Houston Independent School District · Special Education M. Johnson K. Fletcher, ... Andrea 322...

Strengthen the Knowledge! Strengthen the Character! Strengthen the Future!

Houston Independent School District __________________________________________________________________________________________________

Alexander Hamilton Middle School

Campus Handbook 2013-2014

“Destined for Greatness”

Wendy Hampton, M.S. Ed. Principal

Terry B. Grier, Ed. D. Michael Cardona, M.S. Ed. Superintendant of Schools, HISD Chief Middle Schools Officer

Debbie Crowe, M.S. Ed.

Middle School Improvement Officer

Employees of the District shall not discriminate on the basis of or engage in harassment motivated by age, race, color, ancestry, national origin, sex,

handicap or disability, marital status, religion, veteran status, political affiliation, sexual orientation, gender identity, and/or gender expression. A

substantiated charge of harassment against a student or employee shall result in disciplinary action.

2 Strengthen the Knowledge! Strengthen the Character! Strengthen the Future!

Houston Independent School District __________________________________________________________________________________________________


Campus Handbook 2013-2014

*Please note that all staff and members are expected

to follow HISD Board Policies in addition to the policies in the Alexander Hamilton Middle School Teacher

Handbook. These policies can be found at http://www.tasb.org/policy/pol/private/101912

http://www.tasb.org/policy/pol/private/101912


Table of Contents Content Page(s)

Accommodations, Modifications 42-43

Administration 8, 9, 10

AESOP (substitute request) 60

Agendas 51

Announcements 32

Appraisals 73-74

Attendance 59-60

Bell Schedule 70

Calendar (HISD) 69

Cell Phones 32

CIS, CPS 53

Clinic/Nurse 52

Coaching Staff 19

Copies 34

Discipline 52-53

Dress Code 36, 49-51

Early Dismissal 71

ESL/LEP 44

Faculty Meetings 71

Financial Procedures 32,33

Grading Policies, Cycles 55-57

GT Certification 46

Email 32

Emergency Numbers, Procedures 21-30

Facilities Reservations 34,35

ID Badges 36, 52

Instruction 39-47

Inventory 33,34,37

Lesson Plans 39-41

Maintenance 35

Mission/ Vision 5

Paraprofessional Staff 17

Passport 52

PGP 62

PLC 47

Professionalism 35,36

RTI/IAT 64-67

Safety, Security 21-30

SDMC 18, 71

Staff 8,15,16, 17

Student Supervision 32

TALE 41,51

Teacher Leadership 11,12

Teaching Assignments 13,14

Technology Inventory 37

Textbooks 33

Visitors 21


Section A

Mission and

Vision


The Mission/Vision of

Alexander Hamilton Middle School is

Strengthen the Knowledge!

Strengthen the Character!

Strengthen the Future!

The Motto of

Alexander Hamilton Middle School is

Excellence doesn’t just happen.

It is a decision you make every day!


“It’s Up To Me” by Haim Ginott

I’ve come to the frightening conclusion that I

am the decisive element in the classroom. It’s

my daily mood that makes the weather. As a

teacher, I possess a tremendous power to make

a child’s life miserable or joyous. I can be a

tool of torture or an instrument of inspiration. I

can humiliate or humor, hurt or heal. In all

situations, it is my response that decides

whether a crisis will be escalated or de-

escalated and a child humanized or de-

humanized.


Section B

Staffing


Administrative Staff

Principal Wendy Hampton Room 212

Secretary-Juanita Sada

Clerk- Angela Vicencio

Dean of Instruction Rose Myers Room 210

Clerk-Jose Sada

Testing Coordinator Kevin Clark Room 207

6th Grade Deans Christy Coats

Beth Garcia Room 316

Clerk-Linda Rodriguez

7th Grade Deans Kevin Clark Room 207

Kimberly Fletcher

Clerk-Cassie Campuzano

8th Grade Deans Sean McEnerney Room 107

Darlene Thomas

Clerk-Elsa DeLeon

Vanguard Coordinator Donyelle Mitchell-Robinson Room 216

Clerk- Vanessa Benitez

Special Education Montre’ Johnson Room 100

Clerk-TBD


Administration

Wendy Hampton

Principal Athletics

Audits

Budget

Master Schedule/Bell Schedule

SDMC

Communities in Schools

Student and Faculty Handbook

Attendance/DRIP

Campus Improvement Plan

Rose Myers

Dean of Instruction

Christy Coats

6th Grade Dean Elizabeth Garcia

6th Grade Dean Kevin Clark

7th Grade Dean

Kimberly Fletcher

7th Grade Dean

Sean McEnerney

8th Grade Dean

Darlene Thomas

8th Grade Dean

ARDS Math

Department

Professional Development

Common

Assessments ISS

NJHS

Field Trip Approvals

PGP’s

Summer Bridge Program

UIL Academics

FLEX Intervention

Other duties as

assigned

ARDS English

Department

6th grade scheduling

6th grade

discipline ESL/LEP

LPAC

Reading Smart Peer

Leadership

6th Grade Orientation

Other duties

as assigned

ARDS

Reading Department

6th Grade

Scheduling 6th grade

discipline

Celebrations

Parent Center

VIPS

Facebook/ Twitter

Other duties

as assigned

ARDS Social Studies

Department 7th grade

scheduling

7th grade discipline

Discipline

Audits Testing

Coordinator

Title I Other duties as

assigned

ARDS

Special Ed. Department

7th grade

scheduling 7th grade

discipline

504

Dyslexia

IAT Lead

Textbooks Other duties

as assigned

ARDS Science


scheduling


Robotics

Competition C-STEM

Competition

FMO/ Custodians

Detention

Inventory Other duties as

assigned

ARDS P.E.


scheduling


Language!

Safety and Security

Keys

Other duties as assigned


Wendy Hampton

Principal Athletics

Audits

Budget

Master Schedule/Bell Schedule

SDMC

Communities in Schools

Student and Faculty Handbook

Attendance/DRIP

Campus Improvement Plan

Donyelle Robinson

Magnet Coordinator Montre' Johnson

Special Ed. Chair ALL

Magnet Recruiting

PreAP

GT TPSP

Duke Tip

Springboard Implementation

Transportation

Other duties as assigned

Accommodations ARDS

Sp. Ed. Teaching

Assignments Other duties as

assigned

Recruiting Game Coverage

Morning, afternoon

and lunch duty Lockers

Back up Nurse

Student intervention assistance

Monitoring failure

rates Student data

tracking

implementation Lesson plans

Other duties as

assigned


Alexander Hamilton Middle School 2013-2014 Leadership Team

Content Department Chair Administrators/Deans Reading C. Hahn E. Garcia, W. Hampton

English J. Sutherland C. Coats, W. Hampton

Mathematics D. Gillespie R. Myers, W. Hampton

Science A. Holley S. McEnerney, W. Hampton

Social Studies/History S. Mayo K. Clark , W. Hampton

Electives N. Price D. Thomas, W. Hampton

Physical Education L. Robins D. Thomas, W. Hampton

Special Education M. Johnson K. Fletcher, W. Hampton


Teacher Leadership Team Responsibilities 2013-2014

Each member of the teacher leadership team is responsible for attending the school-wide leadership

team meetings every Tuesday morning at 7:30 in room 207. Attendance is required. The meetings are also open

to any staff member. The focus of these meetings is to communicate instructional matters, clarify school and

district initiatives, and to plan for school-wide instructional improvement. It is the responsibility of the

leadership team member, in collaboration with their dean, to establish norms and expectations for their

respective team or department. A conference or contact with your dean is required weekly to establish agendas,

discuss goals, and concerns of the team or department.

Department Chairs are responsible for facilitating department meetings during common department

time. Learning is the focus for department meetings. Agendas may include: Sharing of High-Yield

instructional strategies, creating and or reviewing common assessments, lesson design/planning, data analysis,

coordinating district and school initiatives, reviewing student work samples, planning interventions and

acceleration, pacing guides or other information required by the dean or administrators. The information shared

in leadership meetings will also be echoed as it applies to the department. Agendas, minutes and sign-in sheets

are required documentation. It is the responsibility of the department chair to maintain a record for all

department meetings and share the minutes with the department. A notebook containing agendas, minutes, and

sign in sheets will be reviewed by deans a minimum of each semester and collected at the end of the year.



2013-2014 Teaching Assignments

Subject 6th

Grade

Math B. Matherne

J. Vogt

A. Benn

Reading D. Andazola

S. Martin

P. Guidry

English A. McDaniel

M. Trendell

ESL/Dyslexia A. Valentine

Science M. Law

T. Thompson

B. Nelson-Loving

G. Kansas

Social Studies M. Turner

E. Marek

Deans C. Coats/ B. Garcia

Subject 7th

Grade

Math K. Spain

N. Spencer

J. De Stefano

Reading

L. Kurtas

R. Goodman

E. Alderete

Z. Cummings

English K. Perez

E. Alderete

J. Spriggs

Science J. Jimenez

N. Sadler-McEnerney

C. Callegari

Social Studies J. Castillo

R. Ochoa

Deans K. Clark and K. Fletcher

*Denotes Department Chair



2013-14 Teaching Assignments Subject 8

th Grade Neighborhood/ Vanguard

Math S. Asbell

D. Gillespie*

A. Ortegon

Reading C. Hahn*

D. Rodriguez

English F. Brooks

W. Molcilio

J. Sutherland*

Science A. Holley*

A. Johanningmeier

Social Studies C. Lira

S. Mayo*

S. Seale

Deans S. McEnerney, D. Thomas

Subject/Electives Teacher

Art B. Phillips

Band J. McLean

Choir C. Lambeth

Computer Power J. Palladino

Theater Arts D. Heck

Gym-Boys G. Kansas, G. Roberts,

L. Robins*

Gym-Girls M. Guest, S. Malkowski

Habitat/Media/Yearbook B. Sonnier

Karate J. Holmes

Odyssey of the Mind W. Molcilio

Peer Leadership J. Hawkins

Principles of Information Technology N. Price*

Reading Elective Z. Cummings

Robotics P. Laforet

Spanish A. Martinez

Speech and Debate J. Spriggs

BSC J. Foster

Life Skills S. Durham

Math Resource A. Mollet

Reading/English Resource E. Kline

Support Teachers L. Couch, Cordova

Teaching Assistants Bell, Miner, Ruthven, Sellers

Special Education Chair M. Johnson*


Teachers Rm. # Teachers Rm. # Clerks Rm. #

1. Alderete, Erica 229 Roberts, Gary GYM 1. Benitez, Vanessa 216

Andazola, Dorothy 324 Robins, Lamont GYM Brooks, Michael 215

Asbell, Shale 110 Rodriguez, David 124 Campuzano, Cassandra 207

Benn, Amber 302 Sadler, Nicole 202 Charles, Carlos 208

McDaniel, Andrea 322 Seale, Stephen 129 DeLeon, Elsa 107

Brooks, Franchelle 127 Sonnier, Brian W-2 Flores, Nereida 210

Callegari, Cedric 114 Spain, Kamie 218 Gomez, Aurora Reception

Castillo, Jose 221 Spencer, Nassrin 227 Mejia, Laura 212

Cordova, Jason 102 Spriggs, James 220 Mendez, Ray 200

Couch, Lisa 102 Sutherland, Justin 108 Rodriguez, Linda 316

Cummings, Zachary 204 Thompson, Tim 314 Sada, Christian 212

DeStefano, James 226 Trendell, Maggie 321 Sada, Jose 216

Durham, Susan 118/120 Turner, Michael 308 Sada, Juanita Prin Off

Law, Michelle 320 Valentine, Barbara 323 Vicencio, Angela Prin Off

Foster, Joseph 111 63. Vogt, Justin 306 15. Vicencio, Mayra 208

Gillespie, Diane E-6 Administrator Rm. # Hourly Rm. #

Goodman, Reba 224 1. Hampton, Wendy Prin Off 1. De Leon, Jorge 212

Guest, Megan GYM Clark, Kevin 207

Guidry, Pamela 312 Coats, Christy 316

Hahn, Catherine 128 Fletcher, Kimberly 207

Hawkins, Jayna 104 Garcia, Elizabeth 316 Faculty and Staff 2013-2014

Heck, David 130 McEnerney, Sean 107

Holley, Andrew 116 Myers, Rose 210

Holmes, Jason N-3 8. Thomas, Darlene 107

Jimenez, Juan E-1 Other Rm. #

Johanningmeier, Allen E-2 1. Colenberg, Valerie Library

Kansas, Gary E-4/GYM Flores, Natalie-CIS Library

Kline, Erin 106 Johnson, Montre' 102

Kurtas, Lucinda 230 Robinson, Donyelle 216

Laforet, Paul T616 5. Webster, Joycelyn Clinic

Lambeth, Chris (Choir) 130/W-1 Teacher Assistants Rm. #

Lambeth Chris (ISS) 115 1. Bell, Deborah-SP ED 102

Lira, Craig 112 Holliday, Rosalinda-LEP 207

Malkowski, Sharon GYM Miner, Martha-SP ED 118

Marek, Edward 304 Ruthven, John SP ED 102

Martin, Sadie 310 Sellers, Latrisia-SP ED 102

Martinez, Alec 119 TA by Spe Ed 102

Matherne, Barry 326 7. Vacancy 102

Mayo, Sharon 126 Custodians Rm. #

McLean, Justin W-1 1. Aguilar, Maria Cust. Rm

Molcilio, Wendy E-5 Aldana, Maria Cust. Rm

Mollet, Amanda 125 Lucio, Moses LockUp

Nelson, Becky 314 Martinez, Narcedelia Cust. Rm

Ochoa, Rose 222 Ontiveros, Esmeralda Cust. Rm

Ortegon, Amanda E-3 Perez, Arturo Cust. Rm

Palladino, Joseph 328 Rodriguez, Alicia Cust. Rm

Perez, Karen 206 8. Sorto, Jose Cust. Rm

Phillips, Bridgette 307

48. Price, Natalie 232


Support Staff

Cafeteria Manager Cafeteria

CIS Natalie Flores Library Conf. Room

Librarian Valerie Colenburg Library

Nurse Joycelyn Webster Room 214

Police Officer Clyde Derry Room 300

Plant Operator Jose Sorto Custodian Office


Paraprofessional Staff

Principal’s Secretary Juanita Sada Room 212

Administrative Assistant

Payroll/Sub Clerk Angela Vicencio Room 212

Grade Level Clerks Linda Rodriguez (6th) Room 316

Elsa DeLeon (8th) Room 107

Bus duty-PM Vanessa Benitez (VG) Room 216

Bus duty -AM Jose Sada Room 212/216

Cassandra Campuzano (7th) Room 207

Receptionist Aurora Gomez Front Entry

Clerk/Lunch Applications Elsa DeLeon Room 107

Attendance Clerk Christian Sada Room 212

SIMS Clerk, Mayra Vicencio Room 208

Badges

Registrar Carlos Charles Room 208

Finance Clerk, Nereida Flores Room 210

Technology Specialist Michael Brooks Room 215,230

Copy Clerks Ray Mendez , Room 200

Jorge DeLeon


Shared Decision Making Committee Members


2012-13

Principal: Wendy Hampton

Name

Last First

SDMC

Position

Year(s) on

SDMC Wendy Hampton Principal School-Based Staff

Vacancy School-Based Staff

Christy Coats School-Based Staff 1

Vacancy School-Based Staff

Vacancy Non-Instructional Staff

Vacancy Teacher

Vacancy Teacher

Vacancy Teacher

Hahn, Catherine Teacher 1

Kansas, Gary Teacher 1

Martinez, Alec Teacher 1

Phillips, Bridgette Teacher 1

Rodriguez, David Teacher 1

Sonnier, Brian Teacher 1

Valentine, Barbara Teacher 1

Vacancy Community Member

Vacancy Community Member

Lupe Rodriguez Parent (PTO)

Sylvia Cashman Parent

Malissa Prieto Parent


2013-2014 Coaching Staff

Fall Sports (U.I.L)

Football

8th Grade: Roberts, Kansas

7th Grade: DeStefano, Sutherland

Volleyball

8th

Grade: Hawkins

7th Grade: Sadler

Cross Country

7th & 8

th Grade boys: Robins

7th & 8

th Grade girls: Guest

Cheerleading: Benn

Spring sports (U.I.L)

Basketball

8th Grade boys: Roberts

7th Grade boys: Kansas

8th Grade girls: Hawkins

7th

Grade girls: Price

Soccer

7th & 8

th Grade Boys: Malkowski

7th & 8

th Grade Girls: Cordova

Track

7th & 8

th Grade boys: Robins

7th & 8

th Grade girls: Hawkins

Swimming: Kansas


Section C

Safety and

Security PR-1


Emergency Numbers

Houston ISD Police

Emergency 911

Non-emergency 713-892-7777

Fire/Ambulance 911

Poison Control 1-800-222-1222

Inclement Weather Hotline 713-267-1704

Child Protective Services (CPS) 1-800-252-5400

SAFETY REQUIREMENTS LOCAL (DH)

All employees shall adhere to District safety rules and regulations and shall report unsafe conditions or

practices to the appropriate supervisor.

Visitor Policy

All visitors are required to sign in at the front entry receptionist desk or the main office (room 212).

There are NO EXCEPTIONS to this policy.

Visitors will have their driver’s license or state ID scanned into a computer program. This program will

alert office staff if the visitor is on any of the sex offender registries. A badge will be printed by the

system with the visitor’s picture and location where they will be visiting. All visitors must wear their

badge.

If any staff members see someone unfamiliar in the building without a badge or in the wrong location,

please ask politely if you can help them. Escort them to the reception desk or main office to sign in. If

you are unable to escort them or feel uncomfortable approaching them, notify Officer Derry or an

administrator or press the panic button in the nearest classroom and ask for an administrator.

Visitors should always be wearing a visitor’s badge or an HISD employee ID badge.

Material Safety Data Sheets /MSDS

All chemicals on campus must be listed on the chemical inventory distributed by

Mrs. D. Thomas. MSDS must be on file for all of these chemicals.



Lockdown Procedures

Lockdown Signal-Over the PA system:

1. “We are going into lockdown”

2. “We are going into a shelter in place drill.” May be due to situations in the community (police

chase, environmental accidents, etc.) or due to issues in school (medical emergency, power failure,

etc.) not involving an intruder.

Procedures

1. The lockdown signal will be given over the PA system.

2. All teachers, administrators, and office staff should immediately check the hallway and get any students

in the hallway into the nearest classroom. Grade level administrators on each floor are responsible for

securing the restrooms.

3. Classroom doors should all be locked. The deans will secure the classrooms of any substitute.

4. If a situation occurs where an intruder has entered the building, everyone should move away from any

doors and windows, and the lights should be turned off.

5. In cases of a shelter in place, all blinds should be closed.

6. Mr. Sorto and Officer Derry will secure all outer doorways and gates.

7. All custodians, Cafeteria Manager, Officer Derry, Mrs. Thomas, and Ms. Webster should report to the

main office. All other administrators should be prepared to report if necessary.

8. Instructions for administrative staff, office staff, Officer Derry, and Ms. Webster will be given over the

radio. All nonessential radio communication should stop.

9. During a shelter in place, instruction should continue. Further information will be given over the PA

system.

10. An all-clear signal will be given over the PA system.

Comment [H1]: Need to clarify a couple of things on this…


Fire Drill Procedures/Guidelines

Codes (See the Emergency Preparedness Plan for more details):

1. Code Yellow: Follow lockdown procedures and wait for further instructions.

2. Code Green: Will follow a Code Yellow. Bus evacuation from campus will occur. Await further instructions.

Teachers will be asked to escort their students to the north gate on 22nd

Street. Teachers will remain with their

students during the evacuation. Teachers are required to carry their class roster with attendance information

during the evacuation.

3. Code Red: Fire Drill and other Immediate Evacuation.

Fire Drill Procedures:

1. At the sound of the fire alarm or code red, teachers will have their students line up, lock their doors, and escort

them quietly according to their fire evacuation map located near their door. Students do not need to take

materials.

2. Teachers are required by fire code to bring an attendance roster. A citation may be issued (to the teacher) by the

Fire Marshal if this is not done.

3. Once outside, teachers should take attendance. If any students are missing, raise the red fire drill sign that should

be kept with the attendance roster. This includes any students that were in the restroom at the time of the fire

alarm. An administrator will attempt to locate that student.

4. Students should remain in line and quiet during a fire drill.

5. Once the all clear bell is given and an administrator signals, teachers may escort their students back inside.

Students are not allowed to get water or go to the restroom at this time.

Fire Code Guidelines:

1. An attendance roster must be carried by the teacher during any fire drill.

2. A fire drill map should be placed next to the door.

3. Door stops are not permitted.

4. Extension cords may not be used at anytime.

5. No items may be placed on an air conditioning unit, on top of cabinets, or close to the ceiling.

6. Walls and windows cannot be completely covered with paper or posters.

7. A clear path must exist in case of an evacuation. Boxes should not be stored close to the doorway.

Inclement Weather:

1. During a tornado warning, students will be taken from classrooms on the 3rd

floor to areas that have no windows,

such as 1st and 2

nd floor hallways, room 107, room 111, room 115, room 207, and room 307. Students in E-3, E-4

E-5, and E-6 will be taken into rooms E-1 and E-2. Students will sit quietly. If a tornado strike is imminent,

students will be instructed to put their head down in their knees and cover their head with their hands. All

instructions will be given over the PA system or by administrators. Students in the gym will report to locker

rooms. Students in T-615 or T-616 will report to the library or auditorium.

2. During severe thunderstorms, students may be brought in from the temporary buildings and gym. Instructions

will be given by an administrator or over the PA system.

3. If severe weather occurs around dismissal, students may be held in their classrooms until it passes. Instructions

will be given over the PA system.


EMERGENCY PROCEDURES AND EVACUATION PLAN

Emergency Crisis Management Team:

Principal—Wendy Hampton: Media, Legal, and Central Offices

1. Deans—Kevin Clark and Rose Myers: Parent Communication, Evacuation Site Administrator,

Security, Assist the Principal

2. Dean --Darlene Thomas: Security, Communicate with Police and Fire Agencies, School Evacuation

Coordination

3. Deans--- Christy Coats, Beth Garcia, Kimberly Fletcher, Sean McEnerney: Security, Evacuation Site

Administrator, Student-Teacher Welfare. Assist where needed.

4. Magnet Coordinator—Donyelle Robinson: Parent Communication, Evacuation Site Administrator,

Assist the Principal

5. Campus Police Officer--Clyde Derry: Security-Safety, Assist with Evacuation, Investigation,

Communicate with Fire and Police Agencies

6. Nurse--Jocelyn Webster: Medical Services and Assessment, Assist Life Skills class

7. Plant Operator—Mr. Sorto: Campus Safety-Security, Mechanical and Maintenance Needs, Assist with

any evacuation.

8. Office Staff— Juanita Sada, Angela Vicencio: District Communication, Monitor Telephones; Christian

Sada: Monitor and Assist with Student Movement; Carlos Charles: Student Records; Jose Sada, Mayra

Vicencio, Nereida Flores: Assist with Communication, Student Records, and Student Movement.

All incidents of emergency or violence will be reported to members of the emergency team. All personnel

can be contacted at (713) 802-4725.

Office personnel will activate the fire alarm in the Main office or use the Public Address System to inform

teachers and staff of an emergency situation. The office staff will also call 911 to report any type of fire or

bomb threat.

Each member of the Emergency Management Team will fulfill their duties in an emergency

situation and assist in any other way possible.


Emergency Status Codes:

Code Yellow: Caution/Lock Doors/Standby for Information

Code Green: Bus Evacuation from Building

Code Red: Immediate Evacuation from Building

During all evacuations and drills at Hamilton Middle School, all teachers will carry a class roster or grade book

with them.

Code Yellow:

A member of the emergency management team will announce a lockdown over the public address (PA) system.

All teachers will keep students secure in the classrooms with the doors locked. Automatic bells will be turned

off, and information will be given over the public address system. All members of the Emergency Management

Team, the custodial staff, and the cafeteria manager will report to the main office. The HISD Office will be

notified at 713-556-7102, and HISD Police will be notified at 713-892-7777.

Code Green:

A “code green” may be announced over the intercom. All procedures for the “code yellow” will be followed

during the “code green”. Students and teachers will remain in their classrooms as long as possible. An

administrator will direct the teacher and students to the buses when they arrive.

All teachers and students will move to the 22nd

street gate on the north side of the campus to board the

buses.

Teachers will remain with their students until they have safely returned to the school building and an “all clear”

is announced. Each teacher will carry a class roster and/or a grade book with him or her. Notices will be posted

on the front door of the school with evacuation site directions.

Students will be evacuated to:

Primary Sites

1.Reagan High School, 413 E. 13th

St.--------713-861-5694

2.Harvard Elementary, Harvard & 9th

St.-----713-867-5210

3.Helms Elementary, 503 W. 21st

St.----------713-867-5130

4.Field Elementary, 703 E. 17th

St.------------713-867-5190

5.Crossroads Alternative, 300 W. 17th

St.----713-867-5234

6.Milroy Park, Yale & 12th

Street


Code Red:

In case of immediate danger and property evacuation, students will be escorted from the building in a safe and

orderly manner and taken by foot to a designated site. Teachers will escort students according to evacuation

routes and alternate routes when necessary. Teachers will remain with students until the principal releases them

or the “all clear” signal is given. Teachers will carry a class roster or grade book with them. Office staff

will contact the appropriate agencies and district offices. Mr. Sorto will unlock all locked gates at the first

sounding of the alarm. In the event that Mr. Sorto is not available, Mr. Lucio will unlock all locked

gates.

Foot Evacuation Sites:

1. Kroger Parking Lot, 239 W. 20th

St.----713-862-6659

2. Halbert Park (Park N/NW of School), 23rd

St. & Harvard

3. Baptist Temple, South Parking Lot, 230 W. 20th

St.---713-862-6655

4. St. Andrews Episcopal Parking Lot, 1819 Heights Blvd.---713-861-5596

5. Marmion Park (Gazebo), Heights Blvd. & 18th

St.

6. Heights Presbyterian Church, 240 W. 18th

St.---713-861-1907

7. Heights Christian Church, 1703 Heights Blvd.--713-861-0016

Wind, Flood, or Inclement Weather:

Students will be released from the attendance office/main office to parents who come early to get them. At

dismissal time, all students will remain in their own classes until the principal gives other directions. Students

will be directed to sit in areas away from windows or other possible hazards during a wind or thunder and

lightning storm.

During a tornado warning, all students in the main building, the gym, and the cafeteria will shelter on the first

and second floor hallway and in rooms with no windows or outside doors. Students will be instructed to sit

down with their backs toward the wall at least 20 feet from outside windows or doors. Students in rooms E-1

through E-6 will move into rooms E-1 and E-2. These students will follow the same instructions as the students

in the first floor hallway. If a tornado is imminent, students will be instructed to place their elbows and knees

on the floor with their hands over their head in a tucked position. This is called drop and tuck. Any

parents who arrive during an imminent strike will be invited into the building. After a tornado warning and/or

strike, the Emergency Management Team will evaluate any damage or injuries and instruct teachers and

students to either return to their classrooms or other appropriate action.

During a severe thunderstorm or flood, students and teachers in outside areas will be directed inside to more

protected areas. These outside areas include the gym and field areas as well as the temporary buildings.

First Aid:

All teachers will be issued first aid kits. AED’s are located on all floors and the cafeteria. An emergency cart is

kept in the clinic.


Staff CPR Certified: (update required)

Hampton Coats Clark Derry Fletcher

Garcia Guest Johnson Kansas Malkowski

McEnerney Myers Robins Roberts Thomas

Webster

Fire Extinguisher Locations:

First Floor: Library, Room 111, Custodial Room, Room 114, Room 116, Room 122, Room 125, Room 126

Second Floor: Principal’s Office (PA Room), Room 212, Room 210, Room 215, Room 217, Room 224, Room

230, Main Hall West near Room 207, Main Hall Central outside Main Office, Main Hall East near Room 221

Third Floor: Main Hall East Across from Room 320, Main Hall West outside Room 307, Main Hall Central

across from Room314, Room 304, Room 307, Room 320, Room 326

Other Areas: T-Bldg. E1, E2, E3, E4, E5, E6

Staff Certified in Use of Fire Extinguishers: J. Sorto, D. Thomas, A. Holley, A. Cruz

Defibrillator Locations:

1. 1st Floor-Across from Room 110

2. 2nd

Floor-Across from Main Office

3. 3rd

Floor-Next to Auditorium Doors

4. Cafeteria-Next to Right Storage Room


CRISIS COMMUNICATION PROCEDURES

1. Juanita Sada/Angela Vicencio/Christian Sada will contact the appropriate agency or emergency

personnel including monitoring company, fire department, police department, or ambulance.

2. Ms. Hampton will activate the Emergency Management Team and notify the appropriate HISD Area

office.

3. An administrator will inform the teachers and students with the appropriate information at the

appropriate times.

Ambulance Loading Zone:

All ambulances will drive to the front of the school on 20th

street and will load at the main entrance of the

school. Emergency points of entry through fences include the gate at the southeast corner of the building, two

gates through the north fence along 22nd

street, the gate entering the parking lot at the southwest corner of the

building and the gate entering the parking lot on the west side at 21st street.

EMERGENCY STEPS FOR CRISIS SITUATIONS:

Fire/Explosion:

1. Fire alarm will sound.

2. Teachers will escort students from the building and follow the appropriate procedures for accounting

for classes.

3. Office staff will call Security Monitoring Company and appropriate agencies and/or 911.

4. Emergency Management Team will be activated.

5. Student and staff rosters will be secured.

6. Principal will notify area and central offices.

7. Plant operator will contact utilities as needed.

8. Communications updates will be made periodically by the administrators.

9. Emergency Management Team will fulfill individual responsibilities outlined previously.

10. Emergency Management Team will meet at the end of the day to debrief and evaluate.

Bomb Threat:

1. Office or administrator will use the “Bomb Threat Checklist Form” to keep the caller on the line as

long as possible. Another individual will signal someone else to alert them to what is occurring.

2. Other office staff or an administrator will use another phone line to alert the appropriate agencies.

3. The Emergency Management Team will be activated, and predetermined teams will search the

campus.

4. The Principal, with the input of the Emergency Management Team, will determine if the campus

needs to be evacuated. If so, a ‘Code Red’ will be announced and all procedures as stated will be

followed.

5. Members of the Emergency Management Team will fulfill their individual duties as previously

stated.

6. Teachers will evacuate and remain with their students as directed, including periodically taking role.


7. An administrator will make periodic updates as needed.

Weapons on Campus:

1. The principal will activate the Emergency Management Team and with their assistance determine the

degree of danger and a plan of action to be implemented.

2. The campus police officer will discretely, if possible, confiscate the weapon. Hand-held metal

detectors will be used as necessary.

3. Weapons reports will be filed with the appropriate law enforcement agencies by the administrators.

4. Parents of involved students will be called and the ‘Zero Tolerance Policy’ implemented.

Armed Student or Hostage:

1. The teacher will notify the principal or campus police officer as quickly as possible. Next, try to calm

the student and others. Do not approach or attempt to confiscate the weapon. Ask to evacuate the

classroom and/or area. Quietly evacuate if permitted and take class roster. If not permitted, keep

talking with the individual until police arrive. Ask what is wrong or what do you want? Do as

advised when police arrive.

2. Emergency Management Team will be activated and fulfill individual duties as needed. A “Code

Yellow” will be called and the designated procedures followed.

3. Administrators, campus police officer and office staff will cooperate with police officers as directed.

4. If an evacuation is necessary, a “Code Green” or “Code Red” will be announced depending on the

type of evacuation necessary.

Accident/Serious Illness

1. Office Staff will call for 911.

2. The nurse will administer first aid/CPR.

3. Emergency Management Team will be activated and remove other students from the area.

4. If ambulance is unavailable, the nurse will transport the person.

5. Emergency Management Team will fulfill individual duties as needed.

Suicide Attempt:

1. Teacher will send for a counselor, try to calm the student and others, calmly ask the students for

permission to evacuate the rest of the class, and do so quietly if allowed, and return to class when

advised.

2. The teacher will, in the event of the death of the student, assist the principal with notification of next


of kin and identify students in need of counseling.

3. The counselor will call the psychologist, go to the scene, use good judgment in deciding if to

approach the student, speak calmly with the student to defuse the situation, and try to get the student

isolated and to a phone in order to call a crisis intervention hotline (713) 228-1505. The counselor

will maintain contact with the student and work with the psychologist to prevent suicide. If

prevented, ask the students to sign “No-Suicide Contract” and work with parents to monitor the

student. If not prevented, coordinate and document increased counseling services to students, and

files an incident report.

4. The principal and/or other administration will activate the Emergency Management Team, and the

individuals will fulfill their duties accordingly.

5. The nurse will obtain student medical records and take them to the scene, but will stay out of view.

6. If not prevented, the principal will inform the staff and will provide written and personal condolences

to the family. The principal will authorize increased counseling services to students, and facilitate

further investigations.

Sexual Assault:

1. The teacher will alert the principal’s office immediately and complete an incident report as soon as

possible.

2. The principal will activate the Emergency Management Team and call HISD Police and an

ambulance if needed.

3. The principal will call the nurse to get health information records and a counselor to stay with the

victim.

4. The campus police officer and administration will isolate any witnesses and suspects, if any, and not

allow them to speak with anyone or each other.

5. The Emergency Management Team will fulfill their duties as needed.

6. Provide counseling services as needed to victims, other students, and staff.


Section D Policies and

Procedures PR-1, PR-2, PR-4, PR-5, PR-6, PR-9


Policies and Procedures

(PR-1)

Email Policy: All staff members are responsible for checking their email daily. Emails may only be forwarded

to the entire staff by the principal or a dean. Emails should not be written during instructional time unless it is

to report a discipline or maintenance issue that requires immediate attention.

Announcements: Announcements are made at the start of each day. In order to have an announcement read

over the PA system, you must complete the form found in the main office, room 212. Please do not ask for

afternoon announcements to be made, as this interferes with instruction. Turn in requests to Ms. Mejia in the

main office.

Cell Phones: Teachers are not to use cell phones during instructional time unless it is an absolute emergency.

Cell phones should not be used during instructional time to call students’ parents. Instructional time

should be dedicated to the learning of all students. Students’ cell phones may not be used on campus from

arrival time to dismissal. This includes making noises or playing games. If a phone must be confiscated, secure

the phone and contact the dean or grade level secretary to come and retrieve the phone. Never allow another

student to transport the phone to office.

Computer Usage:

ELECTRONIC COMMUNICATION AND DATA MANAGEMENT

CQ2 (REGULATION)

All District computers are to be used by students and employees for school-related business purposes only.

District Web sites are maintained by authorized District employees. Web site designs must adhere to District

guidelines. See References (a) and (c). All Web pages, links, and content must be academic in nature, school-

related, and appropriate for the educational purpose.

Unless being used for student learning or required record keeping, teachers should not use their computers

during instructional time. This includes writing emails and lesson planning. Exceptions to this policy are emails

sent to a dean/office staff member to report discipline or maintenance issues requiring immediate attention.

Supervision: Students assigned to your class should be supervised at all times. If you do need to leave the room

for an emergency, please ask a colleague to watch your class. You are legally responsible for what happens in

your classroom if it is left unattended. This includes after school activities and functions that you are

supervising. Students should not be placed in the hallway for disciplinary reasons. Students are then left

unsupervised and often disturb the classrooms of other teachers.

Students Leaving Class (PR-6): Any student that leaves class should have a pass signed by the teacher. The

Passport on the back page of the student agenda should be used. Each pass should include the date and time.

Office helpers may have permanent badges created. Please stop any student in the hallway during class time that

does not have a pass. They should be sent (escorted if possible) to their dean’s office. Do not send students to

the restroom or to get water during a passing period without writing a pass if they will not be back before

the bell rings. A detention may be issued to those students by a dean.

Financial Procedures (PR-1,6): No items may be purchased or sold without prior approval. All fundraisers

must be approved by Ms. Hampton. Generally, only one fund raiser at a time will be permitted. Use the

appropriate request form. HISD procedures must be followed. Any items purchased in violation of the policy

will not be paid by the school and are the sole responsibility of the person who made the purchase. A faculty or

staff member involved with the collection of monies from students and others may collect monies for such

reasons as payment of tuition, transportation fees, club or class dues and fees, class pictures, admission tickets


or fees, and revenue from fundraising activities. There are two forms that a faculty or staff member must use in

order to provide the school with the proper accounting records for the collection of monies: Form AF-104 —

Tabulation of Monies Collected by a person other than the financial clerk and an official alternate Activity Fund

Cash Receipt (to be obtained from the financial clerk only with approval by the principal). All forms must be

completed in ink.

All money collected must be turned in daily. None of the money may be kept by the teacher, and it is not

to be kept overnight in individual classrooms or offices. A teacher may not combine money from a personal

account or safety deposit box with any money related to any school project or purpose. None of the money may

be spent under any circumstances. All payments must be made through the activity funds by the financial clerk.

Textbook Procedures (PR-1, 6):

1. The textbook coordinator and/or textbook clerk will distribute teacher editions to teachers during professional

development prior to the start of school.

2. Where available teachers will receive class sets of student books.

3. At the start of school, teachers will be notified via email a date and time students should be escorted to the

book room for textbook distribution.

4. Book distribution and collection records are kept in the TipWeb system.

5. Books and materials are scanned and linked to teachers and students by ID number.

6. A signed receipt, acknowledging that they have received their textbooks is required by all teachers and

students. These records are kept by the coordinator in the bookroom.

7. Periodic book checks must be conducted by teachers.

8. State law requires that all textbooks be covered.

9. At the end of the year, a textbook collection schedule will be sent to notify teachers of date and time

textbooks will be collected.

10. Teachers are required to return all books and instructional materials at the end of the school year as a part of

the check out process.

11. Teachers may not allow students to leave their books in their room.

12. Unclaimed books should be returned to Ms. Fletcher in room 207.

Voicemail:

To check Voicemail while away from the school, you:

1. Dial the school number 713-802-4725.

2. When the recording comes on, press the # (pound key) and enter your mailbox number, you may obtain

your mailbox number from Ms. Mejia in room 212.

3. Enter L which is #5 to listen to your message(s), and E which is #3 to delete your message(s).

To check Voicemail while at the school, you:

1. Use one of the system phones (such as the one in the Teacher’s Lounge)

2. Press ICM, then 700

3. The voice system will then ask you to enter your mail box number

4. Enter L which is #5 to listen to your message(s), and E which is #3 to delete your message(s).

VOICE MAIL NEEDS TO BE CHECKED DAILY

Inventory: It is very important that all furniture and computers are accounted for during the school year. Every

staff member will be asked to complete a Technology Inventory document that will be used to track equipment

throughout the year. A copy is located at the end of this section. (See page 37) All furniture and technology is

assigned to specific rooms. If you wish to move any furniture to another room contact Mr. McEnerney. If you

wish to move technology equipment to another room or remove it from the school altogether, please contact Mr.

Brooks. Nothing may be moved without permission. All computers, projectors, document cameras, sound


systems, etc. will be checked out with Mr. Brooks only. Teachers are required to sign for their equipment and

are responsible for appropriate return of equipment.

Copy and Supplies Procedures (PR-1, 6):

1. A copy clerk is available to make copies and distribute supplies. The copy room is located in room 200.

2. To request copies or supplies, complete the forms located in the teacher’s lounge and leave them in the

specified box.

3. Copy requests must be made at least three instructional days (72 hours) in advance.

4. Copies will be made on a first come, first served basis. Do not take copies directly to 200 and expect

them to be made right away. This will not happen.

5. Copies will be delivered to your classroom.

6. Any copies that the clerks deem to be excessive must receive approval from a dean.

7. Teachers are responsible for all copyright procedures.

8. A copy machine is also located in the teacher’s lounge. Please ration these copies carefully and be

considerate of others when using this machine, 30 copies maximum.

9. A limited supply of paper for the copies will be supplied to teachers.

10. Do not make transparencies on the main copy machine in the teacher’s lounge.

11. If the copy machine in the teacher’s lounge is not working or is out of toner, please notify the main

office.

Copyright Policies (PR-1): HISD employees are expected to comply with the provisions of copyright law

relating to the unauthorized use, reproduction, distribution, performance, or display of copyrighted materials

(i.e., printed material, videos, computer data and programs, etc.). Duplication or backups of computer programs

and data must be made within the provisions of the purchase agreement (single-user license, multi-user license,

lab pack, site license, network license, etc.). Individual users are responsible for maintaining the content

integrity of their classroom computers, not Hamilton Middle School, the principal, the librarian, or any other

staff member.

All faculty and staff members should be aware that individually installing applications or programs could

interfere with the efficient operation of single computers and/or the network. This should only be done by the

school technologist.

Reservation of Facilities (PR-1): The following areas are available to be reserved for use during class periods

and after school. Please email the contact person with the date(s) that you would like to use that area. It is very

important that this is done in order to assure that no one else is using the area at that time. Also, anytime that

you take your class out of the classroom, the main office must be notified, and a sign must be placed on your

door to alert everyone where you and your class will be located.

Facility Contact Person

Auditorium Ms. Hampton

Cafeteria (not during lunch periods) Ms. Hampton

Computer Lab Mr. Brooks

Mobile Computer Lab Mr. Brooks

Gym (before/after school only) Ms. Hampton

Habitat Garden Mr. Sonnier


Library Ms. Colenburg

Outdoor Classroom Ms. Hampton

Maintenance Requests: Please e-mail Mr. McEnerney if you have a maintenance issue/request. The email

must contain your name, a brief description of the issue/request and your room number in bold.

Professionalism (PR-1): It is extremely important that all staff members conduct themselves in a professional

manner at all times. Adhere to the following guidelines:

All staff members should dress appropriately at all times. (PR-4)

EMPLOYEE STANDARDS OF CONDUCT

DH (LOCAL)

The dress and grooming of District employees shall be clean, neat, in a manner appropriate for their

assignments, and in accordance with any additional standards established by their supervisors and approved by

the Superintendent.

Out of respect for our school community, staff members are to wear appropriate, professional dress at all times.

For men, professional dress consists of a collared shirt, tie (optional), slacks, and dress shoes (no sneakers or

flip flops). For women, professional dress consists of a dress or blouse with slacks or a skirt, and dress shoes

(no sneakers or flip flops). On Fridays, jeans may be worn with appropriate school spirit shirt or collared shirt.

All staff members must wear their HISD ID Badge at all times. (PR-4)

Board Policy SAFETY PROGRAM/RISK MANAGEMENT

CK (EXHIBIT)

In order to identify District employees, reduce the number of unauthorized persons entering schools, and provide a safe

environment, employees in the District must wear authorized, picture identification badges (ID) during working hours.

Individual schools may have additional requirements for the display and use of employee ID badges. A standard ID style

is used on all District ID badges. The ID badge must include: Employee name and photo; Job title; Campus or

department information; Logo; and Employee ID number located on back of the badge.

All staff members should be professional when dealing with coworkers, parents and students. (PR-5, 7) EMPLOYEE STANDARDS OF CONDUCT

DH (LOCAL)

Employees shall be courteous to one another and the public, working together in a cooperative spirit to serve the best

interests of the District. All District employees shall be expected to adhere to the standards of conduct set out in the Code

of Ethics and Standard Practices for Texas Educators.

Employee Responsibilities also include, but are not limited to, as stated by Board Policy(PR-1, 2, 3, 4, 5, 6,

7):EMPLOYEE STANDARDS OF CONDUCT DH (LOCAL)

Every employee shall be responsible for:

1. Arriving at work on time every day and following attendance procedures;

2. Satisfactorily completing the duties as specified by the job description and/or contract, if any;

3. Relating to colleagues and supervisors with respect, courtesy, and in a professional manner;

4. Spending the workday on work-related activities to the exclusion of personal business;

5. Dressing in a manner that is appropriate for the job assignment and that reflects positively on the District and that

includes the use of all issued safety equipment;


6. Recognizing that employment with the District is not guaranteed, but is dependent on employee performance, budget,

and need;

7. Following the established rules of behavior for the District and society in general as defined by local, state, and federal

laws;

8. Conducting their duties in a safe manner, following the District’s general safety policies and department rules

regarding proper use of approved safety equipment and apparel; and

9. Following the directives of the supervisor.



2013-2014Technology Inventory

Name: _________________________________________________________________ Room Number: __________________________________________________________

Type of

Equipment

Make/

Model

Serial

Number

HISD

Number

Additional

Identifying

Information


Section E

Instruction PL-1, 2, 3 PR-1, 6, 7

I-1,2,3,4,5,6,7,8,9,10


Lesson Plans Board Policy PL-1, 3

INSTRUCTIONAL ARRANGEMENTS EEP

LESSON PLANS (LOCAL)

ADOPTED:

Written lesson plans shall be required of every teacher to facilitate efficient and effective instruction of the

District curriculum. The lesson plan will serve as a means of administrative monitoring of the instructional

program. In the absence of the teacher, the lesson plan shall provide the substitute teacher a guide for

presenting the daily activities. For students with disabilities, a current Individualized Education Plan (IEP)

shall be used as the basis for the development of lesson plans.

Purpose: Good planning is critical for student learning. Lesson plans are also necessary to provide

documentation that the required curriculum has been taught and that accommodations/modifications are being

provided to students with special needs.

Due Dates: All teachers must turn in lesson plans to their appraiser/dean each Monday (or the first day of the

instructional week) by 9:00 AM via email. The documentation must be kept on file for five years.

Format: Lesson plan formats may be created by departments. A sample template and explanation is attached

and may be used to document your plans. Exceptions should be discussed with your appraiser/dean.

Requirements and Expectations:

1. Special Education and LEP Accommodations and/or Modifications must be documented in your lesson

plans. NO EXCEPTIONS. A list of special education and LEP accommodations/modifications can be

found in this section. The law requires that students receive accommodations/modifications that are

specified in their IEP’s.

2. TEKS objectives must be provided in the lesson plan.

3. Assessments should reflect the expected student learning outcomes.

4. Lesson Plans should contain enough detail so that your dean can understand the lesson and evaluate the

complexity and rigor of the lesson. A list of verbs for the cognitive levels is also provided in this section

on page 9. The lesson plans should be created using the district reference materials (Curriculum

Planning Guides, Scope and Sequence and Vertical Alignment Matrix).

5. Any video or movie presentation must have the prior approval of your appraiser, be aligned to the TEKS

appropriate for the grade level and content area, have a G rating and follow the copyright policy (see

page 35).


Lesson Plans-Sample Format

Objectives/ TEKS: (Texas Essential Knowledge and Skills) comprise of the state-mandated curriculum that

establishes what every student should know and be able to do. List the TEKS and a brief description of what the

student will be able to successfully do at the end of the lesson.

Warm Up: An activity to successfully focus the students’ attention on learning.

Intro to New Material/Review: The purpose of today’s activity/lesson should be stated. Real life connections

should be verbalized. Previously learned material should be reviewed and prior knowledge should be accessed.

Plan an activity (or some activities) that will help students internalize the new concept or skill.

Guided Practice: When students practice with new learning objectives and/or concepts the lessons are guided

by the teacher. This allows the student to be accurate and successful with the material. Teachers must closely

monitor what the students are doing to see that the instruction has "taken." Mistakes need to be corrected at this

time. The teacher should monitor in order to evaluate whether re-teaching is necessary.

Independent Practice: Through Independent Practice, students have a chance to reinforce skills and synthesize

their new knowledge by completing a task on their own and away from the teacher's guidance. The teacher

should continue to monitor in order to evaluate whether re-teaching is necessary.

Homework: Additional independent practice which is directly related to and reinforces the lesson.


TALE PR-1 The TALE of My Agenda: In an effort to strengthen the home-school connection and teach students to be

responsible for their assignments, all students will be required to record the following information in their

agenda for every academic class they attend each day:

T- today: What objective am I learning today?

A- assignments: What is my homework?

L- late work: What am I missing?

E- extra: Any additional information, upcoming quiz, project, etc.

Substitute Lesson Plans PL-3 All teachers are required to have a sub folder for emergencies. The sub folder should contain lesson plans for

each class period for four separate 75 minute lessons/instructional days, updated attendance rosters, seating

charts, the lunch and bell schedule, fire drill and lockdown procedures, the red fire drill sign, a school map, the

teacher’s daily schedule, nurse’s passes, and a note for the sub. These folders should be kept with the grade

level clerk and updated periodically. These folders prevent your colleagues from having to take care of

emergencies.


Accommodations/Modifications for Special Education

Lesson Plan/Grade Book Number Key I-3 1. Extended Time (of one class period) for Assignment Completion

2. Calculators

3. Oral Tests

4. Whisper Phone

5. Short Answer Test

6. Oral Responses

7. Behavior Improvement Plan/Behavior Support Plan (BIP/BSP)

8. Graphic Organizer

9. Shortened Assignments

10. Agenda Check

11. Study Sheets

12. Peer Tutoring

13. Frequent Breaks

14. Repeated Drill and Practice

15. Oral Directives

16. Interpreter for Hearing Impaired

17. Highlighted texts and/or materials

18. Provide Copy of Teacher Notes

19. Frequent/Immediate Feedback

20. Note Taking Assistance

21. Preferential Seating

22. Positive Reinforcement

23. Minimal Auditory Distractions

24. Speech Modifications

25. Assistive Technology

26. Check for Understanding

27. Repeated Directions

28. Small Group Testing

29. Chunking Work into Smaller Pieces

30. Multiplication Chart

31. Visual Cues

32. Other: _________________________________

Notes:

Accommodations are changes to instructional conditions that do not alter state standards.

Modifications are changes to instruction that alter state standards.

If you have any questions regarding Special Education procedures, please see Ms. Johnson in room 100.


ESL Instructional Levels (I-3)

Once students are identified as LEP, the LPAC is responsible for determining their level of English language

proficiency. All LEP students, including those assigned to bilingual education programs, shall be assigned a

level of English language proficiency. These levels are particularly important for class assignment at the

secondary grades, where the student’s English/Language Arts courses are determined by their level of English.

The levels are as follows:

INSTRUCTIONAL LEVELS FOR ESL Based on curriculum Code for SIS

Chancery Definition (Student Characteristics)

Preliterate (Grades 3-12 only)

4-Beginning is a recent arrival immigrant student having little or no schooling speaks little or no English has limited reading/writing skills in native language Preliterate Level writing characteristics on writing rubric at entry, IPT level NES (non-English speaking) and unable to take CAT due to lack of English TELPAS Composite Rating Level-Beginning

Beginning Gr. PK and up

1-Beginning speaks little or no English is so limited in English that written achievement tests cannot be taken or considered valid may demonstrate literacy skills in native language Beginning Level writing characteristics on writing rubric able to respond to yes/no questions in English able to respond to simple questions with one or two words in English at entry, PK-1 approx. IPT level LES (limited English speaking) or at entry, 2-12 approx. IPT level LES and <20% TR on CAT TELPAS Composite Rating Level-Beginning

Intermediate Gr. PK and up

2-Intermediate has some oral English and minimal English literacy skills able to take English achievement tests (scores at very low percentiles on either Total Reading/Total Language demonstrates mastery of the Beginning Level ESL objectives Intermediate Level writing characteristics on writing rubric at entry, PK-1 approx. IPT level LES (upper range of raw score) at entry, 2-12 approx. IPT level LES/FES and <30% TR on CAT TELPAS Composite Rating Level-Intermediate

Advanced Gr. PK and up

3-Advanced has good command of English oral skills has English reading and writing skills has not reached 40% on both Total Rdng. and Total Lang subtests of English NRT demonstrates mastery of the intermediate level ESL objectives Advanced Level writing characteristics on writing rubric at entry, PK-1 approx. IPT level LES (upper range of raw score) at entry, 2-12 approx. IPT level LES/FES and <30% TR on CAT TELPAS Composite Rating Level-Advanced

Transitional Gr. 3-12

5-Transitional grades 3-12 has been in U.S. schools for the previous 3 yrs or more may have had most or all schooling in the U.S. has good command of oral English skills has Transitional Level writing characteristics on writing rubric has not met exit criteria TELPAS Composite Rating Level-Advanced or Advanced High


Bloom’s Taxonomy (I-3)

Learning Objective Verbs at Each Bloom Taxonomy Level

Cognitive Level Illustrative Verbs Definitions

Knowledge

arrange, define, describe, duplicate, identify,

label, list, match, memorize, name, order,

outline, recognize, relate, recall, repeat,

reproduce, select, state

remembering previously learned

information

Comprehension

classify, convert, defend, discuss, distinguish,

estimate, explain, express, extend, generalize,

give example(s), identify, indicate, infer, locate,

paraphrase, predict, recognize, rewrite, report,

restate, review, select, summarize, translate

grasping the meaning of information

Application

apply, change, choose, compute, demonstrate,

discover, dramatize, employ, illustrate, interpret,

manipulate, modify, operate, practice, predict,

prepare, produce, relate schedule, show, sketch,

solve, use write

applying knowledge to actual

situations

Analysis

analyze, appraise, breakdown, calculate,

categorize, classify, compare, contrast, criticize,

derive, diagram, differentiate, discriminate,

distinguish, examine, experiment, identify,

illustrate, infer, interpret, model, outline, point

out, question, relate, select, separate, subdivide,

test

breaking down objects or ideas into

simpler parts and seeing how the

parts relate and are organized

Synthesis

arrange, assemble, categorize, collect, combine,

comply, compose, construct, create, design,

develop, devise, explain, formulate, generate,

plan, prepare, propose, rearrange, reconstruct,

relate, reorganize, revise, rewrite, set up,

summarize, synthesize, tell, write

rearranging component ideas into a

new whole

Evaluation

appraise, argue, assess, attach, choose, compare,

conclude, contrast, defend, describe,

discriminate, estimate, evaluate, explain, judge,

justify, interpret, relate, predict, rate, select,

summarize, support, value

making judgments based on internal

evidence or external criteria


GT Certification The district has gained permission from TEA to combine the 30 hour GT requirement with the Pre-AP or AP/IB

training requirements to meet the professional development mandate for Secondary Teachers:

18 hours is completed through the completion of one of the following:

o Pre-AP/AP training through the College Board (32 hours),

o Pre-AP Laying the Foundation training (4 days within one school year), or

o IBMYP/IB certified training

12 hours is completed through 6 hours of Nature and Needs of GT Students and 6 hours of Identification

and Assessment of GT Students

After the initial 30 hour training, 6 hours of additional GT professional development is required each school

year in order to maintain one’s GT certification.


Three Big Ideas That Drive the PLC Process The Professional Learning Community at Work process that we advocate rests on three big ideas, and each of those ideas has significant implications for educators.

Big Idea One The first big idea is that the fundamental purpose of our school is to ensure that all students learn at high levels.

In order to bring this idea to life, educators work together to clarify: What is it we want our students to know? What knowledge, skills, and dispositions must all students acquire as a result of

this grade level, this course, and this unit we are about to teach? What systems have we put in place to ensure we are

providing every student with access to a guaranteed and viable curriculum regardless of the teacher to whom that student

might be assigned?

How will we know if our students are learning? How can we check for understanding on an ongoing basis in our individual

classrooms? How will we gather evidence of each student’s proficiency as a team? What criteria will we establish to assess

the quality of student work? How can we be certain we can apply the criteria consistently?

How will we respond when students do not learn? What steps can we put in place to provide students who struggle with

additional time and support for learning in a way that is timely, directive, and systematic rather than invitational and

random? How can we provide students with multiple opportunities to demonstrate learning?

How will we enrich and extend the learning for students who are proficient? How can we differentiate instruction among

us so that the needs of all students are being met without relying on rigid tracking?

Big Idea Two The second big idea is that if we are to help all students learn, it will require us to work collaboratively in a

collective effort to meet the needs of each student. In order to bring this idea to life: Educators are organized into meaningful collaborative teams in which members work interdependently to achieve

common goals for which they are mutually accountable.

Regular time for collaboration is embedded into the routine practices of the school.

Educators are clear on the purpose and priorities of their collaboration. They stay focused on the right work.

School and district leaders demonstrate “reciprocal accountability” (Elmore, 2003, p.93). They provide teachers and principals with the resources, training, and ongoing support to help them succeed in implementing the PLC process.

Big Idea Three The third big idea is that educators must create a results orientation in order to know if students are learning and

to respond appropriately to their needs. They must be hungry for evidence of student learning and use that evidence to drive continuous improvement of the PLC process. In order to bring this idea to life:

Every member of the organization works collaboratively with others to achieve SMART goals that are (1) strategically aligned with school and district goals, (2) measurable, (3) attainable, (4) results-oriented (that is, requiring evidence of higher levels of student learning in order to be achieved), and (5) time bound (O’Neill & Conzemius, 2005). What must we learn as a team in order to better address that area of difficulty?

Evidence of student learning is used on a regular basis to identify the specific needs of individual students. The school moves beyond using data to make general observations about the achievement of all students. It creates processes to use assessment results to respond to students by name and by need.

Educators throughout the school assess the effectiveness of every policy, program, procedure, and practice on the basis of its impact on student learning.

Richard Dufour & Robert J. Marzano (2011). Leaders of Learning


Section F Student

Management I-9, 10


Student Dress Code 2013-2014 The Hamilton Middle School dress code for students is a result of the efforts of a committee composed

of students, parents, teachers, counselors and the administrative staff. It is our belief that school pride is

developed not only by attaining honor in scholastic accomplishments and extracurricular activities, but

also by the way students maintain high standards of behavior, as reflected in dress and grooming.

Dress Code Violation Procedures (I-9)

1st Violation Written Warning by school personnel if it can be corrected.

2nd Violation Lunch Detention

3rd Violation

Failure to comply-ISS or Suspension

A simple correction, such as tucking in one's shirt, is to be done immediately. If a student is not wearing

the appropriate shirt or pants, the school will call the student's home in an attempt to correct the

problem. If arrangements cannot be made for the student to wear the appropriate garments, the student

may be placed in In-School-Suspension for the remainder of the day. Frequent violations of the Student

Dress Code could lead to more serious consequences, up to and including suspension from school.

An acknowledgement of receipt and willingness to comply with the dress code will be sent home to

be signed by both the student and the parent and returned to the homeroom teacher. (The

homeroom teacher will provide copies of the dress code policies and the acknowledgement form for

each student.)

The administration of Hamilton Middle School reserves the right to make the final decision regarding the appropriateness of clothing and/or accessories.

Backpacks Only clear, see-through or mesh backpacks are permitted, to ensure campus safety.

Backpacks must be placed in a locker before school begins. Backpacks are not permitted in classrooms

during the school day. Students may go to their lockers during the passing period.

Outerwear

The following outerwear may be worn anywhere on campus:

Solid navy blue, gray, or white sweatshirts or sweaters without hoods.

Hamilton sweatshirt with hood. Hood may not be worn on top of the student’s head in the building.

School sweatshirts with the Hamilton logo or any Hamilton affiliated club or organization’s logo.

Any other outerwear may be worn to and from school, but must remain in the student’s locker during

the school day.


2013 – 2014 Hamilton Middle School Standardized Dress Code Policy

Hamilton Middle School is charged with the responsibility of maintaining an atmosphere conducive to learning. Dress should never distract from school activities or prove a hazard to the student’s safety or the safety of others. Since it is impractical to list every possibility of dress and grooming, final decisions concerning acceptable dress are left to a building administrator. Any form of dress that is deemed unsafe, attracts undue attention, disrupts school, or detracts from the learning process, is not acceptable.

Styles Materials Colors Specifics

Shirts (uniform) 2 or 3 buttoned polo-style may be short or long sleeved. Must have a collar, and be long enough to stay tucked when arms are raised.

Cotton or cotton-

polyester

blend

Solid White

Solid Gray

Solid Navy

All shirts must be appropriately sized

All shirts must be solid with no visible logos

All shirts must be tucked in so belt is visible

Any tight fitting polo-style shirt is prohibited

T-Shirts T-shirts with approved HMS logos only

Undershirts Solid White Should be worn under the uniform clothing. Underclothing may only be visible at the neck of the uniform shirt.

Camisoles are not permitted.

No writing, pictures or designs are permitted.

Pants/Shorts (uniform)

Tailored with straight legs, Shorts may be no higher than 3 inches above the crease of the back of the knee.

Cotton or cotton-

polyester

blend

Denim, jeans or corduroy are not allowed

Solid Khaki/Tan

Solid Navy

Pants must fit snugly at the waist (not hip), be hemmed, and not touch the ground. Baggy, oversized, or too-tight, styles; cargo or multiple pockets; sweatpants; leggings, and spandex are not permitted. Pants cannot be tucked inside of boots.

Skirts (uniform) Must be no higher than 3 inches above

the crease of the back of the knee

Same as pants Same as pants Skorts are not permitted. No hip hugger skirts are allowed

Belts Required - Must be sized and worn appropriately

Leather Canvas

Vinyl

Solid Brown Solid Black Solid White Solid Navy Solid Khaki/Tan

Belts must be worn at the natural waistline, Suspenders, sashes or ribbons are not permitted No writing on either belt or large buckle (i.e. - names, slurs, studs, descriptions, etc.)

Sweatshirts

Sweaters

Must be long-sleeved

Hamilton sweatshirt with hood is the only hooded sweatshirt allowed.

Cotton Solid White

Solid Gray

Solid Navy

Must be the appropriate size

Non-Hamilton hoodies are not allowed

Shoes Shoes must allow for safe movement throughout the building, including stairs.

Shoelaces must be tied

No house shoes, flip flops, slides, slippers, swim shoes, toe shoes, steel-toed shoes, platforms, heels, or sandals

Coats/Jackets Any color Must be kept in locker and remain in locker until student is ready to leave the building. This includes those of approved colors.

Jewelry

Tattoos

Accessories

Appropriate earrings (not oversized/gaudy)

Chains/necklace must be worn under shirt

Not permitted:

- Facial piercing jewelry (tongue, nose, eyebrow, lip, etc.)

- Teeth grills

- Ear spikes

Tattoos cannot be visible. Message bands are not permitted. No sunglasses or visors unless prescribed.

Hair Must be well-groomed Hair must not cover the eyes

Headgear such as hats, caps, sunglasses or bandanas/scarves are not permitted. Hair scrunches must be worn in hair only. Mohawks/faux-hawks are not permitted. Words/symbols or designs must not be cut into the hair. Hair coloring, dyeing or highlighting in hues that do not occur in any natural human hair, and streaks, washes of pastels and dip-dye, are not permitted.

ID Badges

Lanyards

ID badges must be worn around the neck. Only school-distributed lanyards are to be worn with ID badges.

Students will be issued ID badges and lanyards which must be worn at all times while on campus. Defacing the school-issued ID badge in any manner


TALE (I-5, I-6, PR-1, PR-6, PR-7) The TALE of My Agenda: In an effort to strengthen the home-school connection and teach students to

be responsible for their assignments, all students will be required to record the following information in

their agenda for every academic class they attend each day:

T- today: What objective did I learn in class today?

A- assignments: What is my homework?

L- late work: What am I missing?

E- extra: Any additional information, upcoming quiz, project, etc.

Agenda Checks Agenda checks will be done randomly by teachers and/or administrators. Failure to consistently and

adequately record the above-mentioned information in the student agenda will result in disciplinary

action, such as cafeteria duty, detention, or more serious consequences if the problem persists. If a

student loses his/her agenda, replacements are available in the dean's office for $5.00. A photo copy is

available for $2.00. While teachers will write the TALE information on the board each day, the

responsibility of accurately recording all necessary information is the student's, not the teacher's.

Parents should review their student's agenda daily to ensure that they are recording all relevant

information.

(drawings, stickers, staples, tearing, etc.) is not allowed. The ID badge must be worn outside the shirt and be visible at all times. There will be a fee of $1.00 for a temporary ID badge if a student has misplaced/lost ID for the day. Temporary badges must be purchased before school in the cafeteria. After two (2) temporary badges, students will be required to replace lost ID badge for a fee of $5.00. Lanyards may be replaced for a fee of 50 cents.

Other Dress

Code

Requirements

Not permitted: Body paint, ink or stickers on arm, legs, hands, fingers, and face. Hats, caps, head scarves, gloves or excessive bracelets/bangles. Excessive/gaudy make-up.

P.E. clothing cannot be worn to classroom. Purses must be clutch-sized (no larger than 4” X 6” X 2”)


Passport (I-9, PR-6)

Teachers should use the passport page in the back of the agenda whenever sending students out of the

classroom. A student should have the passport whenever they are sent out during instructional time.

ID Badges (I-9, PR-6)

In order to help ensure a safe learning environment for students and staff, all students are required to

wear ID badges.

The following policies apply:

Students who lose their badge must pay $5.00 for a replacement badge.

Students who forget their badge at home must purchase a temporary badge in the cafeteria before

school for $1.00.

Students who fail to purchase a temporary badge before school will be assigned a detention.

After two temporary badges, students are required to replace lost ID badge for a fee of $5.00.

Students who are repeatedly in violation of the school ID Badge policy may face more severe

disciplinary action up to a suspension.

ID Badges are used to purchase lunches and to check out library books.

ID Badges must be visible at all times.

Referrals to Clinic (PR-1, PR-6) The clinic is located in room 214. The nurse is Jocelyn Webster. Students complaining of health issues

may be referred to the clinic using a Clinic Referral Form. Students must have this form, or they will not

be seen by the nurse unless it is an emergency. The students will be assessed to determine if they should

be sent home or not. If possible, they will be sent back to class. If the nurse is not available, students

should be sent to their dean’s office. Students should never be allowed to call home using a cell phone;

they must go through the nurse or dean. Any students that have to take medication should have a form

on file with the nurse. Please be aware that the nurse also conducts health screenings, coordinates

employee benefits sign up, and maintains student immunization records. The nurse is also available to

assist staff members with health issues.

Discipline (PR-1, PR-6) Effective classroom management is essential for student learning to occur. It is the teacher’s

responsibility to maintain a classroom environment that is conducive to learning. All teachers are

responsible for reading the Student Code of Conduct to determine the levels of infractions as well as the

procedures for serious violations. In any emergency a teacher should use the call button to alert the main

office.

Levels of Infractions:

1. Level I: These infractions should be handled by the classroom teacher. Examples of Level I

infractions include talking in class, chewing gum, and not having supplies. A Level I offense may

become a Level II if it is chronic. If this occurs, the appropriate documentation must be provided to

the dean, including at least one documented parent contact.

2. Level II: These infractions include repeated truancy and leaving class without permission, among


others. Students that commit these infractions should be sent to the dean’s office using a Discipline

Referral Form.

3. Level III: Includes fighting, profanity, and other infractions.

4. Levels IV and V: Includes very serious infractions, such as drug or weapon possession.

Documentation for Chronic Level I Offenses:

1. When sending a student to the dean’s office, teachers must provide documentation along with a

referral for chronic level I offenses.

2. The documentation must include previous offenses along with the corrective action taken by the

teacher.

3. At least 3 previous offenses must have occurred and at least one of the corrective actions must be a

phone call or conference with the parent.

4. A student’s conduct grade on their progress report and report cards should be a reflection of their

behavior.

5. A “U” in conduct must have the approval of the grade level dean.

Completing a Referral/Sending a Student to the Office:

1. Use your discretion when sending a student to the office. If you feel that it is necessary, press the

panic button so that someone can escort the student to the office.

2. Only write the actions that you observed. Do not write how you think the student feels or how

angry you are. If you are writing a referral because one student said another student did

something, say that. Do not say that the student actually did it.

3. Referrals should be completed in a professional manner. These documents go home to the parent.

Detention

1. School wide detention is held Tuesdays and Thursdays in the cafeteria from 3:45-4:30. Teachers

may only assign detention for tardies.

2. If a student is late, the student should be assigned detention for the next Tuesday or Thursday

(they must receive 24 hours notice).

3. They should sign the form and receive the white copy to take home to their parents. The yellow

copy should be submitted to the grade level clerk.

4. Teachers may also assign their own detention. Parents must receive at least a 24 hours notice.

Communities in Schools (CIS) Hamilton has a full-time CIS caseworker on campus, Natalie Flores. CIS is located in the conference

room in the back of the library. CIS provides services for students that are experiencing social or

emotional problems at home or school. Referrals for CIS can be made by completing the

recommendation form located in the CIS office or in the CIS folder located on the common drive.

Teachers may also speak to or email CIS Caseworkers about student concerns. If you have any questions

about CIS, or would like to refer a student, please contact Natalie Rendon at nrendon@ houstonisd.org.

Child Protective Services (CPS) PR-1 It is required by law that anyone make a report to CPS if they suspect that a child is suffering from

neglect or abuse. The number to make a report is 1-800-252-5400, or you may do so online at:

www.txabusehotline.org If you have knowledge of anything that needs to be reported, it must be

reported directly to CPS. Informing the nurse or a dean does not satisfy the requirement. If you feel that

a child needs medical attention, they should be sent to the nurse in addition to you making the CPS

referral. If you feel that it is unsafe for the child to go home, contact a dean and Officer Derry so that

they can investigate the situation.

http://www.txabusehotline.org/


Section G Grading

Policies

and Cycles PL-2, PR-1


Grading Policies and Cycles

Board Policy

ACADEMIC ACHIEVEMENT

GRADING/PROGRESS REPORTS TO PARENTS

The District shall adopt a grading policy, including provisions for the assignment of grades on class

assignments and examinations, before each school year.

The District grading policy:

1. Must require a classroom teacher to assign a grade that reflects the student’s relative mastery of an

assignment;

2. May not require a classroom teacher to assign a minimum grade for an assignment without regard to

the student’s quality of work; and

3. May allow a student a reasonable opportunity to make up or redo a class assignment or examination

for which the student received a failing grade.

The Board shall adopt a policy that:

1. Provides for a conference between parents and teachers;

2. Requires the District, at least once every 12 weeks, to give written notice to a parent of a student’s

performance in each class or subject; and

3. Requires the District, at least once every three weeks, or during the fourth week of each nine-week

grading period, to give written notice to a parent if a student’s performance in a foundation curriculum

subject [see EHAA] is consistently unsatisfactory, as determined by the District.

The notice required by items 2 and 3 must provide for the signature of the student’s parent and must be

returned to the District. “Parent” includes a guardian, conservator, or other person having lawful

control of a student.


Grading Policies and Cycles Grading

Cycle

Progress

Rep #1

Grades Due

Tentative

Progress

Rep. #1 to

Parent

Tentative

Report

Card

Grades Due

Report

Card to

Parent

Aug. 26-

Oct.4, 2013

28 days

Sept. 16,

2013

4:00 pm

Sept. 18,

2013

Homerooms

Oct. 7, 2013

4:00pm

Oct. 11,

2013

Oct. 7-Nov.

15, 2013

30 days

Oct. 28,

2013

4:00 pm

Oct. 30,

2013

Homerooms

Nov. 18,

2013

4:00pm

Nov. 22,

2013

Nov. 18-Dec.

20, 2013

22days

Dec. 9,

2013

4:00 pm

Dec. 11,

2013

Homerooms

Jan. 6, 2014

4:00 pm

Jan. 10, 2014

Jan. 7- Feb.

14, 2014

28 days

Jan. 27,

2013

4:00 pm

Jan. 29,

2013

Homerooms

Feb. 17,

2014

4:00pm

February 21,

2014

Feb. 17-Apr.

4, 2014

30 days

Mar. 10,

2013

4:00 pm

Mar. 12,

2013

Homerooms

April 7, 2014

4:00pm

Apr. 11,

2014

Apr. 7-May

29, 2014

37 days

April 28,

2013

4:00 pm

April 30,

2013

Homerooms

May 23,

2014

4:00 pm

May 29,

2014

Hamilton MS Grading Policies

Parental Notice: HISD Board Policy requires that parents of students that fail a course for one cycle be

notified. Progress reports do provide notice. If a student is passing at progress report time, but begins

failing the course after the progress report, another teacher-created progress report must go home. A

copy of this progress report, signed and dated by the student/parent, must be kept on file by the teacher.

See Board Policy page 2.

Core Subjects:

Categories and their assigned weights to be used to determine mastery:

Classwork 45%

Homework 10%

Quizzes 10%

Test Performance 35%


Electives


Classwork 60%

Homework 5%

Quizzes 5%


PE


Classwork 75%

Homework 5%

Quizzes 5%


Grading Criterion: Grades shall be based solely on achievement of the course/grade level standards.

Student attendance, effort, ability, participation, improvement, attitude, and other behaviors shall be

reported separately from achievement.

Number of Grades: Students should have at least 12 grades per six week cycle. Exceptions will be

made for day/s district or state testing is administered in any given grading cycle. Teachers will input a

minimum of 2 grades per week into GradeSpeed. Students will be given 1 additional opportunity to

show mastery on any classwork and/or test grade posted below a 70. The higher grade will be used in

averaging the grade for that cycle. A teacher is allowed to drop 1 grade per six weeks but still have 12

grades to average for the reporting cycle. There must be at least one grade in each category and no 1

grade can account for 20% of the students’ final six week average.

Late Work: Will be recorded 1 grade letter below what is earned and is due the following class day

unless the student has an excused absence which allows for 3 days. (See Attendance Procedures).


Section H

Attendance

Procedures PR-1, PR-3, PR6


Student Attendance Board Policy FEB(LEGAL)

The District shall maintain records to reflect the average daily attendance (ADA), as required by the

Commissioner. The Superintendent, principals, and teachers are responsible to the Board and the state to

maintain accurate, current attendance records. 19 TAC 129.21(a)

Alexander Hamilton Middle School Attendance Policies

Average Daily Attendance (ADA): The official ADA time at Hamilton MS is 10:00AM. Therefore, it is

extremely important that attendance is taken promptly during 2nd

period to ensure that this deadline is met.

This is how our funding is determined, and it is essential that this attendance is correct.

Attendance Procedures:

1. During homeroom, attendance should be taken and recorded by the teacher. It does not need to be sent

to the office. Students that are excessively absent or tardy should be reported to their dean.

2. Attendance should be taken during homeroom and during periods 1-8 using GradeSpeed.

3. If GradeSpeed is not working, attendance should be taken on the white HISD Daily Absentee Report

and sent to the attendance office (room 212).

4. Any student that is not physically present in your classroom should be counted absent. This includes

students that are in ISS or suspended. The only exception is students that are on a field trip (list will be

sent beforehand).

5. If you make an error, an attendance correction form should be sent to Christian Sada (Room 212).

6. These are auditable materials, and it is very important that they are correct.

Attendance Bulletin:

1. Christian Sada will send out a daily attendance bulletin using email. This should be checked daily.

2. The bulletin reflects students that were marked absent on ADA.

3. If a student is on the bulletin, but shows up in your class that day, please ask them if they were here

during the ADA time. Please email the dean and Christian Sada the student’s name and excuse so

that it may be verified and/or corrected by the dean.

4. If a student is not on the bulletin, but misses your class, please email the dean and Christian Sada so

that the absence may be researched.

Student Absences:

1. When a student is absent, they must take their excuse to in room 212.

2. Students should receive make up work when they return from an absence.

3. Students have up to 2 class periods to make up missing work. More time may be given for

extenuating circumstances if warranted after a dean/teacher discussion.

Correcting Excessive Absences:

1. Please discuss with your dean if you notice any excessive absences or unusual trends (ex: only absent

on Mondays, 2 students that always miss together, etc.)

2. If a student misses excessively, bring them into an IAT meeting to discuss their excessive absences.

Remind them that poor attendance can result in the student needing to attend summer school.

3. Report students with chronic or serious health problems to the dean so that arrangements can be made

to assist this student.


Faculty and Staff Absence Board Policy

DEC(LOCAL)

The District’s comprehensive leave program includes both paid leave and unpaid leave privileges.

Eligibility for the various types of leave depends on the employee’s position, the number of months of

service per year, and the length of service.

Teacher Absences/Request to Leave Early

Sub Line: 1800-942-3767

See attached AESOP Directions for entering an absence.

Teacher Absences: Regular, consistent faculty and staff attendance is vital to the educational process.

No one can do the job of a faculty or staff member as effectively as he or she can. Therefore, it is

imperative that everyone be present and on time each work day. In the case of illness, family

emergency, off-campus duty, or other situations that result in a faculty or staff absence, it is the

responsibility of the absent employee to call AESOP or indicate absence online

www.aesoponline.com , the automated associate teacher system, immediately to secure coverage

for his or her position as appropriate and then notify the grade level administrator or principal. In

the event of any full- or part-day absence, you must complete and return the appropriate form(s)

available outside the secretary’s office. If the absence was due to an emergency or other reason that

prevented you from completing the Absent From Duty Request (available from Ms. Vicencio) form in

advance, it is your responsibility to complete an Absent From Duty form immediately upon your return

to work. Return the forms in person; do not leave them on the secretary’s desk anonymously or in

her absence. Requests for personal business that cannot be conducted outside of the regular school

hours will be filed in writing to the principal at least 24 hours prior to the time for which the leave is

requested. Employees may use 2 days of leave time per year at full pay for personal business. These

days shall be deducted from the employee’s personal leave balance. Teachers must fill out an Absence

from Duty Report form for each day of absence upon return.

Substitute Lesson Plans All teachers are required to have a sub folder for emergencies. The sub folder should contain lesson

plans for each class period for four instructional days, updated attendance rosters, seating charts, the

lunch and bell schedule, fire drill and lockdown procedures, the red fire drill sign, a school map, the

teacher’s daily schedule, nurse’s passes, and a note for the sub. These folders should be kept with the

grade level clerk and updated periodically. These folders prevent your colleagues from having to take

care of emergencies

Request to Leave Early: In the event that it is necessary for an employee to leave campus before the

school day has ended, permission must be obtained from Mr. Hampton. Requests to leave early will be

approved on an individual basis. All requests must be made at least 24 hours in advance (except in the

case of unexpected emergencies) and an Early Departure Request Form (Available from Ms. Vicencio)

must be completed and signed by the teacher and the administrator. Employees must sign out before

leaving and sign in upon returning with Ms. Vicencio. Please do everything possible to make

appointments after school hours. Departure from campus before 3:50 PM is considered early.

Leaving and Returning to Campus during the School Day: An employee that leaves campus during

school hours and returns the same day must sign out and back in with Ms. Vicencio, room 212.

Off Campus Duty (OCD), Professional Development: All requests for off campus duty or

professional development must be approved in advance by Ms. Myers in room 210. When you return

from the professional development you must provide your documentation of attendance to the workshop

along with your absence from duty form to Mrs. Vicencio, room 212.

http://www.aesoponline.com/


Section J

Personal

Graduation Plan

(PGP) PL-2


EIF

(LEGAL)

A principal shall designate a guidance counselor, teacher, or other appropriate individual to

develop and administer a personal graduation plan (PGP) for each student enrolled in a junior high, middle, or

high school who:

1. Does not perform satisfactorily on a state assessment instrument; or

2. Is not likely to receive a high school diploma before the fifth school year following the student’s

enrollment in grade level nine, as determined by the District

A PGP must:

1. Identify educational goals for the student;

2. Include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies;

3. Include an intensive instruction program described in Education Code 28.0213 [see EHBC];

4. Address participation of the student’s parent or guardian, including consideration of the parent’s or

guardian’s educational expectations for the student; and

5. Provide innovative methods to promote the student’s advancement, including flexible scheduling, alternative

learning environments, online instruction, and other interventions that are proven to accelerate the learning

process and have been scientifically validated to improve learning and cognitive ability.

A student’s IEP developed under Education Code 29.005 [see EHBAB] may be used as the student’s PGP.

PERSONAL

GRADUATION

PLAN (PGP)


Section K

RTI &

Intervention

Assistance

Team I-3, PL-1


Response to Intervention (RTI) is a comprehensive assessment and intervention process that identifies

students who are at-risk and monitors the academic progress of all students in the general education

curriculum. RTI calls for a number of professionals to work together to successfully complete a series

of ongoing tasks (universal screening, intervention, progress monitoring).

The Intervention Assistance Team (IAT) is a mechanism within RTI to evaluate a student’s response

to tiered levels of support. The IAT is a collaborative effort for teachers in meeting the needs of all

learners.

We use the Chancery SMS RTI/PGP documentation platform to document the process. Deficits must be

addressed in Tier One before escalation to Tier Two.

The following pages contain optional forms that may be used to guide discussions during TEAM

meetings to document student concerns. The parent must be a part of the process. All information must

then be documented in Chancery.


STUDENT CONCERN (Optional)

PROFILE

Student Name Grade Teacher

Academic Concern Behavior/Emotional/Social Concern All

1. What specifically is the student doing that concerns you? Give specific examples.

2. How long has the student demonstrated the problem / concern?

3. How frequently does the problem occur? If this is a behavior issue, how long does the problem

last?

4. In what specific situations does the problem occur? Consider location, activity, time of day, etc.

5. What interventions have been done to help change this problem?

6. What would you like the student to do that he/she does not presently do?


Communication with Colleagues

Intervention Strategies (Optional)

(Grade Level / Department Team Member, Academic Specialist, Social Worker, Previous Teachers,

Team Leader, or Campus Administrator)

Colleague 1

Name Date

What additional intervention strategies or insights were discussed? What ideas did you gain from this

professional dialogue?

Colleague 2

Name Date



Colleague3

Name Date




Conference Documentation (Optional)

Parent Conferences *

Parent(s) Present Date

Staff Members Present

What student concerns were shared with the parent(s)?

What insight did the parents give that might help the school gain a better understanding of the student’s

problem?

Plan of Action

On-going communication plan

* If appropriate, you may consider conferencing with the student. Follow same format and document.


Section L

Calendars/

Schedules


Alexander Hamilton Middle School Houston Independent School District

Roger Bunnell, Principal

Hamilton Middle School

2013-2014

Bell Schedule: Monday – Tuesday, Thursday - Friday

8:10 Students Enter the Building

8:15 - 8:40 Homeroom

8:45 – 10:05* 1st/5

th Period

10:10 – 11:30 2nd/

6th

Period

*OFFICIAL ADA TIME IS 10:00

First Lunch Second Lunch Third Lunch

11:35 – 12:05 Lunch 11:35 – 12:10 3rd

/7th

Period 11:35 – 12:55 3rd

/7th

Period

12:10 – 1:30 3rd

/7th

Period 12:10 – 12:40 Lunch 1:00 – 1:30 Lunch

12:45 - 1:30 3rd

/7th

Period

1:35 – 2:20 Enrichment/Intervention

2:25 – 3:45 4th

/8th

Period

3:45 Student Dismissal

Bell Schedule: Wednesday

8:10 Students Enter the Building

8:15 - 8:35 Homeroom

8:39 – 9:25 1st Period

9:29 – 10:15* 2nd Period

10:19 -11:05 3rd

Period

*OFFICIAL ADA TIME IS 10:00

First Lunch Second Lunch Third Lunch

11:05 – 11:35 Lunch 11:09 – 11:55 4th

Period 11:09– 11:55 4th Period

11:39 – 12:25 4th Period 11:55 – 12:25 Lunch 11:59 – 12:45 5th Period

12:29 – 1:15 5th

Period 12:29 - 1:15 5th

Period 12:45 – 1:15 Lunch

1:19 – 2:05 6th

Period

2:09 – 2:55 7th

Period

2:59 – 3.45 8th

Period

3:45 Student Dismissal


Early Dismissal Days 2013-14

The following days for the 2013-14 school-year are designated as early dismissal days to complete

Parental Involvement activities and Professional Development. Early Dismissal time is 1:30 PM.

September 25, 2013

October 30, 2013

November 20, 2013

January 29, 2014

February 19, 2014

Teacher Leadership Team 7:30AM (Every Tuesday beginning 9/4/12)

Department Meetings Blue Days (Mondays and Thursdays) Allocated period

Team Meetings White Days (Tuesdays and Fridays) Allocated period

SDMC Meetings August 27, 2013

September 24, 2013

October 22, 2013

November 19, 2013

December 17, 2013

January 28, 2014

February 25, 2014

March 25, 2014

May 20, 2014

Faculty Meetings September 10, 2013

October 8, 2013

November 12, 2013

December 10, 2013

January 14, 2014

February 11, 2014

March 11, 2014

April 8, 2014

May 13, 2014


Section O

Employee

Appraisal


2013-2014 Teacher Appraisers

Hampton Clark Coats Garcia

Castillo Brooks Alderete

Lambeth Hawkins Andazola

Lira McDaniel Goodman

Marek Molcillio Guidry

Mayo Perez Hahn

McClean Spriggs Kurtas

Ochoa Sutherland Matinez

Seal Trendell Rodriguez

Turner Valentine Sadler

l

Fletcher Myers McEnerney Thomas

Cordova Asbell Callegari Cummings

Couch Benn Holley Guest

Durham DeStefano Jiminez Holmes

Foster Gillespie Johanningmeier Malkowski

Heck Matherne Kansas Martin

Kline Mollett Laforet Price

Palladino Ortegon Law Roberts

Phillips Spain Nelson Robins

Spencer Thompson Sonnier

Vogt


2012-2013 Support Staff Appraisers Hampton Clark Coats

Nereida Flores Juanita Sada Christian Sada Angela Vicencio Mayra Vicencio

Ray Mendez Jocelyn Webster

Rosalinda Holliday Linda Rodriguez

Garcia Fletcher McEnerney Carlos Charles Martha Miner

Deborah Bell Cassandra Campuzano

Michael Brooks Jorge Deleon

Myers Robinson Thomas Valerie Colenburg Aurora Gomez Jose Sada

Vanessa Benitez

Elsa DeLeon Latrisha Sellers

Johnson

John Ruthven

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