without the permission of
the student. If a vehicle subject to search is locked, the student will be asked to unlock the vehicle. If
the student refuses, the student’s parent will be contacted. If a search is also refused by the student’s
parent, the district will turn the matter over to law enforcement. The district may, in certain
circumstances, contact law enforcement even if permission to search is granted.
Trained Dogs (All Grade Levels)
The district will use trained dogs to alert school officials to the presence of prohibited or illegal items,
including drugs and alcohol. At any time, trained dogs may be used around lockers and the areas
around vehicles parked on school property. Searches of classrooms, common areas, or student
belongings may also be conducted by trained dogs when students are not present. An item in a
classroom, a locker, or a vehicle to which a trained dog alerts may be searched by school officials.
Metal Detectors (All Grade Levels)
[For further information, see policy FNF(LOCAL).]
Drug-Testing (Secondary Grade Levels Only)
[For further information, see policy FNF(LOCAL). Also see Steroids on page 106.]
SEXUAL HARASSMENT
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 43.]
SPECIAL PROGRAMS (All Grade Levels)
The district provides special programs for gifted and talented students, homeless students, bilingual
students, migrant students, students with limited English proficiency or who are English language
learners, students diagnosed with dyslexia, and students with disabilities. 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 questions about these programs
should contact Laurie Gagne at (972) 600-5070.
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Pre-Advanced Placement (Pre-AP) courses are available to students in middle and high school. These
courses foster a high level of engagement and are open to any student who is willing and prepared to
take on challenging course work. The course content goes beyond the state standards and is designed
to be appropriately rigorous to prepare students to be successful in Advanced Placement (AP) courses.
Pre-Advanced Placement (Pre-AP) courses are available in English Language Arts, Mathematics,
Science and Social Studies in the middle school, grades six (6) through eight (8). Within the high
school, Pre-AP courses are available in English Language Arts, Mathematics, Science, Social Studies
and Languages Other Than English (LOTE) in grades nine (9) through twelve (12).
Advanced Placement (AP) courses allow students to participate in a college-level course and possibly
earn college credit while still in high school. This is accomplished by taking an AP examination
designed by The College Board in May of each school year. AP courses are offered in English
Language Arts, Mathematics, Social Studies, Science, Foreign Language, Art and Music. Students
enrolled in Advanced Placement (AP) courses are required to take the AP Exams in May. Failure to
do so will result in the loss of AP weighted points for the course in which the exam is not taken. The
test fees for AP tests are paid by the school district.
Gifted and Talented Program Services
Identification – The Irving independent School District seeks to identify those students who possess
exceptional abilities and potential for accomplishment so outstanding that they require special gifted
and talented programs to meet their educational needs. Through a three-stage process of
identification, campus screening/selection committees follow an ongoing, comprehensive and
systematic review of all students in an attempt to identify students in need of GT services. The
identification process is ongoing and nominations will be accepted at any time. Nomination forms and
additional information on Gifted and Talented Services are available in the campus counseling office
or at www.irvingisd.net/gt.
Program Services – Gifted and talented services are specifically designed for the strengths and
learning needs of the gifted learner, grades K-12. Specially trained teachers provide learning
opportunities with course content that is either above- grade level or goes beyond the state standards,
allowing students to excel and compete at the national level. The students demonstrate skills in selfdirected learning, thinking, research and communication and develop innovative products and
performances that reflect creativity, individuality and professional-level quality. Gifted courses are
available within the four academic areas: English language arts, mathematics, science, and social
science.
Young Scholars - The Young Scholar is a student who has exhibited potential for giftedness. These
students have been previously screened for gifted services, but have not yet met the other criteria to
qualify. The Young Scholar also exhibits many characteristics of the gifted learner, which are
documented through parent and teacher input, student interviews, the Kingore Observation Inventory,
achievement and aptitude testing, portfolios/planned experiences, and classroom performance. Once a
student is identified as a Young Scholar, he or she will receive the accelerated and enriched gifted
curriculum through elementary GT services. If a student moves from one Irving school to another
Irving school, he/she will continue to participate in Young Scholars for the remainder of the school
year. A re-evaluation for academic services in middle school will be conducted in the 5th grade.
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STANDARDIZED TESTING
Secondary Grade Levels
SAT/ACT (Scholastic Aptitude Test and American College Test)
Many colleges require either the American College Test (ACT) or the Scholastic Aptitude Test (SAT)
for admission. Students are encouraged to talk with the school counselor early during their junior year
to determine the appropriate exam to take; these exams are usually taken at the end of the junior year.
The Preliminary SAT (PSAT) and ACT-Aspire are the corresponding preparatory and readiness
assessments for the SAT and ACT, and more information can be obtained on these assessments from
the school counselor.
Note that participation in these assessments may qualify a student to receive a performance
acknowledgment on his or her diploma and transcript under the foundation graduation program and
may qualify as a substitute for an end-of-course testing requirement in certain circumstances. A
student’s performance at a certain level on the SAT or ACT also makes the student eligible for
automatic admission to a Texas public institution of higher education.
TSI (Texas Success Initiative) Assessment
Prior to enrollment in a Texas public college or university, most students must take a standardized test
called the Texas Success Initiative (TSI) assessment. The purpose of the TSI assessment is to assess
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
universities. This assessment may be required before a student enrolls in a dual-credit course offered
through the district as well. Achieving certain benchmark scores on this assessment for college
readiness may also waive certain end-of-course assessment requirements in limited circumstances.
STAAR (State of Texas Assessments of Academic Readiness)
Grades 3–8
In addition to routine tests and other measures of achievement, students at certain grade levels are
required to take the state assessment, called STAAR, in the following subjects:

Mathematics, annually in grades 3–8

Reading, annually in grades 3–8

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 assessments in grades 5 and 8 is required by law,
unless the student is enrolled in a reading or math course intended for students above the student’s
current grade level, in order for the student to be promoted to the next grade level. [See Promotion
and Retention on page 38 for additional information.]
STAAR-A will be available for an eligible student with a Section 504 accommodation plan who has
been identified with dyslexia or a related disorder, as well as for a student receiving special education
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services, if the student meets state-established criteria and requires certain instructional and
assessment accommodations on a routine basis.
STAAR Alternate 2, for students receiving special education services who meet certain stateestablished criteria, will be available for eligible students, as determined by the student’s ARD
committee.
STAAR-L is a linguistically accommodated assessment that is available for certain limited English
proficient (LEP) students, as determined by the student’s Language Proficiency Assessment
Committee (LPAC). A Spanish version of STAAR is also available to students through grade 5 who
need this accommodation.
High School Courses—End-of-Course (EOC) Assessments
STAAR end-of-course (EOC) assessments are administered for the following courses:

Algebra I

English I and English II

Biology

United States History
Satisfactory performance on the applicable assessments will be required for graduation, unless
otherwise waived or substituted as allowed by state law and rules.
There are 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. If a student does not meet satisfactory
performance, the student will have additional opportunities to retake the assessment.
STAAR-A will be available for an eligible student with a Section 504 accommodation plan who has
been identified with dyslexia or a related disorder, as well as for a student receiving special education
services, if the student meets state-established criteria and requires certain instructional and
assessment accommodations on a routine basis.
STAAR Alternate 2, for students receiving special education services who meet certain criteria
established by the state, will be available for eligible students, as determined by the student’s ARD
committee.
A student’s ARD committee for students receiving special education services will determine whether
successful performance on the EOC assessments will be required for graduation within the parameters
identified in state rules and the student’s personal graduation plan.
STAAR-L, which is a linguistically accommodated assessment, will be available for students who
have been determined to be limited English proficient (LEP) and who require this type of testing
accommodation.
[Also see Graduation on page 66 for additional information.]
STEROIDS (Secondary Grade Levels Only)
State law prohibits students from possessing, dispensing, delivering, or administering an anabolic
steroid. Anabolic steroids are for medical use only, and only a physician can prescribe use.
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Body building, 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. More
information on the UIL testing program may be found on the UIL website at
http://www.uiltexas.org/health/steroid-information.
STUDENT COUNCIL
The Student Council plays a very active role in the life of the school. Its purpose is not to govern the
student but to serve as a meeting place between the student body and the administration where the
students can assume as much of the responsibility for organizing their middle school activities as they
are able to handle. It is the place where problems or questions arising from either the students or
administration can be presented for discussion and consideration. Candidates for Student Council are
nominated and elected by their peers, provided they meet the following qualifications:



Each representative must maintain a "75" academic average with no grade below a 70.
Each representative must maintain a "B" average in citizenship.
Only the previous semester's grades, prior to the time of election, re to be considered for
eligibility.
STUDENT IDENTIFICATION BADGES
Each student is issued an ID badge at the home school. This badge serves as identification, is the
student’s library card, and makes lunchroom transactions much more efficient. Some campuses have
additional uses for the badges such as admittance to a school function. It is the responsibility of the
student to visibly wear the ID badge during school hours and posses valid means of identification at
all school sponsored events after school hours. All students must wear their ID badge. Failure to do so
will result in disciplinary action based upon the campus rules and/or the Student Code of Conduct. It
is very important for students to have their ID badge when purchasing lunch. When a student
withdraws from a campus, the badge should be turned in to the campus. Beyond one replacement
badge, students are expected to pay a replacement fee of $2.00 per occurrence should a new badge be
needed. If a school uses a lanyard, that is an additional cost.
STUDENTS IN FOSTER CARE (All Grade Levels)
In an effort to provide educational stability, the district strives to assist any student who is currently
placed or newly placed in foster care (temporary or permanent custody of the state) with the
enrollment and registration process, as well as other educational services throughout the student’s
enrollment in the district.
A student who is placed in foster care and who is moved outside of the district’s attendance
boundaries is entitled to continue in enrollment at the school he or she was attending prior to the
placement until the student reaches the highest grade level at the particular school. In addition, if a
student in grade 11 or 12 is transferred to another district and does not meet the graduation
requirements of the transferring district, the student can request to receive a diploma from the
previous district if he or she meets the criteria to graduate from the previous district.
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Please contact Sh’Niqua Alford, who has been designated as the district’s foster care liaison, at (972)
600-6125 with any questions.
STUDENT SPEAKERS (All Grade Levels)
The district provides students the opportunity to introduce the selected school events. If a student
meets the eligibility criteria and wishes to introduce one of the available school events, the student
should submit his or her name in accordance with policy FNA(LOCAL).
[See policy FNA(LOCAL) regarding other speaking opportunities and Graduation on page 66 for
information related to student speakers at graduation ceremonies.]
SUBSTANCE ABUSE PREVENTION AND INTERVENTION (All Grade Levels)
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 provide you with a list of community resources that may be of assistance to you. The TDSHS
maintains information regarding children’s mental health and substance abuse intervention services on
its website: http://www.dshs.state.tx.us/mhsa-child-adolescent-services/.
SUICIDE AWARENESS (All Grade Levels)
The district is committed to partnering with parents to support the healthy mental, emotional, and
behavioral development of its students. If you are concerned about your child, please access
http://www.texassuicideprevention.org or contact the school counselor for more information related to
suicide prevention services available in your area.
TARDIES (All Grade Levels)
Repeated instances of tardiness will result in more severe disciplinary action, in accordance with the
Student Code of Conduct and campus tardy management plans.
TEXTBOOKS, ELECTRONIC TEXTBOOKS, TECHNOLOGICAL EQUIPMENT, AND
OTHER INSTRUCTIONAL MATERIALS (All Grade Levels)
Textbooks and other district-approved instructional materials are provided to students free of charge
for each subject or class. Any books must be covered by the student, as directed by the teacher, and
treated with care. Electronic textbooks and technological equipment may also be provided to students,
depending on the course and course objectives. A student who is issued a damaged item should report
the damage to the teacher. Any student failing to return an item in acceptable condition loses the right
to free textbooks and technological equipment until the item is returned or the damage paid for by the
parent; however, the student will be provided the necessary instructional resources and equipment for
use at school during the school day.
TRANSFERS (All Grade Levels)
The principal is authorized to transfer a student from one classroom to another.
[See Safety Transfers/Assignments, on page 22, Bullying, on page 33, and Students Who Have
Learning Difficulties or Who Need Special Education Services, on page 22, for other transfer
options.]
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Transfers & Assignments of Students (Board Policy FDB (Local))
The district will provide an application for use in requesting a transfer to any school within its
boundaries. Included on this application are all the restrictions placed on the student, provided such
transfer is approved. Applications for transfer within the district will be considered annually. Special
hardship cases and cases of move-ins will be considered as they arise. Written applications will be
filed with the receiving school principal from March 1 through May 1 each year. These guidelines do
not apply to the Jack E. Singley Academy.
 All transfers are approved for a period of one school year, subject to available space in the
student’s grade level throughout the school year. Principals reserve eight percent of the spaces
available for new students who move into their attendance zone. Students who live in an
attendance area have priority over in-district transfer students in attending the school in which
they have been assigned by designated attendance zones.
 All in-district transfer requests must receive the approval of the receiving school principal and
the sending school principal. Each principal may consider space, adequate academic progress,
the student’s attendance record, citizenship record and behavior record in the decision to
approve or disapprove a transfer request. Once the transfer is approved, it will remain in effect
for one school year, unless other conditions of this agreement are violated or overcrowded
conditions warrant revocation of the transfer.
 Transfer requests will be accepted between March 1 and May 1 each year. Students will be
placed on a waiting list prioritized by the date and time of receipt of the completed transfer
form at the receiving school. In-district transfer requests for students of IISD employees who
work at the receiving school will be given priority over other transfer requests. School
authorities will notify parents/guardians by June 15 of the approval or disapproval of transfer
requests. School authorities will exercise the right to limit transfers to any school where the
enrollment reaches a level considered a maximum for the administration of an effective and
efficient educational program. Transfer requests received after May 1 will only be approved
on a space available basis.
 Transfer students shall be punctual, maintain a 90% attendance record, and adhere to school
rules, requests, and policies, and exemplify acceptable citizenship and conduct. Transfer
students shall make acceptable academic progress. Failure to comply with these requirements
will jeopardize the student’s transfer privilege and constitute grounds for immediate
revocation of the transfer.
 District transportation services will not be provided for in-district transfer students.
 The eligibility of in-district transfer students for participation in any UIL activity or any other
activity governed by UIL rules and regulations, whether or not under UIL sanctions, will be
referred to a committee appointed by the Superintendent. This committee will determine the
eligibility of the student. Ineligibility shall include nonparticipation in rehearsals, workouts,
and/or practices or UIL events.
 In approving in-district transfer requests for students in grades 9, 10, 11 and 12, both high
school principals and the home athletic coordinator will certify the transfer is not for the
purposes of participating in any UIL activity or any other activity governed by UIL rules and
regulations, whether or not under UIL sanctions, and that no proselytizing or tampering has
occurred. A student is not eligible for varsity athletics unless approved by all parties and all
UIL rules are satisfied.
 In-district and Out-of-district transfers become null and void at the end of each school year in
which approval is granted.
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Transfers for Extenuating Circumstances:




A student residing in the household of a special education student assigned to a district
campus other than the campus the student would otherwise attend may be allowed to transfer
to the same school if there is space available. Contact the Director of Campus Operations PK12 for information.
Parents may request a transfer to another classroom or campus if your child has been verified
by the board or its designee to have been a victim of bullying as defined by TEC 25.0342.
Transportation is not provided for a transfer to another campus. Contact the Director of
Campus Operations PK-12 for information.
If your child attends a school identified by TEA as persistently dangerous or if your child was
a victim of a violent criminal offense while in school or on school grounds, you may request a
transfer to another district school. For more information, contact the Director of Campus
Operations PK-12.
For specific questions regarding procedures and guidelines for The Jack E. Singley Academy
please contact the Director of Campus Operations PK-12.
Transfers for Curricular Reasons:
Students may apply for a transfer from one attendance area to another in order to enroll in a course or
program not offered at the school in the student's attendance zone. Students wishing to apply for such
transfer will complete application forms that are available in each school office.
The application will be sent to Campus Operations PK-12 office. A committee composed of the two
school principals involved and the Director of Campus Operations PK-12 will need to approve all
transfer requests. A student transferring from one attendance area to another will not be eligible for
district-provided transportation. A high school student may apply for transfer to another campus for
enrollment in a special course and carry the remainder of classes in the student's school attendance
zone, provided the student's required travel time does not exceed one period. This provision does not
apply to the Jack E. Singley Academy.
Students Moving Within the District in the Second Semester
If a family moves within the district during the second semester, the student is not required to
withdraw from their current campus. The student may be placed on a transfer until the end of the
school year to allow the child to remain on the same campus. If the parent requests to withdraw their
child, they will be permitted to do so. Campus administrators should encourage families to complete
the school year at the student’s current campus. This does not apply to students who have moved
outside of Irving ISD boundaries.
A Note Regarding In-District Transfers for 2015-2016
Students currently attending a district school based on a transfer will continue to be granted that
opportunity until the completion of their educational track as long as they continue in good standing
under the district guidelines for student transfers. Any parent desiring for additional siblings of the
transfer student to be allowed to attend that same campus will have to follow the regular application
process. The acceptance of any new transfers will be determined by the ability of the receiving
campus to accept new transfers based on district-assigned teaching units and enrollment capacity. If a
new transfer is not approved due to the above mentioned stipulations a decision will have to be made
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by the parent/guardian to keep the returning transfer student on that campus or place him/her back in
the campus of his/her attendance zone.
TRANSPORTATION (All Grade Levels)
School-Sponsored Trips
Students who participate in school-sponsored trips are required to use transportation provided by the
school to and from the event. As approved by the principal, a coach or sponsor of an extracurricular
activity may establish procedures related to making an exception to this requirement when a parent
requests that the student be released to the parent or to another adult designated by the parent.
Buses and Other School Vehicles
The district makes school bus transportation available to all students living two or more miles from
school. This service is provided at no cost to students.
Bus routes and stops will be designated annually, and any subsequent changes will be posted at the
school and on the district’s website. For the safety of the operator of the vehicle and all passengers,
students must board buses or other vehicles only at authorized stops, and drivers must unload
passengers only at authorized stops.
A parent may also designate a child-care facility or grandparent’s residence as the regular pickup and
drop-off location for his or her child. The designated facility or residence must be on an approved stop
on an approved route. For information on bus routes and stops or to designate an alternate pickup or
drop-off location, you may contact Don Sturdivant, Security and Transportation Manager at (972)
600-5109.
A parent may also designate a child-care facility or grandparent’s residence as the regular pickup and
drop-off location for his or her child. The designated facility or residence must be on an approved stop
on an approved route. For information on bus routes and stops please refer to the Irvingisd.net website
student/parent section or contact Dallas County Schools Irving Bus Lot @ 972-313-4628. For any
additional information regarding bus service please contact Don Sturdivant, Security and
Transportation Manager at (972)-600-5140.
[See the Student Code of Conduct for provisions regarding transportation to the DAEP.]
Students are expected to assist district staff in ensuring that buses and other district vehicles remain in
good condition and that transportation is provided safely. When riding in district vehicles, including
buses, students are held to behavioral standards established in this handbook and the Student Code of
Conduct. Students must:

Follow the driver’s directions at all times.

Enter and leave the vehicle in an orderly manner at the designated stop.
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Keep feet, books, instrument cases, and other objects out of the aisle.

Not deface the vehicle or its equipment.

Not put head, hands, arms, or legs out of the window, hold any object out of the window, or
throw objects within or out of the vehicle.
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
Not possess or use any form of tobacco on any district vehicle.

Observe all usual classroom rules.
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Be seated while the vehicle is moving.
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Fasten their seat belts, if available.

Wait for the driver’s signal upon leaving the vehicle and before crossing in front of the vehicle.

Follow any other rules established by the operator of the vehicle.
Misconduct will be punished in accordance with the Student Code of Conduct; the privilege to ride in
a district vehicle, including a school bus, may be suspended or revoked.
VANDALISM (All Grade Levels)
The taxpayers of the community have made a sustained financial commitment for the construction and
upkeep of school facilities. To ensure that school facilities can serve those for whom they are
intended—both this year and for years to come—littering, defacing, or damaging school property is
not tolerated. Students will be required to pay for damages they cause and will be subject to criminal
proceedings as well as disciplinary consequences in accordance with the Student Code of Conduct.
VIDEO CAMERAS (All Grade Levels)
For safety purposes, video and audio recording equipment is used to monitor student behavior,
including 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 recordings routinely and document student
misconduct. Discipline will be in accordance with the Student Code of Conduct.
VISITORS TO THE SCHOOL (All Grade Levels)
General Visitors
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 main office and must
comply with all applicable district policies and procedures. When arriving on campus, all parents and
other visitors must show appropriate identification such as a driver’s license or state ID. They will be
issued a visitor’s badge which must be worn at all times while at the school. No one will be permitted
to enter the building without a visitor’s ID badge.
Visits to individual classrooms during instructional time are permitted only with approval of the
principal and teacher and only so long as their duration or frequency does not interfere with the
delivery of instruction or disrupt the normal school environment. Even if the visit is approved prior to
the visitor’s arrival, the individual must check in at the main office first.
All visitors are expected to demonstrate the highest standards of courtesy and conduct; disruptive
behavior will not be permitted.
Visitors Participating in Special Programs for Students
On September 22, 2015 from 6:00 p.m. – 8:00 p.m., the district invites representatives from colleges
and universities and other higher education institutions, prospective employers, and military recruiters
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to present information to interested students and Irving ISD’s Annual College Night. The event is
held at Jack E. Singley Academy.
VOLUNTEERS (All Grade Levels)
We appreciate so much the efforts of parent and grandparent volunteers that are willing to serve our
district and students. If you are interested in volunteering, please contact Jose Villasenor at (972) 6005025 for more information and to complete an application or go to
http://iisd.schoolwires.net/Page/2061.
VOTER REGISTRATION (Secondary Grade Levels Only)
A student who is eligible to vote in any local, state, or federal election may obtain a voter registration
application at the main campus office.
WITHDRAWING FROM SCHOOL (All Grade Levels)
A student under 18 may be withdrawn from school only by a parent. The school requests notice from
the parent at least three days in advance so that records and documents may be prepared. The parent
may obtain a withdrawal form from the principal’s office.
On the student’s last day, the withdrawal form must be presented to each teacher for current grade
averages and book and equipment clearance; to the librarian to ensure a clear library record; to the
clinic for health records; to the school counselor for the last report card and course clearance; and
finally, to the principal. A copy of the withdrawal form will be given to the student, and a copy will be
placed in the student’s permanent record.
A student who is 18 or older, who is married, or who has been declared by a court to be an
emancipated minor may withdraw without parental signature.
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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-Aspire refers to an assessment that took the place of ACT-Plan and is designed as a preparatory
and readiness assessment for the ACT. This is usually taken by students in grade 10.
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 responsible for reviewing a student’s absences when the student’s
attendance drops below 90 percent, or in some cases 75 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 student needs to complete certain conditions to master
the course and regain credit or a final grade 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 are required for graduation. These exams will
be given in English I, English II, Algebra I, Biology, 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 student’s 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 statement of the student’s 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 student’s progress will be measured and how the parents will be kept
informed; accommodations for state or district wide tests; whether successful completion of statemandated assessments is required for graduation, etc.
ISS refers to in-school suspension, a disciplinary technique for misconduct found in the Student Code
of Conduct. Although different from out-of-school suspension and placement in a DAEP, ISS removes
the student from the regular classroom.
NCLB Act is the federal No Child Left Behind Act of 2001.
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PGP stands for Personal Graduation Plan, which is required for high school students beginning with
ninth graders in the 2014–15 school year, and for any student in middle school 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.
PSAT is the preparatory and readiness assessment for the SAT.
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 district’s health education instruction, along
with providing assistance with other student and employee wellness issues.
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 determined 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 state’s system of standardized
academic achievement assessments, effective beginning with certain students for the 2011–2012
school year.
STAAR-A is an accommodated version of the STAAR that is available for certain students who
receive special education services or students who have been identified as dyslexic.
STAAR Alternate 2 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 student’s 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.
Successful performance sometimes is a condition of promotion, and passing the STAAR EOC
assessments 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 a classroom, campus, or district vehicle. 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-ofschool suspension and for expulsion. The Student Code of Conduct also addresses notice to the parent
regarding a student’s violation of one of its provisions.
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 kindergarten–grade 12.
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TSI assessment is the Texas Success Initiative assessment designed to measure the reading,
mathematics, and writing skills that entering college-level freshmen students should have if they are to
be successful in undergraduate programs in Texas public colleges and universities.
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.
APPENDIX I:
Freedom From Bullying Policy
Note that school board policies may be revised at any time. For legal context and the most current copy of the local policy, visit http://pol.tasb.org/home/index/367. Below is the text of Irving ISD’s policy FFI(LOCAL) as of the date that this handbook was finalized for this school year. STUDENT WELFARE: FREEDOM FROM BULLYING
FFI(LOCAL)
Adopted on 07-27-2015.
The District prohibits bullying as defined by this policy. Retaliation against anyone involved in the
complaint process is a violation of District policy and is prohibited.
Bullying occurs when a student or group of students engages in written or verbal expression,
expression through electronic means, or physical conduct that occurs on school property, at a schoolsponsored or school-related activity, or in a vehicle operated by the District and that:0)
Has the effect or will have the effect of physically harming a student, damaging a student’s property,
or placing a student in reasonable fear of harm to the student’s person or of damage to the
student’s property; or
Is sufficiently severe, persistent, and pervasive enough that the action or threat creates an
intimidating, threatening, or abusive educational environment for a student.
This conduct is considered bullying if it:0.
Exploits an imbalance of power between the student perpetrator and the student victim through
written or verbal expression or physical conduct; and
Interferes with a student’s education or substantially disrupts the operation of a school.
Bullying of a student may include hazing, threats, taunting, teasing, confinement, assault, demands
for money, destruction of property, theft of valued possessions, name-calling, rumor spreading, or
ostracism.
The District prohibits retaliation by a student or District employee against any person who in good
faith makes a report of bullying, serves as a witness, or participates in an investigation.
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Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of
property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not
include petty slights or annoyances.
A student who intentionally makes a false claim, offers false statements, or refuses to cooperate with
a District investigation regarding bullying shall be subject to appropriate disciplinary action.
Reports of bullying shall be made as soon as possible after the alleged act or knowledge of the
alleged act. A failure to immediately report may impair the District’s ability to investigate and address
the prohibited conduct.
To obtain assistance and intervention, any student who believes that he or she has experienced
bullying or believes that another student has experienced bullying should immediately report the
alleged acts to a teacher, counselor, principal, or other District employee.
Any District employee who suspects or receives notice that a student or group of students has or
may have experienced bullying shall immediately notify the principal or designee.
A report may be made orally or in writing. The principal or designee shall reduce any oral reports to
written form.
The principal or designee shall determine whether the allegations in the report, if proven, would
constitute prohibited conduct as defined by policy FFH, including dating violence and harassment or
discrimination on the basis of race, color, religion, gender, national origin, or disability. If so, the
District shall proceed under policy FFH. If the allegations could constitute both prohibited conduct
and bullying, the investigation under FFH shall include a determination on each type of conduct.
The principal or designee shall conduct an appropriate investigation based on the allegations in the
report. The principal or designee shall promptly take interim action calculated to prevent bullying
during the course of an investigation, if appropriate.
Absent extenuating circumstances, the investigation should be completed within ten District business
days from the date of the initial report alleging bullying; however, the principal or designee shall take
additional time if necessary to complete a thorough investigation.
The principal or designee shall prepare a final, written report of the investigation. The report shall
include a determination of whether bullying occurred, and if so, whether the victim used reasonable
self-defense. A copy of the report shall be sent to the Superintendent or designee.
If an incident of bullying is confirmed, the principal or designee shall promptly notify the parents of the
victim and of the student who engaged in bullying.
If the results of an investigation indicate that bullying occurred, the District shall promptly respond by
taking appropriate disciplinary action in accordance with the District’s Student Code of Conduct and
may take corrective action reasonably calculated to address the conduct.
A student who is a victim of bullying and who used reasonable self-defense in response to the
bullying shall not be subject to disciplinary action.
The discipline of a student with a disability is subject to applicable state and federal law in addition to
the Student Code of Conduct.
Examples of corrective action may include a training program for the individuals involved in the
complaint, a comprehensive education program for the school community, follow-up inquiries to
determine if any new incidents or any instances of retaliation have occurred, involving parents and
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students in efforts to identify problems and improve the school climate, increasing staff monitoring of
areas where bullying has occurred, and reaffirming the District’s policy against bullying.
The principal or designee shall refer to FDB for transfer provisions.
The principal or designee shall notify the victim, the student who engaged in bullying, and any
students who witnessed the bullying of available counseling options.
If the investigation reveals improper conduct that did not rise to the level of prohibited conduct or
bullying, the District may take action in accordance with the Student Code of Conduct or any other
appropriate corrective action.
To the greatest extent possible, the District shall respect the privacy of the complainant, persons
against whom a report is filed, and witnesses. Limited disclosures may be necessary in order to
conduct a thorough investigation.
A student who is dissatisfied with the outcome of the investigation may appeal through FNG(LOCAL),
beginning at the appropriate level.
Retention of records shall be in accordance with CPC(LOCAL).
The District shall provide training to all campus staff that will include preventing, identifying,
responding to, and reporting incidents of bullying.
This policy and any accompanying procedures shall be distributed annually in the employee and
student handbooks. Copies of the policy and procedures shall be posted on the District’s Web site,
to the extent practicable, and shall be readily available at each campus and the District’s
administrative offices.
APPENDIX II:
Acknowledgment Form—Amendment
Note to handbook developer: You might keep this form on hand throughout the school year to assist in
documenting communication of Student Handbook amendments made during the year.
My child and I have received a copy of the Irving ISD Student Handbook dated
____________________.
Printed name of student:
________________________
Signature of student:
________________________
Signature of parent:
________________________
Date:
________________________
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2015
2016
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District Holidays
(all schools and district offices closed)
July 4
September 7
Nov. 25 - 27
Dec. 21 - Jan. 1
Jan. 18
March 7 - 11
March 25
May 30
Independence Day
Labor Day
Thanksgiving Break
Christmas Break
MLK Day
Spring Break
Good Friday
Memorial Day
October 12
Nov. 23 - 24
Jan. 19
Feb. 15
May 27
Teacher PD Exchange Day
Teacher PD Exchange Day
Teacher Prof. Development
Bad Weather Make-Up Day*
Bad Weather Make-Up Day*
*If needed.
First Day of School
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June 2
Legend
Holiday
Prof. Development/Student Holiday
Teacher Workday
PD Exchange Day/Student Holiday
LEARN2INSPIRE Teacher Summer Institute
New Teacher Academy
Bad Weather Day if Needed
Begin/End Grading Period
Early Release - Grades K-12
Early Release - Grades 6-12
Alternative Bad Weather Day if Needed
(June 3 used 1st, May 30 used 2nd)
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Last Day of School
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Graduation
December
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Other Student Holidays
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Approved by the Board of Trustees on December 15, 2014.
Approved Alternative Bad Weather Make-up Days by the Board of Trustees on May 18, 2015.
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Administration Building 972-600-5000 Facilities Service Center
Physical: 2621 W. Airport Fwy., Irving 75062
Fine Arts Mailing: PO Box 152637, Irving 75015
Food & Nutrition Services Gifted & Talented/AP Health Services ADMINISTRATIVE
Human Resources DEPARTMENTS
Irving Schools Foundation
Administrative Annex
972-600-6135 Language Testing Center Athletics 972-600-5215 Parent & Student Engagement
Bus Transportation
972-313-4628 Parent & Student Services Business Office 972-600-5420 Partners In Education
Campus Operations
972-600-5023 Planning/Research Career & Tech. Education
972-600-5251 Professional Development
Communications
972-600-5200 Purchasing
Div. of Elem. & Sec. Schools
972-600-5032 Records Office
972-600-5100
972-600-5088
972-600-6900
972-600-5262
972-600-5205
972-600-5225
972-600-5018
972-600-6115
972-600-6130
972-600-5025
972-600-5017
972-600-5085
972-600-5080
972-600-5440
972-600-5247
Risk Management
Security
Special Education
Tax Office
Technology World Languages SCHOOL HOURS
Prekindergarten, A.M.
Prekindergarten, P.M.
Elementary Schools
Middle Schools
High Schools
Singley Academy
Good Elementary School
Johnson Middle School
1200 E. Union Bower 75061
Cardwell Career Preparatory Center 3601 W. Pioneer 75061
972-600-3300
972-600-0500
101 E. Union Bower 75061
972-600-6140
Lamar Middle School
John Haley Elementary School
219 Crandall 75060
1100 Schulze 75060
Irving High School
972-600-4400
972-600-6600
900 O’Connor 75061
972-600-6300
Travis Middle School
Thomas Haley Elementary School
1600 Finley 75062
MacArthur High School
3601 Cheyenne 75062
972-600-0100
3700 N. MacArthur 75062
972-600-7000
972-600-7200
Hanes Elementary School
ELEMENTARY SCHOOL
Nimitz High School 2730 Cheyenne 75062
Barton
Elementary
School
100 W. Oakdale 75060
972-600-3600
2931
Conflans
75061
972-600-5700
972-600-4100
Johnston Elementary School
Singley Academy
Brandenburg Elementary School 2801 Rutgers 75062
4601 N. MacArthur 75038
972-600-7700
2800 Hillcrest 75062
972-600-5300
972-600-7100
Keyes Elementary School
1501 N. Britain 75061
Britain Elementary School
972-600-3400
631 Edmondson 75060
972-600-3800
MIDDLE SCHOOL
Lee Elementary School
Austin Middle School
Brown Elementary School
1600 Carlisle 75062
825 E. Union Bower 75061
2501 W. Tenth 75060
972-600-7800
972-600-3100
972-600-4000
Lively Elementary School
Bowie Middle School
Davis Elementary School
1800 Plymouth 75061
600 E. Sixth 75060
310 Davis 75061
972-600-6700
972-600-3000
972-600-4900
Schulze Elementary School
Crockett Middle School
Elliott Elementary School
1200 S. Irving Heights 75060
2431 Hancock 75061
1900 S. Story 75060
972-600-3500
972-600-4700
972-600-4300
HIGH SCHOOL
de Zavala Middle School
707 W. Pioneer 75061
972-600-6000
Houston Middle School
3033 W. Country Club 75038
972-600-7500
972-600-5418
972-600-5134
972-600-5070
972-600-5450
972-600-5250
972-600-5055
Farine Elementary School
615 Metker 75062
972-600-7900
Stipes Elementary School
3100 Cross Timbers 75060
972-600-4500
Gilbert Elementary School
1501 E. Pioneer 75061
972-600-0400
Townley Elementary School
1030 Vilbig 75060
972-600-6800
7:45 a.m. - 10:45 a.m.
12:00 p.m. - 3:00 p.m.
7:45 a.m. - 2:45 p.m.
8:15 a.m. - 3:45 p.m.
8:45 a.m. - 4:15 p.m.
7:45 a.m. - 3:05 p.m.
Townsell Elementary School
3700 Pleasant Run 75038
972-600-5500
EARLY CHILDHOOD SCHOOL
Clifton Early Childhood School
3950 Pleasant Run 75038
972-600-4200
Kinkeade Early Childhood School
2333 Cameron Place 75060
972-600-6500
Pierce Early Childhood School
901 Britain 75061
972-600-3700
ADDITIONAL FACILITIES
Irving Schools Stadium
700 E. Sixth St. 75060
972-600-5214
Ratteree Career Development Center
2121 S. MacArthur 75060
972-600-4800
Secondary Reassignment Center
1600 E. Shady Grove 75060
972-600-3900
Special Education Annex
3207 W. Pioneer 75061
972-600-4600
Wheeler Transitional
& Development Center
1600 E. Shady Grove 75060
972-600-3750
School Closures
When weather conditions prevent the opening of schools, all
IISD parents and staff will be notified by SchoolMessenger
phone notification service. Information will also be provided
on the IISD website, IISD Channel 15.5 & 98 on Time Warner
Cable, Verizon FiOS Channel 33, and DFW radio and
television stations.
Security/After-Hours Emergency 972-600-5134
@IrvingISD
Search
Irving Independent
School District
Search
@IRVINGISD
http://www.irvingisd.net/Page/1
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