1. education
2. school

BIG SPRINGS CHARTER
SYSTEM
Quality Education
Caring Heart
EMPLOYEE MANUAL
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EMPLOYEE MANUAL
Big Springs Charter
Revision 2.0
7/30/2013
TABLE OF CONTENTS
Chapter 1
Introduction to Big Springs Charter School
Chapter 2
Employee
Chapter 3
Students
Chapter 4
Social Skills and Character Education
Chapter 5a School Operations and Support Services
Chpater 5b Instructional Programs
Chapter 6
Parents, Visitors & Members of the Community
Chapter 7
School Safety & Crisis Management
EMPLOYEE MANUAL
Big Springs Charter
Revision 2.0
7/30/2013
1 INTRODUCTION TO BIG SPRINGS CHARTER SCHOOL
1.1
Philosophical Foundation
The Big Springs Charter System has many principles and guidelines that
have been used to design the philosophical foundation for how we educate
and treat our high risk student population. The charter for the school was
approved by the Texas Education Agency with a specific focus on the at risk
foster children who reside at the Big Springs Ranch for Children and Hill
Country Youth Ranch. These homes, for youth that have experienced varying
degrees of physical, emotional and sexual child abuse, are primary partners
with the school in preparing the youth for successful entry into adulthood and
independent living.
1.2
History and Founding Information
Big Springs Charter School was granted in 2001 to Hill Country Youth Ranch,
a nonprofit organization founded in 1977 for the care and treatment of
abused-neglected children. The school provides an education program for
students in first through twelfth grade. The school campuses are located at
the Big Springs Ranch for Children in Real County, Texas and the Hill
Country Youth Ranch in Kerr County. The charter school was created to
serve children living in the Real County-Leakey ISD area and the Kerr
County-Ingram ISD area. The program is designed to serve primarily at-risk
students, but also average, special education and gifted-talented children with
equal success. Personalized continuous progress programs and inclusive
special education programs will help all students achieve success.
1.3
Mission Statement
The mission of Big Springs Charter School is to educate and prepare all
students for success in family, employment and community.
1.4
Vision
As you enter Brune School and Cailloux/Najim School, the level of pride and
accomplishment is evident. The schools are well maintained and have a safe
environment, with technology appropriate to a wide range of learning
activities. The learning atmosphere is exciting, stimulating, and success
oriented.
Students have a wide spectrum of learning experiences. The school climate
encourages respect; adults are compassionate, competent, committed,
consistent, considerate, and enabled.
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Students accept responsibility for learning and possess positive attitudes.
Their communication is open, friendly, and caring; not only between students,
but also with staff. This exists because of respect among students and the
adults in their lives. The students are self-motivated and excited about
learning. They have a sense of direction and possess a high sense of
responsibility. Through their sense of good values, positive behavior, and
high moral conscience; they hold themselves accountable for their actions.
They accept the consequences of the choices they make.
Open communication exists between students and adults through mentoring;
mastering all levels of communication, including oral and written; and the
fostering of positive relationships.
Students come to school prepared, eager to participate, and devoted to their
learning. They complete learning projects and assignments without hesitation
and are successful because they believe in who they are.
All students work to become productive adults and contributing members of
society. They aspire to be lifelong learners as they prepare and plan for the
future.
The community embraces involvement in the educational development of all
students. Ranch staff, parents, and other members of the community
demonstrate respect for education through their availability to and support for
all members of the school population. Ranch staff and parents take an active
role in their child’s education by providing basic needs so their child is ready
to learn. By learning values and good ethics at home, the students are
prepared to succeed at school. Mutually respectful and cooperative in school,
ranch and community; ranch staff, parents, and school staff work together
with the vision of helping students become productive members of the school
and society. Administrators are visible and accessible to the students.
Failure is Not an Option
1.5
Objectives and Goals
The objectives of Big Springs Charter School are:
 Parents, residential staff, children, and volunteer-mentors will be full partners
with school staff in the education of the children.
 Students will be encouraged to meet their full educational potential.
 Students will remain in school until they obtain a high school diploma.
 An appropriate curriculum will be provided to all students.
 Qualified and effective school staff will be recruited, developed and retained.
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The school will maintain a safe and disciplined environment conducive to
learning.
Educators will use creative and innovative techniques in instruction.
It is the goal of the Big Springs Charter School to educate students, using
personalized continuous progress, to demonstrate gains of 1.5 years during
the school year in Reading, Math and English-Language Arts. It is also a goal
of our charter school to educate students to demonstrate exemplary
performance in Science and Social Studies. Students will also attain physical
fitness, develop proficiency in two recreation sports and develop proficiency in
at least one occupational skill.
1.6
Hill Country Youth Ranch Board of Directors – School Committee
Wes Dorman – President
Vicki Barron
Jason Davis
Dr. Phil Hamman
Wilma Teague
1.7
School Management Board
Carole Harton - President
Bailey Anderson
Bobby Jack Rushing
Christina Shirley
1.8
Charter and Bylaws
Big Springs Charter School operates as an open-enrollment charter school
under a charter granted by the State Board of Education as a nonprofit
corporation exempt from taxation under Section 501(c)(3) of the Internal
Revenue Code.
The following are the charter and bylaws for the school:
The Board of Directors of the Hill Country Youth Ranch is the governing
body for the Big Springs Charter School.
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The officers of the HCYR Board shall be elected by the board
members and shall consist of a President, Vice-President, Secretary
and Treasurer.
Each officer shall hold office for one (1) year until his/her successor
shall have been duly elected and have qualified. (Bylaws V.5.01)
Any officer elected or appointed by the Board of Directors may be
removed by the Board of Directors whenever in its judgment the best
interest of the corporation would be served; thereby, but such removal
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shall be without prejudice to the contract rights, if any, of the officer
removed. If the officer is a Director, he/she may not vote therein. (5.02)
At the regular April meeting of each year, the Board of Directors will
appoint a Nominating Committee for the purpose of nominating
directors to replace those whose term is expiring. The Nominating
Committee shall make its report to the Board of Directors at the
ensuing meeting. Any member of the Board of Directors may make
additional nominations.
An election of the new Directors shall be held at the May meeting.
All directors shall take office at the regular June meeting of the Board
of Directors. (2.01).
Members are eligible to serve a full three year term. The terms are
staggered.
The School Management Board helps the school Superintendent develop
and monitor school policies, procedures, budget and personnel. Its members
are appointed by the HCYR Management Board.
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The officers of School Management Board shall consist of a Chairman,
Vice-Chairman and Secretary.
Officers are selected by vote of the members of the School
Management Board at the regular July meeting each year.
They are removed from office if the School Management Board
determines that they have missed three consecutive meetings without
an adequate excuse.
The members of the school Management Board are selected to serve
a term of three years. At the end of each term the HCYR Board will
appoint a replacement and the outgoing member is eligible to be reselected.
At the first appointment only, one member will be appointed to serve
one year, one member will serve for two years, and two members will
serve for three years.
Members of the School Management Board may be removed from
office if the HCYR Board determines that they are no longer interested
in the school and fail to meet regularly, or if the member acts in a way
that the HCYR Board believes will damage the conduct or reputation of
the school.
If a member resigns or otherwise leaves the School Management
Board, he/she is replaced by the HCYR Board to serve the remaining
term.
Term of the members of the School Management Board will be three
years except the first year described above. The terms will be
staggered.
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Big Springs Charter
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Charter Amendments
Amendments to the Big Springs School Charter shall be submitted to the
State Board of Education for Approval.
1.10 Address and Telephone
Big Springs Charter School
Ed Brune School
P.O. Box 399
10664 North US Hwy 83
Leakey, Texas 78873
830-232-7101
Cailloux School/Najim
P O Box 609
3522 Junction Hwy 27
Ingram, TX 78025
830-367-6100
1.11 Abbreviations
BSCS
Big Springs Charter School
HCYR
Hill Country Youth Ranch
SA
School Administrator
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EMPLOYEES
Big Springs Charter School is committed to a standard of excellence in the
education services that it provides to our students. All employees participate
in the efforts to meet this commitment and to achieve a standard of
excellence. Because Big Springs Charter School and its employees are
judged on their performance and results, it is important that both parties retain
the ability to determine their own relationship with one another.
This shall in no way be considered as a guaranteed contract of continuing
employment nor is there any implied or expressed covenants that in any way
conflict with this policy.
2.1
Terms of Employment
All employment at Big Springs Charter School shall be at-will unless a term of
employment is expressly stated in a written contract. At-will employment
means that the employee may resign at any time with or without notice or
cause, and that employment may be terminated at the sole discretion of the
school for any lawful reason and under any lawful circumstance. Nothing in
any document or statement shall limit the right to terminate at-will. No
supervisor or employee of Big Springs Charter School has any authority to
enter into an agreement for employment for any specified period of time or to
make an agreement for employment other than at-will. Only the Board of
Directors has the authority to make any such agreement and then only in
writing.
2.2
Employment Discrimination
Big Springs Charter School is an equal opportunity employer. The school
shall not fail or refuse to hire or discharge any individual, or otherwise
discriminate against or adversely affect the employee status of any individual
with respect to compensation, terms, conditions, or privileges or employment
because of the individual's race, color, religion, sex, or national origin, nor
discriminate in employment as set out above because an individual is age 40
or above, except where such actions or classifications are bona fide
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occupational qualifications reasonably necessary to the normal operation of
the school.
The School shall post notices regarding non-discrimination in employment as
required by the Equal Employment Opportunity Commission.
2.3
Hearing-Impaired Employees
The Board of Directors shall provide a hearing -impaired employee an
interpreter, chosen from a list of qualified interpreters compiled by the State
Commission for the Deaf, in any adjudicative hearing before the board where
the hearing-impaired employee is the subject of the hearing. To qualify as a
hearing-impaired employee, the employee understands of the adjudicative
proceedings or communication must be inhibited by the impairment.
2,4
Immigration and Naturalization
Within three business days of employment, the school shall confirm the
employment eligibility of all new hires by examination of documents
establishing identity and employment authorization and completion of the I-9
Form of the Federal Immigration Service.
2.5 Background Checks
A Background Check of prospective volunteers and applicants for employment
shall be obtained from a law enforcement or criminal justice agency pursuant to
Texas Education Code 22.083, and reviewed by the Superintendent prior to
employment or the commencement of volunteer service.
Background checks of employees or volunteers may be obtained at any time
during employment or service.
Knowledge of a criminal background of any employee certified by the State
Board of Educator Certification shall be reported to that board in writing.
Results of background checks will not be disseminated to any person.
Failure of any employee to disclose a conviction of a felony or misdemeanor
involving moral turpitude prior to employment shall be grounds for discharge.
Such discharge shall disqualify the employee for unemployment benefits.
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New Employees
New employees must report to central office immediately upon accepting an
employment offer. Employee data and fingerprinting must be obtained before
the first day of employment with Hill Country Youth Ranch dba Big Springs
Charter School.
2.7
New Hire Reporting
No later than 20 days after the date of the new hire of an employee, a report
that contains the name, address, and social security number of the employee
and the name, address and employer identification of the school, shall be
made to Texas Employer New Hire Reporting, Operations Center, P O Box
149224, Austin, TX 78714-9224, 1-888-TEXHIRE(839-4413)
2.8
Pre- and Post-Offer Medical Testing
Employees may be required to submit to a medical test (including drug
testing) as the final step to complete acceptance of employment, in
accordance with the Americans with Disabilities Act (ADA). Additionally an
employee may be required to submit to medical testing, including drug
testing, after the employee begins working when job performance or safety
issues arise, or when necessary to determine the employee's fitness to
continue employment. All medical records of the employee shall be
maintained separate and apart from the employee's general personnel file
and shall be considered a confidential medical record. Tests for illegal use of
drugs are not medical examinations under the ADA and are not subject to the
restrictions of such examinations.
2.9
Conviction and Reporting of Certain Crimes
All applicants for employment at Big Springs Charter School shall reveal on
their application for employment any and all convictions for felonies, or
misdemeanors involving moral turpitude, including those which the employee
received probation or deferred adjudication. All employees shall notify the
school administrator in writing of a conviction of any criminal act involving a
controlled substance as defined by state and Federal law, or any criminal
conviction of a felony or Class A or B misdemeanor within five days of such
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conviction. Violations of this or other school policy may result in disciplinary
action including termination of employment.
2.10
Tobacco, Drugs, Alcohol, Weapons and Fireworks
The manufacture, distribution, dispensation, possession, or use of a
controlled substance, illegal drugs, alcohol or tobacco, as those terms are
defined in state and federal law, is prohibited on the school premises, or as
part of any activity on or off school property.
Employee shall not be under the influence of controlled substances, illegal
drugs or alcohol in the performance of their duties. Violations of this policy
may result in disciplinary action including loss of employment. To comply with
Workers' Compensation rules, the school will provide a written copy of this
policy to each employee at the time of employment.
The possession of firearms, illegal knives, and prohibited weapons on school
property or at school related activities is also prohibited by law, as is the
ignition of fireworks within 600 feet of the school.
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Conduct Prohibited by Penal Code
Employees in the performance of their duties shall not commit the offense of:
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Bribery
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Coercion of a Public Servant
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Improper Influence
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Gift to a Public Servant
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Tampering with Government Record
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Abuse of Official Capacity
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Misuse of Official Information
Violations of this policy within or related to an employee's duties shall be
grounds for disciplinary measures including termination of employment.
2.12
Religious Affiliation
No person applying for employment with the Big Springs Charter School shall
be asked their religion or religious affiliation.
2.13
Attendance
All employees are expected to conduct themselves in a professional manner
during their employment including practicing good attendance habits. All
employees should regard coming to work on time, working as scheduled and
leaving at the scheduled time as essential functions of their jobs, i.e., good
attendance habits are an integral part of every employee’s job description.
Fulltime employees are generally expected to work a minimum of eight (8)
hours during a work day. Arriving at work later than scheduled or leaving
work earlier than scheduled without prior approval by school administrator
can lead to disciplinary action. As professionals, teachers have the flexibility
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to adjust their work schedule as long as their teaching responsibilities are
being fulfilled.
All staff are required to sign on the Daily Time Sheet available at the
school/district office. No one else is allowed to sign for you.
2.14
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Work Schedule Hours:
Brune Campus
8:15am – 4:15pm
 Cailloux/Najim Campus
2.15
7:50am – 3:50pm
Personal Phone Calls
Personal phone calls may be made during personal time. If a long-distance
call needs to be made, personnel may purchase and use their own longdistance phone cards.
2.16
Compensation, Benefits and Pay Schedule
Employee compensation shall be based on education, experience, tenure
and/or other lawful criteria.
Employee benefits shall include:
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Enrollment in the Texas Teacher Retirement System (TRS)
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Enrollment in the TRS ActiveCare health care and prescription drug
program
2.17
Cafeteria and Flexible Benefits Plan
Basic Life Insurance
As part of the health insurance benefits, continuation of coverage shall be
offered pursuant to the Consolidated Omnibus Budget Reconciliation Act
(COBRA). COBRA provides employees with an opportunity to continue health
care insurance coverage when a qualifying event would ordinarily terminate
the coverage. Some of the more common qualifying events include death,
resignation, termination, and reduction in hours, leaves of absence, divorce,
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or loss of eligibility of a dependent. COBRA permits an employee to pay the
full cost of the coverage at the rates paid by the school plus an administrative
fee.
Employees shall notify the school administration within thirty days of the
death, termination, reduction of hours of a covered employee, or of the
eligibility of an employee for Medicare benefits.
2.18
Compensation for FLSA Employees
Non-exempt employees covered under the Fair Labor Standards Act shall not
be paid less than the prevailing minimum wage. Compensation for overtime
work shall be as provided by the Act. The school shall comply with all recordkeeping requirements for covered employees.
2.19
Additional Duty
School staff may be directed to perform additional assigned duties from time
to time, such as supervision of students before and after school.
2.20
Leave and Absence from Duty
Employees taking leave or absence from duty shall do so only in compliance
with school policy and procedure with approval of the school administration.
Failure to return to duty promptly after an approved leave of absence shall be
cause for disciplinary action up to and including termination of employment.
Qualifying employee shall be entitled to leave in accordance with the Family
and Medical Leave Act of 1993.
An employee of the school, who is a member of the Texas National Guard or
a reserve component of the Armed Services, is entitled to a leave of absence
from his or her duties on a day in which the person is engaged in authorized
training or duty ordered or authorized by proper authority. During a leave of
absence the employee may not be subject to loss of time, efficiency rating,
vacation time or salary. An employee returning from such leave of absence
shall be returned to the position that the employee held when ordered to duty.
The school shall grant leave requests for religious observances and practices
except when such requests cannot be reasonably accommodated without
undue hardship on the conduct of the school's operations. Such leave shall
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be unpaid unless other paid leave is available under school policy and is
requested by the employee.
No employee shall be discharged, disciplined, or penalized in any manner
because the employee complies with a valid subpoena to appear in a civil,
criminal, legislative, or administrative proceeding.
Each fuIl-time employee of Big Springs Charter School shall earn one (1) day
of leave for each month of employment up to ten (10) days per year, five (5)
days State Leave and five (5) days Local Leave. The earned day shall be
credited to the employee at the end of each month. State Personal Leave of
five (5) days is advanced at the start of each school year. State Leave is used
before Local Leave.
In the event that a paid leave balance is not available, employee’s next
paycheck will be docked at full pay rate for each hour/day of exceeded leave.
If the employee terminates employment and has not accrued adequate leave
to cover approved leave time taken, the school may withhold the daily amount
for the leave used, but not accrued.
Leave shall be cumulative from year to year.
Big Springs Charter School does not provide end of employment pay for
accumulated leave.
Accrued personal leave may be used for illness, injury, bereavement,
disability, adoption of child, or emergency defined as unforeseen situation
temporarily interfering with the employee's ability to execute duties.
Personal leave is not meant to be used for reasons of a personal nature,
however such leave may be granted by the Superintendent under special
circumstances.
"Old State Sick Leave" earned and accrued prior to May 30, 1995 is no longer
earned, but past years' accumulation if any, is retained and continues to be
transferable from district to district, but may not be used for personal
business.
"State Personal Leave" effective May 30, 1995 states that all school district
employees can earn up to five (5) days of state personal leave per year,
which may be accumulated without limit and may be transferred from district
to district. State Personal Leave is advanced at the beginning of each school
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year. Should any employee leave the school before the leave is actually
earned, the cost of unearned leave is deducted from the employee's final pay.
Planned personal leave shall be granted on a first come, first serve basis with
consideration of the percent of campus employees in each category absent at
the same time for planned personal leave. Use of planned personal leave
shall be considered granted upon written approval from the school
administrator.
Planned personal leave may not be taken for more than two (2) consecutive
days except in extenuating circumstances as determined by the school
administrator.
Planned Personal Leave is not allowed for:
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Days scheduled at end of semester or end of year exams
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Days scheduled during STATE ASSESSMENT testing
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Days before and after school holidays
2.21
Request for Leave
Employees shall submit a Request/report of leave form to the school
administrator.
In the event of a planned absence the employee will submit the written
request for leave with sufficient advance notice to allow timely consideration
by the school administrator-at least two (2) days, Verbal request for leave will
not suffice and leave taken without prior written approval will be considered
as unapproved and unpaid absence.
In the event of an unplanned absence the leave request must be filed within
two (2) workdays after the return of the employee to be considered for
approval or disapproval by the school administrator.
On rare occasions emergency leave with pay may be granted to an employee
who has used all accrued leave. The school administrator, School
Management Board and School Committee must approve this paid leave.
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2.22
Jury Duty
Leave with regular paid salary shall be granted to employees summoned to
Jury Duty.
2.23
Military Leave
Military leave shall be granted to employees under the provision of applicable
federal and state statutes.
2.24
Family and Medical Leave Usage
If you have at least 12 months of employment service you are entitled to 12
weeks of Family and Medical Leave (FMLA) during the fiscal year. Under
FMLA if the leave you requested is due to one of the following reasons, this
leave will count toward your entitlement of Family and Medical Leave during
the fiscal year:
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Birth of a child
Placement in your home of a child for adoption or state-certified foster
care
Your serious health condition (illness, injury or pregnancy), or
To care for your spouse, child or parent who has a serious health
condition.
If you are applying for leave for one of these reasons, you must use all
available paid leave before taking unpaid leave.
In addition to medical certification required for sick leave, you must provide
medical certification within 15 calendar days of the date of request to the
school administrator if you are taking leave due to your own serious health
condition or the serious health condition of your spouse, child or parent.
While you are on paid leave, your benefit coverage will continue and any
premiums you normally pay for coverage will be deducted from your pay. If
you take unpaid leave for one of the reasons stated above you must pay the
premiums or your benefit coverage may end. You will receive a bill for these
benefits while you are on leave. You must pay the premiums within 30 days of
the due date shown on the bill.
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If your leave is due to your serious health condition you must present a
fitness-for duty certificate from your doctor before you can return to work.
If you take leave for one of the reasons stated above, you will be reinstated to
your job or similar job when you return from leave, unless you would not
otherwise have been employed at that time.
You will be expected to check in with the school administrator periodically
while on leave to inform him/her of your status and expected date of return
You will be asked to provide a recertification of your(or a family member's)
medical situation each 30 days while you are on leave due to a serious health
condition.
2.25 Leave of Absence without Pay
Leave without pay may be granted by the school administrator to any
employee for purposes as the following: illness, maternity, military service,
government service or other purpose approved by the administrator. Benefits
shall not continue for an employee during absence without pay.
2.26
Work Related Injury
Any injury, no matter how minor, must be reported, in writing. Immediately
following the incident, an Employee Injury Report should be filled out and
turned into the Administrative Office. If the injury required medical attention,
please follow the guidelines specified in the Workers Compensation section of
this manual.
2.27
Workers Compensation
Big Springs Charter School provides workers compensation coverage to
covered employees pursuant to the Texas Workers Compensation Act, and
shall comply with notice, reporting and other obligations as required.
If there is a work related injury and medical treatment is needed, the following
procedures should be followed:
In the Kerrville area, only two places see patients claiming worker's comp. for
work related injuries that are approved by our insurance carrier. They are:
Franklin Clinic
723 Country Dr. Suite C 723
Kerrville, TX 78028
830-792-5800
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Family Practice Associates
220 Wesley Dr
Kerrville, TX 78028
830-896-4711
Injured workers are allowed to go somewhere else on a one time basis. But
after an initial visit, the injured worker should go to one of the two places
listed above. If an injured worker chooses to go to a different doctor or clinic,
claims submitted to the workers insurance carrier could be refused.
If medication is prescribed, a call should be made to ScripNet, for approval, at
888-680-8562.
A list of approved providers can be obtained by calling 800-252-7031
If anyone has any questions they can call Warranetta at HCYR 830-367-6111
or email at [email protected].
2.28
Sexual Harassment
Big Springs Charter is committed to providing a work environment which is
free of unlawful harassment and intimidation. Our policy prohibits harassment
because of sex (including sexual harassment, harassment due to pregnancy,
childbirth or related medical conditions and gender harassment) and
harassment because of race, religion, color, national origin, medical condition,
physical or mental disability, age or any other basis protected by federal, state
or local law, regulation, or ordinance. ALL SUCH HARASSMENT IS
ILLEGAL.
Big Springs Charter’s anti-harassment policy applies to all individuals involved
in the operation of the company, and prohibits unlawful harassment by an
employee of BIG SPRINGS CHARTER including officers, supervisors and coworkers, or by any vendors and/or independent contractors and their
employees.
Non-employee violators of this policy are subject to expulsion from BIG
SPRINGS CHARTER’s facilities when harassment occurs on company
premises. BIG SPRINGS CHARTER may discontinue service to off-BIG
SPRINGS CHARTER premise violators of this policy. Furthermore, BIG
SPRINGS CHARTER may report violators to the appropriate authority for civil
or criminal action. BIG SPRINGS CHARTER prohibits retaliation of any kind
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against employees, who, in good faith, bring harassment complaints or assist
in investigating such complaints.
Examples of Prohibited Unlawful Harassment
Prohibited unlawful harassment because of sex, race, religion, color, national
origin, medical condition, physical or mental disability, age, marital status or
any other protected basis includes, but is not limited to, the following
behavior:

Verbal actions such as slurs, derogatory comments or jokes, epithets or
unwanted sexual invitations, advances or comments;

Visual conduct such as sexually-oriented, pornographic and/or derogatory
photographs, posters, drawings, cartoons, gestures, e-mail or Internet
sites;
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Physical actions such as unwanted touching, assault, blocking another’s
way or interference with work because of sex, race or any other protected
category;

Threats or demands to submit to sexual advances or requests as a
condition of continued employment, offers of employment benefits in
return for sexual favors, or to avoid some other negative employment
action; and
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Retaliation against any employee for making an allegation of harassment
or for participating in such an investigation.
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Submission to such conduct is made either explicitly or implicitly a term or
condition of an individual’s employment; or
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Submission to or rejection of such conduct by an individual is used as a
basis for employment decisions affecting such individuals; or
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Such conduct has the purpose or effect of unreasonably interfering with an
individual’s work performance or creating an intimidating, hostile or
offensive working environment.
BIG SPRINGS CHARTER has a zero tolerance policy for vulgar, abusive,
humiliating or threatening language, practical jokes, or other inappropriate
behavior in the workplace. BIG SPRINGS CHARTER will not tolerate the
harassment of any employee or non-employee by another employee or nonemployee, supervisor, manager or director for any reason. Harassment of a
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sexual nature is a violation of various state and federal laws which may
subject the individual harasser to liability for any such unlawful conduct.
Procedure for Reporting Harassment
Any employee who believes that he or she is the victim of any type of
harassment, including sexual harassment, should immediately report such
actions to their supervisor, or to any manager or corporate officer, to a human
resources counselor, or to the director of human resources. If an employee’s
immediate supervisor is involved in the alleged harassment, it is unnecessary
to make a report to that individual. Employees are encouraged to promptly
report the alleged harassment within three calendar days of the offense. It is
not necessary to file a formal complaint or grievance to complain of sexual
harassment. BIG SPRINGS CHARTER takes all complaints seriously and
handles complaints as promptly, thoroughly and confidentially as possible.
BIG SPRINGS CHARTER will clearly inform the employee of his or her rights
to assistance and how to preserve and protect those rights.
Investigating Alleged Harassment
BIG SPRINGS CHARTER will fully and completely investigate any report of
alleged harassment and will take appropriate corrective action depending on
the severity of the conduct. This can include disciplining or discharging any
individual who is found to have violated this prohibition against harassment.
The complaining employee will be informed of the action taken. An employee
who engages in acts of harassment contrary to BIG SPRINGS CHARTER’s
policy may be personally liable in any legal action brought against them.
Interviews, allegations, statements and identities will be kept confidential to
the extent possible and allowed by law. However, BIG SPRINGS CHARTER
will not allow the goal of confidentiality to be a deterrent to an effective
investigation, and it may be necessary to reveal certain information to various
state or federal agencies or courts.
Employees should also be aware that as an employer, BIG SPRINGS
CHARTER has a duty to prevent and correct harassment even when the
complaining employee asks that no action be taken and that the complaint be
kept confidential.
No information related to the complaint or any investigation will be filed in the
personnel files of the employees involved. Rather, these reports will be kept
separately in the human resources department, and marked “confidential.” At
the end of each inquiry, the investigator will prepare a report that sets forth
the dates that various witnesses and parties were interviewed, summarizes
witnesses’ statements, describes factual issues in which the parties disagree,
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offers the investigator’s conclusions, and outlines the actions taken by BIG
SPRINGS CHARTER.
If the investigation reveals that the harassment occurred, BIG SPRINGS
CHARTER will inform the parties that immediate and appropriate action, up to
and including termination, will be taken. The discipline will be proportional to
the severity of the conduct. The alleged harasser’s employment history and
any similar complaints of prior unlawful harassment will be taken into
consideration. Disciplinary measures may include counseling, sexual
harassment or diversity training, suspension, transfer, demotion or discharge.
These remedial measures are intended to placed the complaining employee
in the position which he or she would have been had the harassment not
occurred.
Exercising rights under this policy does not in any way affect an employee’s
right to seek relief through the Texas Commission on Human Rights, the
Equal Employment Opportunity Commission, or a court of proper jurisdiction
for any complaint for which a remedy is provided under federal or state law.
Retaliation
BIG SPRINGS CHARTER Corporation will not tolerate retaliation against any
employee for making an allegation of harassment or for participating in such
an investigation. Retaliation in any form is prohibited. Any employee who
violates this policy is subject to disciplinary action up to and including
dismissal. It is the responsibility of each BIG SPRINGS CHARTER employee
to be aware of the details of the foregoing policy.
Sample Acknowledgment of Receipt and Understanding of BIG SPRINGS
CHARTER Corporation’s Policy Against Harassment in the Workplace
I acknowledge that I have received a copy of BIG SPRINGS CHARTER
Corporation’s (BIG SPRINGS CHARTER) Policy Against Harassment
(policy), that I have read and understand the policy, and that by signing this
acknowledgment, I agree to adhere to the policy as a condition of my
employment and/or continuing employment with BIG SPRINGS CHARTER. I
acknowledge that I understand how to follow the procedures set out in this
policy and that if I have any questions, I will ask for clarification. I agree to
report any incident of harassment in a timely manner and I understand that
there are a number of different individuals who are authorized to take my
complaint and act on it appropriately. I further acknowledge that my failure to
adhere to this policy may subject me to disciplinary action, up to and including
immediate termination without advance warning.
I have reviewed the Policy Against Harassment and have been given the
opportunity to ask questions about the policy. I know that I may file a
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complaint of harassment or participate in an investigation without fear of
retaliation.
2.29
Bullying Prevention Policy
Definition
Bullying includes aggressive or hostile behavior that is intentional and
involves an imbalance of power between the bully and the bullied. It is
typically repeated over time.
Bullying takes many forms, including, but not limited to, physical or verbal
assaults, nonverbal or emotional threats or intimidation, social exclusion and
isolation, extortion, and the use of a computer or telecommunications to send
embarrassing, slanderous, threatening, or intimidating messages. Bullying
can also be characterized by teasing, put-downs, name-calling, cruel rumors,
false accusations, and hazing. Bullying is a form of victimization and is not
necessarily a result of or part of an ongoing conflict.
Prohibited Behaviors
 Student-to-student behaviors characterized as bullying per the adopted
definition, provided it takes place at school, during a school-sponsored
activity, on school buses, or through the use of school equipment in the
case of cyber-bullying.
 a student bullying an adult staff member.
 an adult school staff member bullying a student or another staff
member.
Complaint Reporting Procedures
It is considered the responsibility of school staff members to report acts of
bullying in any of the above-described situations to a member of the school
administration.
All such reports will be taken seriously. Administrators will support coworkers
making such reports and protect against any potential retaliation for making
such a report.
Staff making prompt, accurate, and thorough reports, either verbally or in
writing, will have those reports recorded, as received, by the administrator. An
investigation to determine the facts will take place immediately or as soon as
practicable, in order to verify the validity and seriousness of the report.
Filing a report in good faith will not reflect upon the staff member’s
employment status by the district. The district shall keep the complaint
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confidential for both the accused and the accuser, until such time as the
misconduct is confirmed and sanctions are imposed.
Sanctions and Support
Employees will be trained annually on recognizing the different types of
bullying, the harmful effects of bullying and the correct responses to observed
acts of bullying. The district policy on bullying will be reviewed annually with
staff. Employees found to have participated in bullying behavior, or having
become aware that bullying was taking place and failed to report the
behavior, are considered to be in violation of the prohibition expressed by this
policy and may be subject to disciplinary action.
2.30
Reporting Suspected Child Abuse
School employees that have cause to believe that a child's physical or mental
health or welfare has been adversely affected by abuse or neglect by any
person must immediately make a report to Child Protective Services of the
Texas Department of Protective and Regulatory Services and the local law
enforcement agency. Failure to do so is a class B misdemeanor. The
information in the report must include:
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The child’s name and address
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The name and address of the child’s parent or guardian
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Any other pertinent information
Professional employees must report within 48 hours of suspicion.
Any person who makes such a report, or assists in the investigation of a
report of child abuse or neglect in good faith, is immune from any criminal or
civil liability that might otherwise be incurred or imposed. Authorized officials
from the above agencies shall be permitted to conduct the required interview
with the child at the school with, or without the consent of the parent or
guardian. The school will fully cooperate with all official investigations of
abuse or neglect.
TOLL FREE HOTLINE
The toll free number for the Department of Protective and Regulatory
Services Child Abuse Hotline is 1-800-252-5400. All reports of abuse shall
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also be reported to the school superintendent contemporaneous to the legally
mandated reporting to the Child Protective Services.
2.31
Employee Appearance
A professional instructional atmosphere is created when staff is concerned
about personal appearance. All staff will be neatly and professionally attired
at all times.
2.32
Code of Ethics
Big Springs Charter School Staff shall at all times conduct themselves in
compliance with the following Code of Ethics:
Educators should strive to create an atmosphere that will nurture to fulfillment
the potential of each student.
Educators shall comply with standard practices and ethical conduct toward
students, professional colleagues, school officials, parents, and members
of the community. In conscientiously conducting their affairs, educators shall
exemplify the highest standards of professional commitment.
Educators shall maintain the dignity of the profession by respecting and
obeying the law, demonstrating personal integrity, and exemplifying
honesty.
Educators shall not intentionally misrepresent official policies of Big Springs
Charter School and shall clearly distinguish those views from his/her personal
attitudes and opinions.
Educators shall honestly account for all funds committed to his/her charge
and shall conduct his/her financial business with integrity.
Educators shall not use institutional or professional privileges for personal
advantage.
Educators shall accept no gratuities, gifts, or favors that impair professional
judgment.
Educators shall not offer any favor, service, or thing of value to obtain special
advantage.
Educators shall not falsify records, or direct or coerce others to do so.
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Educators shall not deliberately or recklessly impair his/her physical or mental
health, or ignore social prudence, thereby affecting his/her ability necessary
to perform the duties of his/her professional assignment.
Educators shall organize instruction that seeks to accomplish objectives
related to learning.
Educators shall continue professional growth.
Educators shall comply with written school policies, state regulations and
applicable state and Federal laws.
Educators shall accord just and equitable treatment to all members of the
school staff and Big Springs community.
Educators shall not reveal confidential information concerning colleagues
unless disclosure serves professional purposes or is required by law.
Educators shall not willfully make false statements about a colleague or the
school.
Educators shall adhere to Big Springs Charter School board polices and state
and federal laws regarding dismissal, evaluation and employment practices.
Educators shall not discriminate against, coerce, or harass a colleague on the
basis of race, color, religions, national origin, age, sex, disability or family
status.
Educators, in accepting a position of trust, should measure success by the
progress of each student toward realization of his/her potential as an
effective citizen.
Educators shall deal considerately and justly with each student and shall seek
to resolve problems including discipline according to law and school policy.
Educators shall not intentionally expose a student to disparagement.
Educators shall not reveal confidential information concerning students unless
disclosure serves professional purposes or is required by law.
Educators shall make reasonable effort to protect the student from conditions
detrimental to learning, physical health, mental health or safety.
Educators should not deliberately distort facts.
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Educators should cooperate with parents and others to improve Big Springs
Charter School and the community
Educators shall manifest a positive role in school public relations.
Staff shall not discuss with a student the possibility of becoming their adoptive
or foster parent.
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Unacceptable Employee Behavior
The following is a non-exclusive list of prohibited action which will be
considered good cause for employee disciplinary actions up to and including
discharge. This is not intended to be a complete list and it does not alter any
at-will relationship between employees and Big Springs Charter School.
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Theft or attempted theft or misappropriation of school, employee,
student, guest, including any items found on the school campus or at a
school function.
Failure to follow the directive of a supervisor unless the directive is
illegal.
Failure to cooperate with a school investigation.
Failure to perform duty assignments in a satisfactory, safe or efficient
manner.
Unauthorized absences or tardiness.
Possession of any weapon or hazardous substance.
Dishonest, immoral or illegal conduct on duty or on school premises,
such as the conduct would tend to bring discredit to the school.
Possession, use, distribution, sale or under the influence of a
controlled substance or alcohol while on duty or on school premises.
Assaults, threats, or intimidating conduct towards a student, parent,
teacher, community member or employee in connection with a school
matter.
Harassment, including sexual harassment.
Abuse, including, but not limited to, sexual abuse of a student.
Abusing, defacing, or destroying school property, or the property of a
student or employee.
Falsification of any school or school related record.
Failure to account for school or school related activity funds.
Use of tobacco on school property or at school related activities.
Unauthorized disclosure of any information made confidential by policy
or law.
Penal Code violations.
Harboring residential run-a-ways.
Violation of any school policy, procedure, rule or law.
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Emotional Overload
Emotional Overload and high stress are likely to be experienced by school
staff. Self-care and team support are necessary to continue effective longterm work with our students. It is mandatory that staff be able to identify when
they may be approaching emotional overload and immediately let their
supervisor or coworkers know so that a necessary break can be arranged.
Waiting too long to address this overload may lead to a number of negative
experiences. Supervisory staffs are expected to direct staff to take a break
from work to prevent overload and the negative consequences associated
with this. Waiting too long to address emotional overload issues can be
grounds for an employee conference.
2.35
Employee Standards and Evaluation of Performance
All employees of Big Springs Charter School are expected to adhere to the
written and oral directives and instructions of their supervisor as well as the
policies, procedures and regulations of the school, including, but not limited to
those set out in this policy manual, employment notices and agreements, and
all applicable state and Federal laws and regulations.
The performance of employees is subject to evaluation at any time, but will be
completed at least annually.
Of great importance to the success of Big Springs Charter School is that its
policies are enforced. Violations of policy, procedure, rules, regulations,
directives or laws may result in disciplinary action.
Such action may begin at any of the following steps, depending on the
severity of the fraction:
 Counseling or verbal reprimands
 Written reprimands
 Final warning, suspensions, with or without pay, or probation
 Dismissal
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Employee Complaints, Concerns and Grievances
Employees may express a formal grievance in the following manner:
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The employee will attempt to resolve the problem issue with the
coworker or supervisor.
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The employee may submit a formal grievance to the Superintendent
who will respond to the expressed problem within one week.
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If the employee is not satisfied then the formal grievance will be
submitted to the School management Board who will respond at the
next board meeting.
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If the employee is not satisfied then the formal grievance will be
submitted to the Hill Country Ranch Board of Directors (governing
board) who will respond at the next board meeting.
The Hill Country Youth Ranch Board of Directors shall not delegate final
authority to hear or decide employee grievances.
If an employee’s grievance is with the Superintendent the employee may
submit a formal grievance to the School Management Board who will respond
at the next board meeting.
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3 STUDENTS
3.1
ADMISSIONS AND ENROLLMENT
Big Springs Charter School offers Open Enrollment. Admission and enrollment
of students shall be open to any person who is eligible for admission based on
lawful criteria. Total enrollment shall not exceed the maximum number of
students approved by the State Board of Education. Big Springs Charter
School’s admission policy prohibits discrimination on the basis of sex, national
origin, ethnicity, religion, disability, academic, artistic, or athletic ability, or the
district the student would otherwise attend.
The school program will be open to visits and requests for information from any
parents who feel that the program would benefit their children and who reside in
the designated geographic boundaries.
Big Springs Charter School will serve students regardless of their participation in
a residential facility or program. Admission to any residential facility located in
the charter school’s designated boundary is not contingent upon the student’s
enrollment at the charter school (i.e. student admitted to the residential facility
may choose to attend either the local ISD or the charter school).
Registration requests for the following school year will be accepted starting the
first week in April. An admissions application deadline will be posted in all local
newspapers during the month of May. The application deadline date will be set
for the first week in July. During the time period no new students will be enrolled.
New student admissions applicants will each be assigned a lottery number. If the
total number of student admissions applications is higher than the capacity of the
school, then during the second week of July a lottery drawing will be conducted
to determine the students who will be enrolled for the school year. The lottery
drawing will be public and anyone may attend. The time and place will be
announced to the public. If the total number of admissions applicants is not
higher than the school capacity, then all students who registered will be
automatically accepted for enrollment. Student admission applicants not picked
through the lottery will be placed on an enrollment waiting list by order of date of
admissions application.
3.2
Persistently Dangerous School
If Texas Education Agency determines that any school in the Big Springs Charter
School System is a Persistently Dangerous Public School, or if a student
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becomes a victim of a violent criminal offense while in or on the grounds of a
school in the Big Springs Charter School System; then the student is offered and
allowed to attend a safe public school within the local education agency,
including a public charter school. PL107.110,Section 9532
3.3
Video and Audio Recordings
State law permits videos and audio recordings to be taken of students for:
1. academic/classroom purposes
2. safety demonstrations
3. extra-curricular participation
4. media coverage
Note: This section serves as official notice that the Big Springs Charter School
will video and/or record students throughout the school year in an effort to
communicate the district’s mission, vision and goals. The taping may occur
during regular school operations in an effort to communicate district programs
and feature teachers and students at work during the education process. If for
any reason a parent does not want his/her child to be taped for district
communication purposes, notify the campus administrator in writing. Security
cameras will be used for confidential safety and supervision issues only.
For more information on this topic, contact the Superintendent, Mike Wood, P O
Box 399, Leakey, TX 78873, phone 830-232-7101.
3.4
Attendance
“If a student is absent from the charter school on 10 or more days or parts
of days within a six-month period in the same school year; or on 3 or more
days or parts of days within a 4 week period” (TEC 25.094), the student’s
parents and the student may be subject to prosecution.
Students are required to be in attendance at least 90% of the scheduled class
time to receive credit for a course. The School Management Board shall appoint
an attendance review committee to hear student petitions for class credit by
students who do not achieve the 90% Minimum attendance. The attendance
committee shall establish guidelines (approved by the school Management
Board) for evaluation of these petitions and shall have the discretion to award
class credit to students who have exceeded the maximum number of absences.
Students may appeal negative decisions of the attendance committee to the
school Management Board, for purposes of determining whether a student has
been in attendance for 90% of the scheduled class time, absence for observation
of a religious holiday shall not be counted as an absence.
Students shall be excused for temporary absences based on any reason
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acceptable to the school superintendent or designee, including but not limited to,
illness or appointment with a health care professional. Students shall be excused
for the purpose of observing religious holy days, including travel for that purpose
as long as the parent or guardian having custody of the student submits a written
request for the excused absence.
Absences due to medical appointments are excused if a student returns with a
medical note. In order for the district to be reimbursed for that student’s
absence, the student is required to attend at least 10 minutes during the day
(along with the return of the medical note).
Students shall be allowed a reasonable period of time to be determined by the
superintendent or designee to complete work missed on days they are absent.
3.5
Transportation
Transportation from school will be monitored by school staff to help ensure
student safety. Each parent will be required to fill out a transportation form at the
beginning of each school year indicating the standard mode of transportation
approved for that student to and from school (bus, residential van, or private
vehicle).
If at any time during the school year the parent/guardian of the student wishes to
change the student’s standard mode of transportation, the request must be
received in writing, before the mode of transportation can be changed.
If a student rides in a private vehicle and the person picking them up is not on the
authorization form, a written notice will be required with proof of identification
before the student is released.
Transportation forms will be provided in the enrollment packet at the beginning of
each year and can be requested from the registrar or school office.
3.6
Nutrition
Big Springs Charter School is dedicated to providing all students with a nutritious
meal and guidelines for healthy eating. To help support their efforts the following
policies should be followed by all students:
 No food or drink is allowed to be brought by students on school bus or
van, nor allowed on school property during school hours.
Exceptions:
o breakfast and/or lunch may brought from home
o food and/or drink may be provided by staff for sanctioned events
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If a student brings breakfast or lunch to school:
o Drinks will be limited to water, milk, 100% fruit or vegetable juice,
no more than 12 ounces.
o Candy brought as a dessert must not exceed 1.5 oz in size, no
more than 23 grams of fat.
o Meals brought to school may not be shared with other students.
o Foods of minimum nutritional value (FMNV) may not be brought to
school except on approved holidays. FMNV’s include but are not
limited to: all carbonated drinks, gum, hard candy, jellied candy,
marshmallow candy, fondant, licorice, spun candy, and candy
coated popcorn. A complete list of FMNV’s may be obtained from
the school office or the Texas Department of Agriculture website.
Students will not have access to coffee or tea at school
Students may not pickup food from the food service area for another
student.
Students may not receive food from any adult or other student, during
meal times, unless it is being provided as part of a sanctioned school
activity.
Student Leaving Classroom (Out of Time and Place-OTP)
Student Leaving School Grounds/Area (Runaway from School)
Student Leaving Classroom (OTP)
A student who leaves his/her designated classroom without permission is
considered Out of Time and Place (OTP). The student will be monitored by
school staff and encouraged to return to the designated classroom or another
“Time Out” location in the school building or school grounds/area. School
grounds/area includes the grounds in close proximity to the school buildings
where a student can be observed by a school staff member.
Student Leaving School Grounds/Area (Runaway from School)
A student who leaves the school grounds/area without permission, and cannot be
observed from the school building area by school staff is considered Runaway
from School.
Communication:
OTP: When a ranch student leaves the classroom without permission, the
teacher will immediately contact the school behavior intervention staff and school
administrator that the student is OTP. Ranch PCs may be contacted for student
OTP report.
School Runaway: When school staff observes that ranch student has left school
grounds without permission; then the school staff will immediately notify the
Ranch PC and also call the Ranch Administration Office, or student parent, to
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report that the ranch student is Runaway from School. School staff does not
notify law enforcement. Ranch staff or parent will be given description and
runaway location information by school staff as quickly as possible.
Consequences:
OTP:
1. Refocus and back to class as soon as possible
2. Progressive individualized interventions to address OTP behavior (Safety
plans; resource assistance, etc.).
School Runaway:
1. Suspension (In School Suspension or Out of School Suspension)
2. For ongoing runaway behavior; progressive individualized interventions to
address runaway behavior (safety plan, resource assistance, ARD
meeting for placement change consideration, etc).
3.8
Student Responsibility for School Work and Test Grades
Students are held responsible for completing all school work/assignments which
will impact their grade in that class. Students are expected to complete the
assigned work on their own, and not receive the answers to the assignments
from another student or other individual. If a student receives answers to an
assignment from another person or obtains the answer(s) in a dishonest fashion,
then this behavior will be described as "Cheating".
Teachers will inform students when school work/assignments may be completed
by working with another individual or team of students. If the teacher does not
give explicit directions/permission that a class assignment or test may be
completed by working with others, then the student is expected to complete the
assignment or test on an individual basis without getting answers from others.
Cheating behavior related to class assignments leading to a grade and tests will
be considered as serious breach of school conduct.
Consequences for cheating behavior may include, but is not limited to:
 Suspension from school for a time determined by the Superintendent
 A "zero” grade for that assignment or test.
 Failure of that class for the semester.
 Permanent report on school records.
The State and Federal regulations in this area can enforce the loss of
certification for teachers and counselors as well as loss of license for other
professional staff whom do not monitor and assure validity in the grading
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and testing area.
The school system could also be in jeopardy of loss in funding if testing
and grade standards are not in compliance.
3.9
Computer Use
Use of computers is a privilege and not a right. Due to the expense
associated with acquiring this technology, and due to the potential for damage
to the equipment through misuse, Big Springs Charter School has developed
the following specific computer usage rules. Violation of any of these rules
listed in this section may result in revocation of computer and/or Internet
privileges and any other disciplinary consequences as may be deemed
appropriate by the superintendent.
1. Students are prohibited from erasing, renaming, or making unusable
anyone else's computer files, programs or disks.
2. Students are prohibited from using someone else's password or email
account.
3. Students may not use the computers to make purchases of any kind or
to advertise any products for purchase or sale.
4. Students may not use the computers for any unlawful purpose such as
illegal copying, plagiarizing, or illegal installation of software.
5. All documents printed by the students will be screened and handed to
the student by a staff member.
6. All pages printed that are not school-related material will cost the
student 5 cents per page.
7. Students are prohibited from writing or otherwise attempting to
introduce any computer code designed to self-replicate, damage, or
hinder the performance of the computer's memory or filing system.
8. Students are prohibited from using the computer to annoy or harass
others with inappropriate language, images or threats.
9. Students may NOT bring CD music, CD players, or any electronic
device to school.
10. Students may NOT bring any digital cameras or video recording
devices to school.
11. Students are prohibited from assembling or disassembling computers,
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computer networks, printers, or other computer equipment except as
part of a class assignment or with permission of a classroom teacher.
12. Students are prohibited from removing any software, hardware or
computer technology from the school without express permission of
the superintendent.
3.10 Internet Use
BIG SPRINGS CHARTER SCHOOL is making Internet access available to its
staff and students. The Internet is a vast, global network, linking computers at
universities, public and private schools, science labs, libraries, commercial,
government and other sites. The Internet provides access to the libraries and
data archives of many universities, as well as many real-time information
services such as weather data, NASA video broadcasts and news on current
events, one can also communicate with people all over the world through a
number of discussion forums and electronic mail. Because of its enormous size,
the Internet's potential is boundless. The Internet expands classroom resources
dramatically by making many resources from all over the world available to
students, teachers and media specialists, including original source materials. It
brings information, data, images and even computer software into the classroom
from places otherwise impossible to reach and it does this almost instantly.
Access to these resources can yield individual and group projects, collaboration,
curriculum materials and idea sharing not found in schools without Internet
access. It encourages the kind of independence and autonomy that many
educators agree is important for students to achieve in their learning process.
Because the Internet consists of connections between many networks spanning
across the entire globe, it provides access to an unparalleled quantity of
resources. However, with such great potential for education also comes some
potential for abuse. The very size and nature of the Internet prevents any
business or government agency from controlling all the material available
on the Internet. A user may discover material controversial in nature. BIG
SPRINGS CHARTER SCHOOL believes that the benefits from access to this
global network far outweigh the possibility that users may access material that is
not consistent with the educational goals of this district. The purpose of these
guidelines is to make sure that all who use the BIG SPRINGS CHARTER
SCHOOL Internet connection-students, faculty and community-use this valuable
resource in an appropriate manner.

Connection
BIG SPRINGS CHARTER SCHOOL is connected to the Internet via an Internet
Service Provider. All users accessing the internet through school network must
adhere to all established guidelines.
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Mission
Our mission in establishing this service is to promote educational achievement
and goals outlined in our local technology plan. Part of the District's responsibility
in preparing students for the 21st century is to provide them access to the tools
they will be using as adults. We believe that use of this global information
network is one of those tools.

Acceptable Activities:
1. Student-centered activities and research in support of Big Springs
Charter School. Educational objectives - a trained teacher must
direct access at the elementary level. Access at the secondary level
must be under the supervision of a sponsoring educator or under
the supervision of another qualified staff member if available.
2. Research and communications may be conducted by Big Springs
Charter School staff members that have fulfilled training
requirements and have been granted access.

Prohibited Activities:
1. Elementary student access without supervision by a qualified staff
member.
2. Secondary student access without supervision by a qualified staff
member and a completed and approved Student Application for
Access on file in campus office
3. Chatting on the Internet is not permitted due to the inability to
control dialogue and with whom the student interacts.
4. Students cannot use E-mail accounts at this time.
5. Students may only go to approved internet sites.
6. Students must get off the internet whenever told by a school staff.
7. Students are not allowed to listen or download music from the
internet.
8. Transmission or access of any material in violation of any U.S. or
state regulation, including but not limited to, obscene or threatening
material, copyrighted material or material protected by trade secret.
9. Use for commercial activity, product advertisement or political
lobbying, Installing or running Internet client applications not
provided by or approved by SPRINGS CHARTER SCHOOL
Technology services
10. The use of electronics communication to send abusive, threatening
or profane messages.
11. Students may not incur or attempt to incur any financial liability.
This includes, but is not limited to, accessing any fee-based
services.
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BIG SPRINGS CIIARTER SCHOOL reserves the right to examine all data
stored in all district computer systems to make sure that all users are in
compliance with these regulations. BIG SPRINGS CHARTER SCHOOL also
reserves the right to use electronic means to restrict access to
questionable material and to track and monitor use of the Internet.
Disclaimer and Limitation of Liability
Access to the Internet is provided on an as is basis. The BIG SPRINGS
CHARTER SCHOOL, its Board of Trustees, agents and staff members make no
representations or warranties, whether expressed or implied, of any kind with
respect to the internet, the Internet Service Provider, the BIG SPRINGS
CHARTER SCHOOL network, or any information or software accessed or
received by the applicant. BIG SPRINGS CHARTER SCHOOL will not be
responsible to or liable to the applicant for any claims, losses or damages the
applicant may suffer as a result of these Terms and Conditions or access to the
Internet, including without limitation any losses, claims or damages arising from
BIG SPRINGS CHARTER SCHOOL's negligence or the applicant's own errors or
omissions. The applicant agrees that this limitation releases BIG SPRINGS
CHARTER SCHOOL from any claims, damages or losses suffered arising from
the use of this system. Use of any information obtained over this network is at the
applicant's own risk.

Users will always log onto BIG SPRINGS CHARTER SCHOOL networks
using his/her own account. Users will not allow others to log in with their
account when they are finished.

When communicating on the Internet, as with any other medium, it is
necessary to teach children to safeguard themselves against potentially
dangerous situations. Parents are requested to discuss this with their
child.

Vandalism will result in cancellation of privileges and will require restitution
for costs associated with system restoration, hardware and software costs.
Vandalism is defined here as any malicious attempt to physically harm a
computer system, destroy data or access without permission the data of
another user on any computer attached to the BIG SPRINGS CHARTER
SCHOOL Network, the Internet or any other network attached to the BIG
SPRINGS CHARTER SCHOOL Network. This includes the uploading or
creation of computer viruses.

Forgery or attempted forgery of electronic mail messages is prohibited.
Attempts to read, delete, copy or modify the electronic mail of other
system users or deliberately interfere with the ability of other system users
to send or receive electronic mail messages is prohibited.
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The use of the Internet is a privilege, not a right, and inappropriate use will
result in a cancellation of those privileges. Access may be denied, revoked
or suspended for violation of BIG SPRINGS CHARTER SCHOOL Internet
Acceptable Use Policy, or as a result of other disciplinary actions.
Furthermore, violation of this policy may result in additional disciplinary
action by BIG SPRINGS CHARTER SCHOOL and/or legal action by law
enforcement agencies when state or federal law is broke.

Finally, all users should keep in mind that when they use the
Internet, they are entering a global community. Any actions taken by
them will reflect upon the BIG SPRINGS CHARTER SCHOOL system
as a whole.
3.11 Gun Free Schools Act
In accordance with Federal law, Big Springs Charter School shall expel any
student who brings a firearm to school or who is found in possession of a firearm
at school. The expulsion shall be for a period of at least one year, except that the
superintendent may modify the length of the expulsion in the case of an
individual student. The school shall report all student expulsions that occur under
this policy to the Texas Education Agency, together with information identifying
the weapon involved.
3.12 Tobacco Use
Big Springs Charter School prohibits all students from possessing, smoking, or
using tobacco products at school and school related or school sponsored
activities on or off school property.
3.13 Fees
Big Springs Charter School does not charge student tuition.
The school may charge the following student fees:

Membership dues for student organizations and admission fees or charges
for extracurricular activities if membership or attendance is voluntary.

Fees for personal physical education or athletic equipment and apparel.

Fees for student publications, class rings, annuals and graduation
announcements.

Fees for use of musical instruments and uniforms owned or rented by the
school (not to exceed the annual maintenance cost).
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Cost of personal apparel used in extracurricular activities that becomes the
personal property of the student.

Fee for driver's education course (not to exceed the school's actual cost).

Fee for a course offered during summer school. If the course is required for
graduation, the fee to attend the course in summer school will be only be
charged if that course is also offered during the school year without charge.
3.14 Physical Exam for Athletics
Any student wishing to participate in the athletic or UIL program (if offered) will be
required to have a physical exam prior to participating in the program each
school year. The current Physical Exam report will be returned to the campus
registrar.
3.15 Attendance Area
Big Springs Charter School is an open-enrollment charter school as provided by
the Texas Education Code, Chapter 12, Subchapter D, 17.101i, where at least
75% of the prospective student population shall be students who are defined to
be “at risk” of dropping out of school as defined by 29.081 of the Texas
Education Code.
3.16 Withdrawal
A parent, legal guardian, or other person with authority must inform the school of
his/her intent to withdraw a student from the school. Teachers will be notified of
the withdrawal. Textbooks and other school property must be returned prior to
withdrawal. Any fees or charges owed by the student must be paid at the time of
withdrawal. Student records will be forwarded to the receiving school upon
request of the parent or receiving school.
3.17 Student Anti-discrimination Policy
All students shall recognize and respect the rights of students as established by
federal and State law and school policy, including but not limited to adherence to
Title IX prohibitions against gender discrimination in education programs which
receive federal financial assistance, as do those of the school. The educational
program of the school shall be nonsectarian and shall not discriminate against
any student on the basis of race, ethnicity, sex, national origin, religion, disability
or need for special education services, academic or athletic ability.
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3.18 Access to Medical Records
The school administrator, psychologist and teachers are entitled to access a
student's medical records maintained by the school if the superintendent
determines that a "need to know" exists on the part of the individual requesting
access to the records. A "need to know" exists when one or more of the
aforementioned individuals is:

Handling a medical emergency or student injury that occurs at school or at
a school related activity.

Working with the student directly in the classroom.

Considering disciplinary or academic actions.

Reviewing or developing and Individual Education Plan for a student with
Disabilities.

Compiling statistical data.

Investigating a school related matter.

Evaluating a school program.
Any school personnel with access to student medical records shall maintain the
confidentiality of these records. The school cannot require any student to be
tested to determine a medical condition or status.
3.19 Religious Activity
Students may individually, voluntarily and silently pray or mediate in school in a
manner that does not disrupt the instructional or other activities of the school. No
instructional time shall be devoted to the instilling of sectarian beliefs.
The school may teach classes whose subject is religion and/or sacred religious
books when the instruction is undertaken for solely secular purposes including
historical, literary and sociological perspectives.
Students may be excused from attendance for religious observances provided
that parents submit advance written notice to the school.
Parents who have a religious objection to a classroom activity may request that
their child be removed from the classroom while that activity is conducted.
Parents may also object to their child's participation when they feel that a class
activity is controversial in nature for any reason. The superintendent shall listen
to the parent's concern and attempt to reach an agreement regarding the child's
participation in the class activity that is being questioned.
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3.20 Immunization
In compliance with state law, each student shall be fully immunized against the
following:
 Diphtheria/Tetanus/Pertussis
 Measles, Mumps, and Rubella
 Hepatitis B
 Hepatitis A
 Varicella
 Meningococcal
 Polio
Each student shall be required to provide proof of immunization upon enrollment.
The school shall recognize the following exceptions to the immunization
requirement:

Student has submitted to the school a signed affidavit stating that the
immunizations conflict with the tenants and practice of a recognized church or
religion of which the student is a member except that this exception does not
apply in time of epidemic or emergency as declared by the Commissioner of
public Health.

Student submits an affidavit signed by a licensed physician stating that, in the
physician's opinion, the immunization(s) would be injurious to the health of the
student or the student's family or household.
Students may be provisionally admitted to the school if the student has begun the
required immunizations and continues to receive the necessary immunizations as
soon as is medically possible.
The school shall keep an individual immunization record for each student during
the term of attendance at the school. These records shall be in compliance with
all laws and regulations governing inspection of such records. These records
may be transferred to other schools with or without parental or student consent
as required by law.
3.21 Communicable Disease
State law prohibits all public schools from allowing children with certain
communicable diseases to attend school. Communicable diseases are those
which may be passed directly or indirectly from one person to another. The
Texas Department of health publishes a complete list of communicable diseases
which may require a student to be excluded from attending school.
A student may be readmitted to school when one of the following occur:
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The school receives a medical clearance from the student's physician in
writing.

The school receives a readmission permit from the local health district

The guidelines published by the Texas Commissioner of Health show that
the communicable disease in question is no longer considered contagious.
Common communicable diseases include, but are not limited to, common cold
with fever, ringworm of the scalp, pink eye, scabies, hepatitis, impetigo, measles,
chickenpox and whooping cough.
3.22 Lice
Students with an active case of lice shall have a note sent to their
parent/guardian indicating the requirement that the child's condition be treated
with medicated shampoo or lotion prior to returning to school. Children with a
case of head lice that are resistant to over the counter products should contact
the superintendent for further assistance.
3.23 Administration of Medication
The school allows administration of prescribed medication. In order for the school
to administer any medication, the medication must be in its original container,
properly labeled, and must be accompanied by a written request from the parent
or guardian.
Students are not permitted to carry any prescription or over the counter
medication at school or school related activities unless permission is obtained
from the superintendent.
The superintendent shall assign the task of administration of medication to one or
more appropriate staff members.
3.24 Protective Eyewear
All teachers and students shall wear industrial quality eye-protective devices in
appropriate situations including the following:

When working with woodshop tools such as mills or saws that require
eyewear.

When working with hot molten metals.

When turning, shaping, cutting, or stamping any solid materials.

When tempering or kiln firing any metal or other material.
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When electric welding.
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When gas welding.
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When working with dangerous or toxic chemicals. herbicides or
insecticides.

When working with caustic or explosive materials.

When working with hot liquids or solids.
3.25 Vision, Hearing, Spinal, and Acanthosis Nigricans Screening
The school shall cooperate with the State Board of Health to provide screening
for students to detect vision, hearing, spinal, and skin disorders and any other
special senses or communication disorders specified by the Board of health. The
school shall maintain all records of the screenings on forms provided by the
Board of health. Such records shall be available for inspection by the State
and/or local health departments.
3.26 Suicide Prevention
All suicide threats are taken seriously by school employees. Due to the serious
nature of a suicide threat, the school shall attempt to contact the parent or legal
guardian on the same day the threat is made and whenever possible, shall
arrange a face-to-face meeting with the parent or guardian to address concerns
regarding the student's safety.
All suicide attempts will be treated as a medical emergency and appropriate
authorities will be notified.
3.27 Outside Counseling
The school and/or its employees shall not refer any student to an outside
counselor for care or treatment of an emotional or psychological condition, or for
a chemical dependency problem, unless the school contacts the student's parent
or guardian and:

Obtains prior written consent for the referral.

Discloses any relationship between the school and the counselor.

Informs the student and the parent/guardian of any alternate public or private
source of care or treatment reasonably available in the area.
Before a student may be referred for treatment or care and before a referral is
suggested as being warranted, the approval of appropriate school personnel,
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such as the school psychologist, is required.
Disclosure of student records is prohibited in any of the above situations if such
disclosure would violate state or Federal law.
3.28 Searches at School
School officials have the right to a non-coerced search of a student's outer
clothing, pockets, or personal belongings if they have a reasonable suspicion that
the search will reveal that the student is in possession of contraband or has
otherwise violated a rule of the school. Additionally, a student's desk and locker,
if one exists, are considered property of the school and therefore, school
administrators reserve the right to search a student's desk/locker provided
reasonable suspicion exists.
3.29 Anti-Child Abuse Victimization Program
The school shall provide a child abuse anti-victimization program. The
superintendent or designee shall be responsible for designing and implementing
the program.
3.30 Bullying Prevention
Definition
Bullying includes aggressive or hostile behavior that is intentional and involves
an imbalance of power between the bully and the bullied. It is typically repeated
over time.
Bullying takes many forms, including, but not limited to, physical or verbal
assaults, nonverbal or emotional threats or intimidation, social exclusion and
isolation, extortion, and the use of a computer or telecommunications to send
embarrassing, slanderous, threatening, or intimidating messages. Bullying can
also be characterized by teasing, put-downs, name-calling, cruel rumors, false
accusations, and hazing.
Bullying is a form of victimization and is not necessarily a result of or part of an
ongoing conflict.
Prohibited Behaviors
Student-to-student behaviors characterized as bullying per the adopted definition,
provided it takes place at school, during a school-sponsored activity, on school
buses, or through the use of school equipment in the case of cyber-bullying.
Additionally, a student bullying an adult staff member, using the same criteria.
An adult school staff member bullying a student or another staff member.
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Complaint Reporting Procedures
It is considered the responsibility of all students to report acts of bullying in any of
the above-described situations to a teacher or administrative staff member.
All such reports will be taken seriously. The school staff or administrator will
support students making such reports and protect against any potential
retaliation for making such a report.
Students making prompt, accurate, and thorough reports, either verbally or in
writing, will have those reports recorded by the staff receiving the same. An
investigation to determine the facts will take place immediately or as soon as
practicable, in order to verify the validity and seriousness of the report.
Filing a report in good faith will not reflect upon the individual’s status, nor will it
affect his or her grades if the complainant is an adult staff member. The district
shall keep the complaint confidential for both the accused and the accuser, until
such time as the misconduct is confirmed and sanctions are imposed.
Parents will receive reports of any reported incidents of bullying involving their
child.
Sanctions and Support
The school’s instructional program will include classroom activities and
instruction on defining, recognizing, preventing and reporting of bullying
behaviors.
Where it is determined that students participated in bullying behavior in violation
of the school policy, administrative staff responsible for maintaining order and
discipline will evaluate each incident to determine the appropriate response:
 Offer counseling services to address the bullying behavior in lieu of
disciplinary action on initial incidents.
 Notify the ARD committee, if a special education student is involved, for
evaluation of the behavior and possible revising of the student’s IEP and
services.
 Transfer of student who engaged in bullying to another classroom or
campus.
 Impose disciplinary action including suspension, expulsion, and referral to
law enforcement officials for possible legal action.
A student found to be a victim of bullying, who responds in self-defense, will not
have disciplinary measures imposed on them.
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Incidents of bullying of a student with disabilities will comply with federal law,
including the Individuals with Disabilities Education Act: when bullying affects a
special education student’s opportunity to receive an appropriate education,
schools have a responsibility to address bullying, take steps to prevent it from
occurring in the future, and provide appropriate special education and related
services under the individual education plan.
3.31 Curriculum
The school offers, as a required curriculum:

a foundation curriculum that includes English language arts, mathematics,
science and social studies and

an enrichment curriculum that includes languages other than English,
health, physical education, fine arts, economics, career and technology
education.
The school has implemented the Texas Essential Knowledge and Skills (TEKS)
for each subject in the required curriculum. TEKS defines what all students are
expected to know and be able to do rather than defining what teachers should
teach. Big Springs Charter School's graduation plans are designed to correspond
with the TEKS.
3.32 Transfer Credit
Transfer students from public and non-public schools recognized as accredited
by the Commissioner of Education will be evaluated and placed in classes
promptly. Students who transfer from non-credited schools will be placed in
courses commensurate with their previous education. The school will require
copies of test scores, report cards and transcripts from previous schools to
properly place transfer students. Students transferring into the school from
another accredited school shall receive credit for classes passed and honors
credit for honors or accelerated classes if a corresponding class is offered at the
school.
3.33 Grading and Student Assessment
As students progress towards mastery of the skills and concepts of the school's
curriculum, teachers should use various indicators to monitor and assess this
progress. Indicators shall include a combination of the following, with emphasis
given to an individual student's learning style and applicability to the content:
 Teacher observations
 Composition
 Class discussions
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Oral interviews
Projects
Demonstrations
Daily work
Homework
Book review/reports
Teacher-made tests
Participation in group work
Checklists
Evaluation of student work shall be by numerical grades. Summative exams will
be given at the end of each quarter grading period. The numerical grades are as
follows:

Excellent progress………………………………………….90-100

Above average progress………………………………….. 80-89

Average progress........................................................... 70-79

Unsatisfactory progress; failing…………………………... 0 - 69
Conduct grades represent a student's overall attitude or behavior as well as work
habits. Conduct grades will be issued on each quarterly progress report and
semester report card. Criteria for grading work habits and behavior should be
outlined to parents/students and reviewed when appropriate. The symbols for
conduct grades are E, S, N, and U.

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
A general description of what each indicates is below:
E - Excellent: has fine overall attitude, is cooperative and attentive, and conforms
to school and class rules. Student is punctual, prepared, and exhibits pride and
effort in all work endeavors.
S - Satisfactory: generally well behaved, seldom needs to be corrected, and
participates in class activities. Student is usually punctual, prepared most of the
time, and generally exhibits good work ethic.
N - Needs Improvement: disrupts class sometimes, makes frequent minor
infractions of behavior code, somewhat inattentive. Student is often tardy or
exhibits little class participation.
U-Unsatisfactory: poor attitude, uncooperative, disrupts class activities, no
respect for school and class rules. Student is habitually tardy, is seldom
prepared, and exhibits no effort.
Progress reports are required for all students regardless of grade. These reports
will be distributed twice per grading cycle (middle and end). These reports are to
be signed by a parent/guardian, and returned to the school. The teacher shall
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contact the parent/guardian of all students who do not return the progress report.
It is the policy of the school that students who fail on major tests should have an
opportunity to receive remediation and be reassessed for mastery. However, the
following events must occur in order for a student to be eligible for a
reassessment that could result in a possible change of the recorded grade.
Reassessment should occur only after:
 Student has completed all daily assignments prior to reassessments.
 Student has had specific feedback and correction from the initial assessment.
 Re-teaching and/or remediation has occurred.
The teacher must then give an alternative assessment activity that measures the
same concepts. Reassessment should occur in a timely fashion and a maximum
grade of 80% given on the reassessment instrument. Quarterly and semester
exams should not be the means used for reassessment. If the student fails more
than one assessment, the student will receive the highest grade attained among
the assessments. Reassessment should cover the same basic content at the
same basic level of difficulty as the original assessment.
3.34 Credit by Exam
The school will develop or select examinations for credit for secondary school
academic subjects following the State Board of Education guidelines. The
examinations will be administered not less than once a year. The school will give
a student credit for a subject if the student scores in the 90th percentile or above
on the examination. If the student earns credit by examination the test score will
be entered on the student's transcript.
3.35 Homework
Homework may be assigned to students as an appropriate part of a lesson. The
evaluation of homework shall be in a timely manner and used as a method to
provide students with specific feedback on their performance of the assigned
tasks. Homework should represent independent practice or independent study
related to a concept taught through direct instruction.
Homework should have value, result in a higher performance level on summative
activities, and be included in the total grade to encourage students to complete
work productively and on time.
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3.36 Incomplete Grade
Teachers may give an “Incomplete” (I) in lieu of a grade, on a report card, when a
student has missing assignments, missing tests, or for other legitimate reasons.
At the end of the Six Week Grading Cycle a student, receiving an “incomplete”,
will normally have 5 school days to complete any required school work in order to
receive a grade. On the seventh day the teacher will notify the SA of the
resulting grade and the report card will be updated with a copy forwarded to the
parent.
The Superintendent may extend the time limits to complete any required school
work for extenuating circumstances.
3.37 State of Texas Assessment of Academic Readiness (STAAR)
All students unless otherwise exempt, are required by Texas law to take the
STAAR tests at various grade levels. This series of tests includes testing in
reading, writing, math, social studies and science. The school shall implement
the STAAR testing program as prescribed by the State Board of Education and
set forth in Texas Education Code Chapter 39, Subchapter B.
A student is permitted to retake an STAAR End of Course (EOC) assessment for
any reason at any of the scheduled testing administrations.
If a student is receiving Special Education services, the student’s ARD committee
shall determine the type of assessment to be administered and graduation
requirements.
3.38 Graduation
A student may graduate and receive a diploma only if the student successfully
completes the curriculum and credit requirements set forth by the State Board of
Education. Unless otherwise exempted under Texas Education Code 39.027, a
student must also pass the State mandated secondary exit-level assessment
instruments described in Texas Education Code 39.023. A student may re-take
the assessment instrument if the student fails to perform satisfactorily.
Alternatively, a student may receive a diploma upon successful completion of an
individualized education program developed under Texas Education Code
29.005.
While every student that completes the required elements is entitled to a
diploma, attendance and participation at the graduation ceremonies for the
school is a privilege and not a right. Students who are subject to disciplinary
action at the time of graduation may not be allowed to participate in the
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graduation ceremony, if the terms of the discipline so require.
The school may issue a certificate of coursework completion to a student who
successfully completes the curriculum requirements identified by the State Board
of Education but who fails to perform satisfactorily on the assessment instrument.
The school shall issue a certificate of attendance to any student receiving special
education services who has completed four years of high school attendance who
chooses to withdraw at the end of the fourth year.
3.39 Special Education Students
The secondary program of a student receiving special education services shall
terminate either with graduation or when the student no longer meets the age
requirement for eligibility pursuant to Chapter 29 of the Texas Education Code. A
student receiving special education services who is younger than 22 years of age
on September 1 of a scholastic year shall be eligible for services through the end
of that scholastic year or until graduation, whichever comes first.
Graduation constitutes a release from services and is a change in placement. A
student receiving special education services may graduate in one of the following
ways:
 Upon satisfactorily completing the state's or district's (whichever is
greater) required standards through course and credit requirements for
graduation under the recommended or distinguished graduation plan,
including satisfactory performance on the required state assessments.
 Upon satisfactorily completing the state's or district's (whichever is
greater) required standards through course and credit requirements for
graduation under the minimum graduation plan, including participation in
required state assessments. The student's admission, review, and
dismissal (ARD) committee will determine whether satisfactory
performance on the required state assessments is necessary for
graduation.
 Upon satisfactorily completing: the state's or district's (whichever is
greater) required standards through courses, one or more of which contain
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modified content that is aligned to the standards and credit requirements
under the minimum high school graduation plan
And participated in required state assessments, for which the ARD
committee will determine whether satisfactory performance on the
required state assessments is necessary for graduation
And successfully completed the individualized education program (IEP)
and met one of the following conditions, consistent with the IEP:
o Full-time employment based on the student's abilities and local
employment opportunities, in addition to sufficient self help skills to
enable the student to maintain the employment without direct and
ongoing educational support of the school
o Demonstrated mastery of specific employability skills and self help
skills which do not require direct ongoing educational support of the
school
o Access to services which are not within the legal responsibility of
public education, or employment or educational options for which
the student has been prepared by the school

Upon a determination made by the ARD Committee that the student no
longer meets age eligibility requirements and has completed the
requirements specified in the IEP.
3.40 SURROGATE PARENT
It is the policy of Big Springs Charter School that each student who is referred for
or is eligible for and in need of special education and related services and who
requires the services of a surrogate parent shall have such surrogate parent
appointed in a timely fashion to represent the student in all matters related to the
provision of a free and appropriate public education for individuals with
disabilities.
A surrogate parent is a person appointed by the school to represent the interests
of a student with disabilities in the educational decision making process when the
student has no other parent representation.
The rights of a student is protected by appointing a surrogate parent when:
• No parent for the students can be identified.
• The school, after reasonable efforts, cannot discover the location of the
parent.
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• The student is adjudicated a dependent or ward of the court and has a
valid IEP or is referred for special education services.
A surrogate parent shall not be appointed for a student who has reached the age
of majority (age 18) unless the student has been declared incompetent by a court
of law.
Responsibilities of a surrogate parent: A surrogate parent represents a student
in all matters relating to:
• The identification, evaluation, educational placement, and review or
revision of the IEP.
• The provision of a free and appropriate public education.
The surrogate parent must:
• Remain free of all conflicts of interest.
• Hold all information related to the assigned student(s) in strictest
confidence.
• Perform all of the duties required of the surrogate parents in state or
federal laws or regulations and local policy and procedures.
3.41 Promotion and Retention of Students
Students shall be promoted from one grade level to the next based on academic
performance for elementary/middle school students and credit accumulation for
high school students.
Students who fail to perform satisfactorily on the school’s required assessment
instruments may have opportunities to pass and/or take alternate assessments.
A student may be promoted if the student performs at grade level on an alternate
assessment.
Students who fail to perform satisfactorily on a state assessment instrument shall
be provided accelerated instruction on a promotional assessment instrument
(Grade 5 and Grade 8) or intensive instruction on all other grade level state
assessments. The intensive/accelerated plan will be followed until the student
has completed the goals of the intensive/accelerated plan or performs
satisfactorily on the current or next grade assessment instrument, as set forth in
Texas Education Code - Section 29.081.
An intensive/accelerated instruction group administered by the school under this
policy shall not have a ratio of more than ten students for each teacher.
For a promotional assessment, the school shall notify the student's parent or
guardian of:
 The student's failure to perform satisfactorily on the assessment instrument.
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The accelerated instruction program to which the student is assigned.
The possibility that the student might be retained at the same grade level for
the next school year.
If a student fails to perform satisfactorily on an assessment instrument a
second time, a grade placement committee shall be established to prescribe the
accelerated instruction the district shall provide to the student before the student
is administered the assessment instrument the third time. A student who, after
at least three attempts, fails to perform satisfactorily on a promotional
assessment instrument pursuant to this policy shall be retained at the same
grade level for the next school year. The school shall give the parent written
notice of the opportunity to appeal the retention.
The repeal request should be submitted to the School Administrator who will
arrange for a grade placement committee meeting. The grade placement
committee may decide in favor of a student's promotion only if the committee
concludes that, if the student is promoted and completes the accelerated
instruction plan provided, the student is likely to perform at grade level. The
decision of the grade placement committee is final and not appealable.
The grade placement committee shall be composed of the school administrator
or the school administrator's designee, the student's parent or guardian, and the
teacher of the subject of an assessment instrument on which the student failed to
perform satisfactorily.
3.42 Title I Program for Disadvantaged Students
Title I is a federally funded program designed to provide schools with extra
instructional support to students in the areas of reading, language arts, and math
so that disadvantaged students will meet the state educational standards.
Big Springs Charter School is eligible to receive Federal funds authorized by Title
I. The school shall abide by all statutory and regulatory provisions of Title I which
apply to the school.
Any individual wishing to discuss the Title I Program and/or obtain additional
information about the school's Title I Program may contact the superintendent.
3.43 Special Education Services
Big Springs Charter School offers a full continuum of Special Education services,
instructional arrangements, and related services as required by the Individuals
with Disabilities Education Act (IDEA) to those enrolled students who qualify.
A student must have one or more of the disabilities listed in the federal
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regulations or in State law or both in order to qualify for Special Education and
related services. The school shall timely evaluate each student who is suspected
by the school as having a disability. The testing shall be conducted in
accordance with federal and State regulations concerning Comprehensive
Individual Assessment. Upon completion of all testing, a determination regarding
eligibility shall be made by an Admission Review and Dismissal (ARD)
Committee and the parent.
For each enrolled student who is determined to be eligible for Special Education
and/or related services, an ARD Committee and the parent shall develop an
Individual Education Plan (IEP) for the student. The IEP may be modified at any
time, but in no event shall the IEP remain the same for longer than 12 months.
For a student who is new to the school and determined to have been receiving
SE services from their previous school, an ARD meeting will be scheduled within
30 days from the date of notice to decide to either implement the students’
current IEP or to develop a revised IEP.
 Until the 30 Day ARD is conducted the student will be provided with
comparable services as outlined in their current IEP, contingent upon the
receipt of the students’ special education documentation.
 If a parent expresses concerns about the SE services outlined in the current
IEP, a transfer ARD will be conducted, within 10 days of parental notice, to
determine whether the services should be modified prior to the 30 Day ARD.
Parents are encouraged to contact the School Administrator if at any time during
the school year they suspect that their child has a disability, which qualifies
him/her eligible to receive Special Education Services.
Staff members who suspect a child may be eligible for Special Education
services at any time during the school year should bring this to the attention of
the School Administrator as soon as the suspicion arises.
Parents interested in having the school assess their child to determine eligibility,
or wish to receive more information about the Special Education process, or
parents of children experiencing difficulty with academic success, should contact
the School Administrator for more information.
3.44 Response to Intervention (RTI)
Big Springs Charter School uses a method of academic intervention, Response
to Intervention, to assist children who are having difficulty learning and are not
already receiving special services.
RTI seeks to prevent academic failure through early intervention, frequent
progress measurement, and increasingly intensive research-based instructional
interventions for children who continue to have difficulty.
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If at any time, during the RTI process, a parent decides they would like their child
evaluated to determine if they have a learning or emotional disability, they may
request a Full and Individual Initial Evaluation without waiting for the RTI process
to progress through all 3 tiers.
3.45 Child Find Requirements
Big Springs Charter School shall affirmatively seek out, identify, locate, and
evaluate children with disabilities enrolled in the school or contacting the school
regarding enrollment, and shall determine which children with disabilities are
currently receiving needed special education and related services. For each
eligible student, the school shall offer an Individual Education Program (IEP)
appropriate to the needs of that student.
3.46 Section 504 Program
No Section 504 student shall, because the school's facilities are inaccessible to
or unusable by disabled students, be denied the benefits or be excluded from
participation in, or otherwise be subjected to discrimination, under any program
or activity to which this part applies. The school shall provide a free appropriate
public education to each qualified student with a disability attending the school,
regardless of the nature or severity of the disabling condition. Education services
may be provided in the general or special education program, depending on the
individual needs of the student.
The following criteria are used to determine eligibility for the 504 programs:
 The student has a mental or physical impairment that substantially limits one
or more major life activities;
 The student has a record of such an impairment;
 The student is regarded as having such impairment.
In each case, the student must also have an educational need for services to
qualify. Major life activities are defined as walking, seeing, hearing, breathing,
speaking, learning, caring for oneself, and performing manual tasks.
The 504 Committee shall consist of two or more persons who are knowledgeable
about:
 The child
 The meaning of the evaluation data
 The placement options
 Least restrictive environment requirements
The School Administrator shall serve as the school's 504 coordinator who shall
receive complaints and investigate complaints under Section 504 and establish a
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grievance procedure for such complaints. The 504 coordinator shall be
responsible for addressing concerns involving any 504 student who is currently in
the 504 program, or any student who is suspected of having a disability, and who
has not yet been assessed for eligibility.
An evaluation may consist of a committee meeting to discuss current or existing
data provided by the parent. Evaluation data gathered by the 504 Committee
should include information from a variety of sources, including aptitude and
achievement tests, teacher recommendations, physical condition, social or
cultural background and adaptive behavior.
The school shall ensure that:
 Tests and other evaluation materials have been validated for the specific
purpose for which they are used and are administered by trained personal
in conformance with the instructions provided by the test producer.

Tests and other evaluation materials include those tailored to assess
specific areas of educational need and not merely those which are
designed to provide a single intelligence quotient.

Tests are selected and administered so as to ensure that, when a test is
administered to a student with impaired sensory, manual, or speaking
skills, the test results accurately reflect the student's aptitude or
achievement level or whatever other factor the test purports to measure,
rather that reflecting the student's impaired sensory, manual, or speaking
skills, except where those skills are the factors that the test purports to
measure.
The school shall provide the education of each 504 student with persons who are
not disabled to the maximum extent appropriate to the needs of the 504 student.
A 504 student shall be placed in the regular education program unless it is
demonstrated that the education of the person in the regular environment with
the use of supplementary aids and services cannot be achieved satisfactorily.
A student who qualifies for 504 Program is entitled to individualized instruction
designed to meet the needs of the student. An Individual Education Plan (IP) for
those students with a disability who qualify is one method of satisfying the
standard set in this law.
3.47 Dyslexia
Big Springs Charter School shall test for dyslexia and related disorders in
accordance with a program approved by the State Board of Education.

The school shall provide treatment for any student determined to have
dyslexia or a related disorder.
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The school shall comply with all rules and regulations promulgated by the
State Board of Education regarding screening and treatment of dyslexia and
related disorders.
Parents who believe their child may have the reading and/or writing disorder may
request that the child be screened by the school for this disorder. This is free of
charge to students attending the school. Contact the superintendent for more
information.
3.48 Bilingual Education
When the school reaches an enrollment of 20 or more limited English proficient
(LEP) students in any language classification, the school shall offer a special
language program of instruction in English as a Second Language (ESL) in
grades 6 through 12. The program shall address the affective, linguistic and
cognitive needs of the LEP students, shall incorporate the cultural aspects of the
students' background, and shall otherwise comply with all applicable
requirements of law, including but not limited to:
 Program area and content
 Program coverage
 Identification procedures
 Classification procedures
 Staffing
 Learning materials
 Testing materials
 Re-classification of students for either entry into regular classes conducted
exclusively in English, or re-entry into a bilingual education or special
education program
 Activities of the language proficiency assessment committees
A home language survey shall be provided to each student. The original copy of
the survey (survey provided when the student first entered a public school in
Texas) shall be retained in the student's permanent record. If the home language
survey indicates a language other than English is used, the student shall be
assessed for eligibility to receive BIL/ESL instructional services.
The Language Proficiency Assessment Committee (LPAC) shall perform the
following duties:
 Review all pertinent information on LEP students.
 Make recommendations concerning the most appropriate placement for
the educational advancement of LEP students.
 Review each LEP student's progress at the end of each school year to
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determine appropriate placement for the following year.
Monitor the progress of students formerly classified as LEP who have
transferred out of the ESL program within the past two years.
Determine the appropriateness of a program that extends beyond the
regular year based on the needs of each LEP student.
Make the required determinations regarding placement in and exit from
ESL programs.
Within the first four weeks following the first day of school the LPAC shall
determine the number of LEP students at the school and shall classify each
student according to their language in which the student possesses primary
proficiency.
A teacher assigned to an ESL program must be appropriately certified. If the
school is unable to hire a sufficient number of certified teachers to staff its
program, the school may request an exemption from TEA.
The LPAC may exit a student from the ESL program if at the end of the school year
in which a student would be able to participate equally in a general education, all English
program the student:


Achieved Advanced or Advanced High in all components of the Texas
English Language Proficiency Assessment System (TELPAS)
administered assessment.
Satisfactory performance on the states STAAR Reading or ELA
assessment or a score at or above the 40th percentile on both the English
reading and language arts sections of the TPRI for a student who is
enrolled in Grade 1 or 2.
The school shall notify parents of a student's exit from the ESL program.
The school shall provide orientation and training for all members of the LPAC,
which shall include an explanation of the Committee's responsibilities and a
thorough discussion of all laws and rules governing the confidentiality of student
information.
3.49 Use of Films in the Classroom
Teachers who elect to include a film(s) as a part of classroom instruction should
exercise caution with respect to film ratings. Under no circumstances should a
film rated with an "R" rating (or any film containing adult material, sexually explicit
material or extreme violence) be shown to students without approval of the
superintendent.
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3.50 Personal Belongings
Students shall be responsible for their own personal belongings while at school.
Students are discouraged from wearing are bringing expensive items of clothing
(coats, jackets, designer tennis shoes), jewelry, or watches to school. The school
shall not be responsible for any personal items that are lost, damaged or stolen
at school or at school related activities.
Prohibited Personal Belongings: Students shall not bring the following to school
(including on any school vehicle)
1.
compact repair tools
2.
hats
3.
hair picks
4.
nail grooming devices
5.
aerosol or spray products unless prescribed by a doctor
6.
incendiary devices, for example: lighters, matches, etc…
7.
laser devices of any type.
8.
electronic devices, for example: walkman, digital camera, mp3 player,
ipods, games, personal computer, cell phone, etc…
9.
pillows, blankets and stuffed animals
If there is an exception to any of these above restrictions, advanced notice will be
provided by the school administration to the parents.
3.51 Dress Code
The school's dress code is established to teach hygiene, instill discipline, prevent
disruption, and avoid safety hazards.
Students should come to school looking neat and wearing clothing and exhibiting
grooming that will not be a health or safety hazard to the student or others.
School policy prohibits any clothing or grooming that, in the administrations
judgment, may reasonably be expected to cause disruption of, or interference
with normal school operations.
Parents, residential staff and students need to consider the following when
determining proper dress and grooming:
1. The school prohibits pictures, emblems, or writings on clothing that are lewd,
offensive, vulgar, obscene, gang related, encourages unsafe behavior, antisocial cultures or that advertises or depicts tobacco products, alcoholic
beverages, drugs, or any substances prohibited under school policy.
2. Pants, shorts or Capri’s with wording written across the seat are not allowed
to be worn.
3. Modesty will be the dominant feature of all clothing. Shirts/blouses or dresses
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being worn by students may not be so low cut as to reveal any cleavage from
anyone’s view, whether the student is standing, sitting or leaning over. Thin
clothing that is considered too revealing is not allowed. Clothing sold as
underwear/pajamas may not be worn as outer wear, for example: tank style
undershirts, camisoles, men’s/boy’s boxers or pajama pants.
4. No dress may be either immodest or representative of anti-social cultures,
such as gang or drug associated apparel. No clothing may bear the names,
slogans, or symbols of alcohol, tobacco, or illegal products.
5. Attire shall be clean and not offensive.
6. Clothing must not be too tight for free movement or for sitting, reaching and
bending. Clothing should not be worn so tightly as to allow the form or type of
undergarments to be seen. Tight fitting shorts such as bicycle pants are not
allowed. Conversely, clothing cannot be too loose, saggy-baggy, or
oversized. Loose athletic clothing can only be worn during gym class. Cotton
warm-ups are not acceptable as everyday school clothing. Sweatpants/wind
pants may be worn as long as they do not have zippers or buttons going
down the side of each leg. Clothing must fit the waistline. Shirts/blouses
should be long enough that their hemlines should be able to cover the waist,
not revealing any skin in the midriff area, even when the student extends their
arms in any direction.
7. Clothing shall not have holes, closure gaps that expose undergarments or
skin.
8. Hems of clothing shall not be deeply frayed to the point of being a safety
hazard. Fraying of hems must be in good style as well as safe. The
superintendent will judge “good style” and whether the clothing in question is
a safety concern.
9. Extremely short skirts, halter/tube tops or other shirts with deep cut openings,
clothing that reveals undergarments or the location where undergarments are
traditionally worn (including tops with spaghetti straps) will not be allowed in
school, even as the under part of a layered outfit. The length of shorts, skirts,
dresses and any slits within the design of the clothing must be 3 inches or
less above the knee as measured from the floor while kneeling. The wearing
of leggings under a skirt, dress or shorts shall not be used in trying to meet 3
inch rule.
10. Tank top straps must measure at least two inches in width. No sleeveless
shirts for boys will be allowed.
11. Any extreme hairstyle causing significant disruption to the school process will
not be allowed.
12. Hair shall be kept clean and well groomed. No unnatural hair colors will be
allowed.
13. Boys may have neatly trimmed moustaches (no handle bars) and no other
facial hair. Sideburns must be no lower than the “antitragus” or lower ring of
the outer opening of the ear.
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14. Boy’s hair may cover no more than 1 ½ inches from the top of the ears, no
hair in back may be longer than 1 inch below the top of a button down shirt
collar, and no hair in front may be longer than the eyebrow.
15. Boys may not color their hair.
16. Girls may only use natural hair colors in their natural hair color range to create
highlights.
17. Hairstyles will conform to the locally acceptable community standards of
Central Texas
18. Piercing or clip-on jewelry may not be worn by any student, with the exception
of girls wearing not more than 2 pieces of jewelry in each ear.
19. All jewelry must be approved and considered safe to wear.
20. The wearing of wallets with chains is prohibited.
21. House shoes are prohibited.
22. No caps or hats may be worn at school with the exception of occasional
scheduled approved outdoor activities.
23. Bandanas/handkerchiefs/hand towels cannot be worn by students, with the
exception that solid colored bandanas can be worn on the head by girls.
24. Any tattoos must be covered at all times in school
25. Approved uniforms for school sponsored field trips and athletic activities will
be required. Field and sports trip participants will be required to wear blue
jean or khakis pants with a navy blue t-shirt and closed toe shoes.
Violations of the dress code policy may result in more stringent guidelines for that
student.
The School Administrator has the first authority concerning propriety of clothes
and hairstyle.
Students in possible violation of dress code policy will be referred to the School
Administrator.
Should there be an infraction regarding the dress code, the student may call
home to have other clothing provided.
Students who habitually violate dress code policies and students whose
parents decline to provide clothing for that student to change into will be
provided with alternative clothing maintained and distributed through the
learning center. It is the responsibility of the student, receiving school
issued clothing, to return these items clean and in good condition in a
timely manner.
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3.52 Student Discipline Policy
Students shall be subject to all disciplinary rules of the school. The disciplinary
rules will be published annually in the form of the Student Code of Conduct, and
copies of these rules will be provided to the parent or legal guardian of each
student. Any changes to the disciplinary rules will be subject to the approval of
the board, and all parents shall be notified promptly of the changes. In general,
all students are expected to exhibit good manners and to act in a civilized
manner at school, and at school related activities, regardless of the location of
those events or activities.
Big Springs Charter School policy does not permit use of the following forms of
discipline:
 Physical punishment, including spanking, hitting, or any form of corporal
punishment.
 Emotional punishment, including ridicule, embarrassment or humiliation
 Withholding food, light, warmth, clothing or medical care
 Physical restraint, other than restraint necessary to protect a student or
others from harm
Students with disabilities shall be disciplined in accordance with:
 Their individual Education Plans (IEPs)
 State and Federal laws pertaining to discipline of students with disabilities
Only an ARD Committee may impose a change of placement of a student with a
disability. Prior to any removal constituting a change in placement, an ARD
Committee meeting shall be held to determine whether a link exists between the
student's behavior and his/her disabling condition.
The use of Restraint and/or Time-out will be consistent with professionally
accepted practices and standards of student discipline and techniques for
behavior management.
Restraint, defined as the use of physical force to significantly restrict the free
movement of all or a portion of the student’s body, will only be used as a last
resort, when it is determined that the student’s behavior poses imminent, serious
threat to self or others, or imminent serious threat of property destruction.
Time-out, defined as a behavior management technique to provide a student with
an opportunity to regain self-control and evaluate their actions, will be used by
disciplinary staff to counsel the student about their behavior, guide them in
developing alternative strategies for appropriate behavior and encourage them to
self evaluate precipitating factors to help them better understand causal factors.
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3.53 STUDENT CODE OF CONDUCT Sec.37.001.
The board of trustees of an independent school district shall, with the advice of
its district-level committee established under section 11.251, adopt a student
code of conduct for the district.
The student code of conduct, and independent document, will be posted and
prominently displayed at each school campus. Each parent and student will
receive a copy of the student code of conduct at the beginning of the school year.
A form will be provided, for signature by student and parent, affirming that both
have read, understood, and agree to follow the standards of conduct as stated.
In addition to establishing standards for student conduct, the student code of
conduct shall:
(l) Specify the circumstances, in accordance with this subchapter, under
which a student may be removed from a classroom, campus, or alternative
education program;
(2) Specify conditions that authorize or require a school administrator or
other appropriate administrator to transfer a student to an alternative
education program; and
(3) Outline conditions under which a student may be suspended as provided
by Section 37.005 or expelled as provided by Section 37.007.
Once the student code of conduct is promulgated, any change or amendment
must be approved by the board of trustees.
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4 SOCIAL SKILLS and CHARACTER EDUCATION
The philosophy of Big Springs Charter School includes the importance of
developing and maintaining positive and supportive relationships with the
students while maintaining appropriate professional boundaries.
Social skills and positive character traits will be taught, at all grade levels, using
The Boy’s Town Model “Teaching Social Skills to Youth” and the KIPP
“Character Counts” model to teach 7 critical character traits.
The framework for staff in developing and maintaining the positive and supportive
relationships with students is detailed in the employee manual supplement:
Developing Social Skills and Character.
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SCHOOL OPERATIONS AND SUPPORT SERVICES
5.1 Accessibility of Programs and Facilities
Big Springs Charter School shall comply with the requirements of facility and
program accessibility to individuals with disabilities qualified under applicable
local, State and federal requirements.
5.2 School Calendar
The school calendar for each year shall be posted and made available to parents
not later than 30 days before the first day of instruction.
5.3 Closed Campus
Employees may not leave the campus during the regular school day except for
an emergency or with administrative approval.
5.4 Use of Facilities
Use of any school facility for school-related activities outside of those regularly
scheduled during the instructional day, must be approved by the school
superintendent in advance of the intended use.
5.5 Purchase Order System
All school purchases must follow the school Purchase Order System process.
Before any purchase can be made or requested, a Purchase Approval (PA) form
must be completed and submitted to the immediate supervisor for approval:
 If a staff member intends to purchase the item with their personal funds,
with the intent of being reimbursed, the PA must be approved by the
immediate supervisor and the superintendent.
o Following the purchase of the item(s) a monthly Employee Expense
form must be filled out and submitted, with accompanying original
receipt, to the district business office for reimbursement processing.
 If a staff member intends to the item to be purchased by the school, the
staff member must:
o Complete the Purchase Approval (PA) form, detailing the
description, cost and vendor of the item(s) to be purchased, and
submit to the immediate supervisor for approval.
o Forward the approved PA to the campus communication liaison.
 The liaison will generate the Purchase Order, obtain
approval signatures, and proceed to order the item(s) as
specified.
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5.6 Out-Of-Pocket Expenses – Monthly Expense Reports and Mileage
Logs
Monthly Expense Report:
Staff must follow the purchase order system process as described above to be
reimbursed for any personal purchases. Failure to obtain prior approval may
jeopardized reimbursement approval.
Reimbursement request for personal expenditures should be submitted to the
school office using the “Monthly Expense Report” form:
 All purchases should be itemized on the report with the date, amount, type
of purchase and Purchase Approval Number.
 Any mileage reimbursement requests should entered as a line item based
on the data documented on the accompanying Monthly Mileage Log.
 Each column of purchases should be sub-totaled at the bottom of the
column. The sub-totals should be summed and the total recorded in the
“Total” field.
 All additional appropriate fields should be filled in as needed.
 School related transactions/receipts and personal purchase should not be
on the same receipt.
 Original receipts should be “paper clipped” to the form (please do not
staple). Keep copies of the receipts for your records.
Monthly Mileage Log:
Any school related mileage should be recorded on the “Monthly Mileage Log”:
 Actual automobile mileage should be entered in the “Start Mileage” and
“End Mileage” column for each “Purpose/Activity”, with the total miles
being entered into the “Total Miles” field for each trip.
 After the data for all trips have been entered, the “Total Miles” column
should be summed and the amount entered on in the “TOTAL MILES:”
line (below the table).
 To calculate the reimbursement amount, contact the business office to
obtain the state’s “Current Reimbursement Rate”, multiple the rate times
the total miles and enter onto the line next to the “$”.
 If a Monthly Expense Report is being submitted at the same time, include
the Monthly Mileage Log with the expense report, entering the mileage
data onto the Monthly Expense Report as described in the procedures
above.
 If a Monthly Expense Report is not being submitted at the same time, then
only the Monthly Mileage Log needs to be submitted to the business
office.
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Reimbursement requests should be submitted to the school office no later than
24 hours prior to each payment request cycle, the 10th and 25th of each month.
It is recommended that staff keep a copy of all submitted forms and receipts.
Purchases for school needs are exempt from state sales tax. A “Texas Sales
and Use Tax Exemption Certification” form should be used when purchasing
school items to be exempt from paying these taxes. If taxes are paid, the school
cannot reimburse the employee for those taxes.
5.7
Shopping Cards
Staff may request use of shopping cards for approved purchases. Purchase
Order Approval form should be used for requesting approval to purchase items
with school shopping cards. After approval by School Administrator, the
shopping card is checked out to the employee using the “Card Balance” log. The
card and receipts are returned to school office the next working day.
5.8
Work Order Request
To schedule maintenance a “Work Order Request” form must be filled out and
turned into the administrative office for approval.
5.9
Keys
The keys to the main school office area will be checked out to only the
superintendent and administrative staff.
Keys to the textbook rooms will be checked out only to the superintendent or
designee, and Campus Textbook Coordinators.
Staff members will keep school keys in their possession at all times. Under no
circumstance will a staff member lend any school key to a student, other minor or
any other individual.
All non-instructional rooms will be locked whenever a staff member is not present
in that room.
All instructional rooms will be locked at all times.
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5.10 Food Services/Child Nutrition
Cost of meals for school staff and guests:
Breakfast - $2.00
Lunch - $3.00
The number of paid breakfast and lunch meals will be carefully documented by
food service staff on prepared meal count forms.
Staff will be allowed to charge their meals. At the end of each month staff will
have the cost of their meals deducted from their next month’s pay check.
Guests are expected to pay for their meal(s) at the time the meal is served or a
school staff member may "charge" the guest meal to his/her "account".
*The Federal Child Nutrition Program, TEA, and school policy allows for two (2)
school staff working food services to receive meals at no cost.
*Meals for students will always be prioritized over meals for staff or guests.
All cafeterias will display the updated nondiscrimination poster in a prominent
location for public viewing in the serving area.
 The campus food manager will listen to parent complaints or concerns, try
to answer questions, and provide them with a discrimination complaint
form to be completed.
 The completed form will be forwarded to the Superintendent.
 The Superintendent will meet with the parent to discuss their concerns.
 If the concerns are not resolved, the Superintendent will forward the
discrimination complaint form to the Food and Nutrition Division of the
Texas Department of Agriculture at: Food and Nutrition Division, PO Box
12847, Austin, TX 78711.
5.11 Inventory
All school property that is not defined as “consumable” is logged into the school
inventory system. To maintain this system, the location of each inventoried item
must be recorded and updated whenever a change is made.
Each room on the school campus has a “Room Inventory Log” which records the
items inventoried into that room. Whenever an inventoried item is removed
from a room, the “Room Inventory Log” must be updated before the item is
moved, as well as updated whenever an inventoried item is brought into a room.
The “Room Inventory Log” will be displayed within easy access in each room.
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5.12 Field Trips
Field trips which enhance the instructional program may be approved by the
school superintendent.
All students will have equal opportunity to participate in school field trips.
Parents/guardians may have the opportunity to attend some or all of the school
field trips, but the parents'/guardians' participation or lack of participation will
have no bearing on the students' opportunity for field trip participation.
School field trips may be planned for the entire school population, a specific class
or classes, a specific grade level or levels, or a specific school club organization
team.
Any criteria used that would disallow any student from participating in a school
field trip will be communicated to the students, parents/guardians and school
staff well in advance of that school field trip. This could include criteria such as
failing grade(s), school suspension or in-school behavior referrals, lack of written
parental/guardian consent for student participation in the field trip, or other
criteria as determined by the superintendent.
A minimum school staff to student ratio of 1-5 will be maintained.
5.13 Water and Swimming Activities
A certified lifeguard must be present for all water activities involving a body of
water (pool, lake, river, etc): (1) more than two feet deep if children age 6 and
older are participating, and (2) more than three feet deep if children age 6 and
older are participating unless all children are protected by the use of approved
water safety devices. When all children are protected by the use of approved
water safety devices, a person trained in water safety must be present. Water
safety training must be: (1) provided through a recognized organization; (2) by a
qualified instructor; and (3) training for which a currently valid certificate was
awarded upon successful completion.
5.14 Pets on Campus
Pets, specifically dogs and cats, are not allowed on school grounds without
specific written approval signed by the Executive Director of Hill Country Youth
Ranch, Inc.
Individual proposals to the Executive Director should include a detailed
description of the dog or cat; shot records; specific description of where the
dog/cat will be kept at all times when on the grounds; specific records of any
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special training/certificates for the dog/cat; certified statement that any and all
damage to any property that is personal-ranch-school will be paid by the owner
of the dog/cat to include a possible deposit; certified statement that any and all
injuries that may be related to the dog/cat will be paid by the owner of the pet
with copies of insurance coverage to address possible injuries, allergic reactions
of adults or children to the dog/cat; and litigation related damages.
The completed written proposal with associated documentation should be
submitted to Gary Priour, Executive Director, Hill Country Youth Ranch.
Employees who fail to comply with this policy/procedure statement will be liable
for personnel action up to and including termination of employment.
5.15 Employee and Visitor Access To Big Springs Ranch
Introduction:
Employees of Big Springs Charter School may have access to specified areas
and resources at Big Springs Ranch for Children. The following procedures
should be followed to gain approval for this access.
Ranch Visit Request and Approval
In order to preserve the ranch resources and schedule facility use appropriately,
requests for ranch access and use of specific facilities must be coordinated
through the Big Springs Ranch office and approved in advance by the Big
Springs Ranch Campus Director or Designee. The Executive Director of Hill
Country Youth Ranch may approve or change previous arrangements for ranch
access at any time.
Only the Executive Director may approve visitor use of the Croy Retreat House
and/or tour of the Perry Residence.
Information required for request of ranch access includes:
 Name of employee or special ranch friend
 Phone number
 Date(s) and approximate time of visit to Big Springs Ranch
 Specific request for day visit or for overnight accommodations.
 Specific ranch areas that will be visited.
 Specific overnight facility requested (Bee Creek RV Park, Camp Hawkins,
Garden Apartment, Croy Retreat House)
 Number of guests that may accompany the employee or special friend of
the ranch. Generally no more than three (3) guests per employee will be
approved with exceptions for special circumstances.
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This information may be provided by telephone, fax, or hard copy. Approval of
the request for ranch visit should generally be completed within one (1) day.
All visitors to the Big Springs Ranch will be required to complete and sign the
Visitor Release of Liability Form.
Bee Creek Activity Center may be approved for day use by employees for
group events. A $100.00 cleaning deposit (that may be returned) and $25.00
utility fee must be given to the Big Springs Ranch Communication Liaison before
approval and reservation of the facility will be completed.
Bee Creek RV Park may be used by employees and approved guests for a
seven day limit with exceptions for special circumstances. A $5.00 daily utility
fee must be paid in advance to the Big Springs Ranch Communication Liaison for
every day scheduled RV Park use prior to approval and space reservation.
Volunteer Groups such as SOWERS and AMERICORP have no fees nor set
day limit on use of the RV Park or Campground while performing volunteer
service.
The Garden Apartment near the Perry Residence may be reserved for
employees and special ranch friends for overnight use. A $10.00 daily fee for
cleaning, linens, towels and utilities must be paid in advance to the Big Springs
Ranch office before the reservation will be approved.
*All cleaning and utility fees will deposited in a distinct ranch cleaning/utility and
supply fund for use related to the visitor ranch facilities.
Camp Hawkins Campground may be used by ranch employees and their
guests. A $5.00 per night bathroom supply and cleaning fee must be paid in
advance to the Big Springs Ranch office in advance before campground
reservation is approved.
Perry Residence may be scheduled for guided tours by special arrangement
and approval by the Executive Director of Hill Country Youth Ranch.
Croy Retreat House may be scheduled by special arrangement and approval by
the Executive Director of Hill Country Youth Ranch.
Big Springs Vocational Shop is reserved for ranch resident and school student
vocational training as well as projects for the maintenance, construction, and
improvement of ranch facilities and program equipment. Employee or visitor
personal use of the vocational shop is not allowed.
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Big Springs Barn and Arena is reserved for use by ranch residents and school
students only for specific classes, supervised activities, and animal care
programs consistently monitored by appropriate ranch and/or school staff.
Employee or visitor personal use of the barn and/or arena is not allowed.
Visitor Guidelines:
Off-duty employees must at all times accompany their guests while on ranch
grounds.
Off-duty employees with guests should not have access to the ranch youth
residents with the exception of preplanned and supervised tours of the children’s
home facilities.
Employees and all guests are expected to follow all rules and regulations listed in
the Visitor’s Guide such as:
1.
All guests must “check in” with Big Springs Ranch for Children
(BSRC) staff upon arrival.
2.
All guests will be asked to sign a liability release in order to
participate and have access to some resources of the ranch.
3.
All guests must have specific prior approval to tour the Big Springs
Natural Area. This is a highly environmentally sensitive area.
Swimming and fishing is prohibited in this area and guests are
required to stay off the waterfalls and out of the caves.
4.
All pets must be kept on leases at all times and are not to cause a
disturbance to the wild life. Pets are generally not allowed in the
buildings.
5.
No person shall possess, display, use, fire or discharge any
explosives or firearms on the property without prior expressed
permission. There shall be no firearms at all in the area designated
as the ‘Children’s Village” which includes the area of the homes for
our children, the school and library area, the area from the front
gate to the school/library complex, through the meditation garden,
open soccer field area, and through the area to the Perry
Residence and up to the Big Springs area.
6.
Fishing is allowed, but all fish caught must be released back into
the river. Guests from age 17 through 64 years of age must have a
fishing license. The following are prohibited: unattended lines, trot
lines, spear fishing, and seining.
7.
Swimming is allowed in particular areas of the river, but be aware of
appropriate water safety guidelines before swimming. Visitors will
swim at their own risk. No lifeguard is provided. Designated
locations for swimming include the area of the river south of the
falls near the Sunday House and downstream from that point.
“Mushroom Rock” is the starting point for swimming. Visitors are
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9.
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14.
15.
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prohibited from swimming in the spring upstream from the Sunday
House falls. This section of the stream is used for drinking water.
Visitors are also prohibited from swimming in the section of the river
immediately below the children’s homes.
Diving is not allowed because the Frio River has many depth levels
that can be difficult to determine.
Tubes are allowed.
Jet skis and motor craft are not allowed.
Camping is allowed in designated locations and only by reservation
and prior approval.
Campfires are only allowed under pre-approved conditions and only
in designated areas. No firewood may be brought from the outside
of the ranch. Visitors may ask for directions for appropriate
deadwood sources.
Visitors must bring trash bags and take all trash with them when
they depart the ranch. Visitors must not burn, dump, leave, bury or
discharge any liquid or solid waste, sewage, rubbish, garbage, oil,
poisonous substance nor leave any ashes, coals, or embers on the
ranch. There should be no trace of campers visiting the camp
locations.
Visitors may not dig for artifacts. Any artifacts found must be
turned in to ranch staff.
Visitors must not feed the wildlife.
All highway gates should remain closed and latched at all times.
Other gates should remain the way a visitor may find them. Visitors
arriving after 7:00PM should arrange for ranch staff to meet them at
the front gate.
Visitors should remove nothing from the ranch property including
rocks, wood, plants, cacti, cuttings, animal remains, or relics.
Visitors should remember that Big Springs Ranch for Children is a
private facility and not a public camp.
Alcoholic beverages and smoking is not allowed.
Ranch Tour Guidelines
1.
Tour visitors should stay with the tour guide at all times.
2.
Photographs and video camera are allowed, but no pictures may be
taken of the ranch youth residents in order to protect the privacy
and identities of our children.
3.
Visitors should not enter any of the children’s homes or school
buildings unless arrangements have been made by the tour guide.
This could be disruptive to the home environment or to an
educational class setting.
4.
Visitors should not approach a child unless previously arranged.
5.
While driving on the ranch all visitors should drive slowly and watch
for children as well as livestock and wildlife.
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5.16 Fundraising Activities
A school student class or group may plan and conduct fundraising activities.
The student group must have a school staff sponsor for any fundraising activity.
The student group and sponsor will collaboratively plan each individual
fundraising activity and submit the activity proposal in written form to the school
superintendent.
The superintendent will:
 Approve the fundraising activity, or
 Deny approval for the fundraising activity, with explanation, or
 Bring the proposal for the activity to the school management board.
The students and sponsor will follow all details of the approved proposal and
guidelines from the superintendent and school board.
All funds will be immediately submitted to the district office for appropriate
deposit and accounting.
5.17 Hazardous Chemicals
The school shall at all times, comply with all provisions and requirements of the
Texas Board of Health and the Texas health and Safety Code, including the
Hazard Communication Act, Texas Health and Safety Code, Chapter 502.
5.18 Pest Control
The school periodically applies pesticide as part of an integrated pest
management program. All persons applying pesticides at the school are required
to receive special training in pesticide application and pest control. It is the policy
of the school to use non-chemical pest control tactics whenever possible. All pest
control services shall be conducted in accordance with the most current
Structural Pest Control Integrated Pest management Document. Employees shall
be notified of pest control actions by notice posted on the office bulletin board.
The school shall designate an employee to serve as the Integrated Pest
Management (IPM) Coordinator (the superintendent or designee). The IPM
Coordinator shall also be responsible for posting the required notices and
receiving requests for pest control services from school personnel. Ant
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commercial pest control services employed by the school shall be properly
certified and shall comply with all rules established by the Texas Structural Pest
Control Board and applicable state laws.
5.19 Emergency Plans
Fire drills will be held regularly throughout the school year in accordance with any
local fire codes and the school's written evacuation/fire drill procedure:
 An alarm will signal to evacuate.
 When exiting the classroom, windows and doors shall be closed, not
locked
 The responsible staff member will take the notification packet so that the
proper sign can be displayed indicating whether staff and/or students
normally at that location have been accounted for.
 Student grade books will be taken by the classroom teacher.
 Staff and students shall be instructed to return to the building when the
oral all-clear signal is given.
Teachers are responsible for ensuring that students exit in a safe and orderly
manner.
Evacuation route maps shall be posted in each room.
Because of the potential of severe weather, a disaster drill may be scheduled to
familiarize employees and students with procedures to follow.
A member of the administrative staff will give the alert signal for a disaster drill:
 Teachers will escort students to the center of the building away from
glassed areas and stay with students.
 Students will be instructed to carry a notebook or large book with which to
cover their heads.
 The signal to return to classrooms will be an oral message delivered in the
hallway.
In case of an actual tornado disaster without time to evacuate rooms:
 Teachers will instruct students to push desks or tables toward windows
and get under their desks.
 Teachers will attempt to maintain calm and silence to avoid panic and to
be able to hear instructions concerning conditions and procedures.
When possible, school closure due to inclement weather will be reported to
community parents and residential staff. Questions regarding the closure of the
school shall be directed to the superintendent or designee.
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School safety and crisis management plans are covered in Chapter 7, School
Safety and Crisis Management.
5.20 Critical Incident Reporting
Employees shall report all accidents or other critical incidents to the
superintendent in a timely manner followed by a written report using approved
forms. The superintendent will attend immediately to any student or employee
requiring immediate medical attention.
5.21 Transportation
The school may, at its option provide voluntary transportation to students.
5.22 Use of Copier and Fax Machines
School equipment may only be used for school related purposes. Unauthorized
use may result in serious disciplinary consequences. Students are not allowed to
use the copier or the fax machine unless permission from the SA is obtained in
advance.
5.23 Student Telephone Use
Students are not allowed to use school telephones for personal calls.
Students may telephone their parents or houseparent, but may only use the
school office telephone with supervision by an administrative staff member.
No School staff members, except Superintendent or other administrative staff
member may allow a student or give a student permission to use any school
phone.
5.24 Sanitation
All buildings in which the school operates shall be maintained in a sanitary
manner consistent with state law. School buildings will be properly ventilated and
shall provide an adequate supply of drinking water, sanitary toilet facilities, an
approved sewage disposal system hand washing facilities, a heating system and
lighting facilities that conform to established standards of good public health
engineering practices. The school lunchroom facilities shall be maintained in
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compliance with all state food and drug rules. Any custodian employed by the
school on a full-time basis shall be trained in the fundamentals of safety and
school sanitation.
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INSTRUCTIONAL PROGRAMS
Big Springs Charter School’s instructional program complies with the Texas
Education Code as applies to Public Charter Schools.
5.1
Adult Education / Provision of Special Education Services
Big Springs Charter School will provide free and appropriate education to
students in the Enhanced Horizons adult education program who are ages
eighteen (18) through twenty-one (21) following all TEA and federal guidelines.
Big Springs Charter School will provide appropriate special education services to
students ages twenty two (22) through twenty six (26) who are eligible per IDEA
and disability guidelines, following all state funding regulations.
5.2 Student Attendance Accountability
Any day a student is absent from school the parent/guardian of the student will
be contacted. This contact or attempted contact will be documented on the
“Student Absence Parent Contact” form. The completed form will be filed in the
student’s school records binder.
During any semester when a student reaches 3 unexcused absences:
1.
The SA will be notified.
2.
The First Attendance letter will be mailed to the parent.
During any semester when a student reaches 5 unexcused absences:
1.
The SA will be notified
2.
The Second Attendance Letter will be mailed to the parent and the
parent will be contacted to schedule a date and time for a School
Attendance Committee meeting.
3.
The School Attendance Committee will meet with the
parent/guardian and student to review and discuss the attendance
status.
During any semester when a student reaches 10 unexcused absences:
1.
2.
3.
The SA will be notified.
The Third Attendance Letter will be mailed to the parent and the
parent will be contacted to schedule a date and time for the 2nd
School Attendance Committee meeting.
The School Attendance Committee will meet with the
parent/guardian and student to review and discuss the attendance
status.
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The SA will schedule an Attendance Committee meeting with the
student and parent/guardian to review Texas Educational Agency
guidelines and develop a specific plan to address the absences and
academic status.
5.3 Student Orientation
On the first day of a new student’s attendance, the student will be guided through
an orientation process before he/she is taken to class.
The orientation process is as follows:
 Once the student’s enrollment package has been reviewed and all
documentation has been signed and returned, the student will meet with
an advisor to determine his/her class schedule. If the student’s records
are needed to make decisions and have not been received yet, the
student may be assigned to a recommended schedule until his personal
schedule can be completed.
 The student will be given a vision and hearing screening.
 The student will be given an academic screening to determine their
current level of academic performance in reading, language usage and
math.
 The student will meet with a staff member to review the student handbook
and code of conduct.
 The student will receive a tour of the campus.
 Once all orientation steps have been completed, the student will be taken
to the class currently in session, introduced to his/her teacher, and
assigned an orientation buddy.
5.4
Curriculum
All grade levels, K-12, will be taught to the state curriculum.
8th – 12th grade students will be required to follow the required course plan
outlined in the curriculum policies for Big Springs Charter School. Modifications
may be approved by the school administrator upon parent request or made
based on a students’ Section 504 IP or a special education student’s IEP.
A district approved set of electives will be offered to 8th – 12th grade students as
follows:
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Technology Applications
Ignite
Principals of Information Telecommunications
Principals of Human Services
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Health
Career Exploration
Desktop Publishing
Photojournalism
Yearbook
Art
Sociology
Web Technology
All elective offerings are subject to staffing resources.
Teacher made assessments should reflect the curriculum being taught and
validate that the student has mastered the Texas Essential Knowledge and Skills
curriculum at a minimum passing rate of 70%.
5.5
Grade Placement
All new students will be placed in the same grade as indicated on their previous
school student records.
Any change in grade placement must be approved by the general education
Grade Placement Committee or the special education ARD Committee.
9th thru 12th grade students will be placed in the grade for which their
accumulated credits qualify them, during “Move to Grade Reporting”, as follows:
0 – 6 credits
7 – 12 credits
13 – 18 credits
19 or more credits
9th grade
10th grade
11th grade
12th grade
No student will be advanced to the 12th grade until they have completed their exit
tests regardless of amount of credits.
5.6
Highly Qualified Teacher Program, Independent Study and Credit
Recovery
The American Education A+ Internet hosted software will be used for the Highly
Qualified Teacher Program, independent study, and credit recovery.
A+ program specifications will be followed, without deviation. Any deviation(s)
from program policies and procedures will invalidate the awarding of credit(s).
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Highly Qualified Teacher Program
The A+ program will be used in the general education classroom to meet the
NCLB High Qualified Teacher regulation, if needed.
In addition to completing the teacher’s course syllabus, each student will be
required to complete all the lessons within the A+ course and to pass the End of
Course (EOC) with at least a 70% passing rate to receive credit for the course.
The A+ EOC will be the final for the course.
Independent Study and Credit Recovery
The A+ program may also be used as a self-paced program by any student for
independent study or credit recovery with approval from the school administrator.
Upon approval, the course will be scheduled into their instructional day.
Independent Study
A student wishing to obtain credit through independent study may attempt to testout of a course by taking the course assessment prior to beginning any lessons.
If the student achieves at least a 90% passing rate, they may be awarded credit
for the course without further study. If the student does not achieve a 90%
passing rate they must complete all the lessons and the end of course with at
least a 70% passing rate.
Credit Recovery
To receive credit for a course, students using the internet program for credit
recovery must:
 Complete all prescribed lessons
 Complete the end of course assessment with a passing rate of 70%
Completing the Course
The A+ course will be followed without any modifications or changes.
Except as a pretest, the EOC may only be attempted after all the lessons and
reviews have been completed.
A Core EOC will be given with the “prescribed” feature active.
 If the student does not pass with at least a 70%, the prescribed lessons
must be completed before a retest can be attempted.
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An Elective EOC will be given with the prescribed feature inactive.
 If the student does not achieve at least an average of 70% on all lessons,
the student must repeat any lesson where the student recorded 5 or more
attempts to master before a retest can be attempted.
All students using the internet program will be monitored to ensure they are “on
task” and progressing.
All EOC tests will be scheduled and proctored by a test administrator, in a secure
testing environment, to ensure the fidelity of the test administration.
5.7
Lesson Plan:
Weekly lesson plans will be turned in to the school administrator once a week.
Lesson plans will be followed as documented. Any deviations should be noted
on the plan and forwarded to the school administrator at the end of the plan
week.
5.8
Benchmarking:
Benchmarking will be conducted at the end of each course unit for Reading,
Math, Science and Social Studies. Benchmarking tests will be district approved
standardized tests.
Results of the benchmark testing will be forwarded to the School Administrator
within 5 days of unit testing. The School Administrator will review the benchmark
results and forward to the Superintendent within 10 days of unit testing.
Results of the benchmark tests will be used by the instructional staff to make any
necessary adjustments to a student’s instructional program to ensure they stay
on track for learning the required curriculum. These results will also be used to
determine if any student experiences significant learning losses following holiday
breaks of 5 days or more resulting in the consideration of providing the student
with extended year services during the summer break.
5.9
Transcripts:
Requests for transcript copies, by parents or adult students, shall be complied
with after the transcript is reviewed by the school administrator. If a parent
claims their adult student as a dependent for tax purposes they may still request
the student’s transcript. If a withdrawn or graduated student owes the school
money for instructional materials, the transcript may be withheld from requesting
entities, but not from student or parent.
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Requests for official transcripts shall be complied with after the transcript is
reviewed by the superintendent.
TREX requests do not require the official seal. Mailed requests do require the
official seal on the transcript and the envelope.
5.10
Graduation:
A student will be eligible for graduation from high school when they have satisfied
the course and credit requirements for their selected graduation plan. They will
receive a high school diploma and may participate in graduation ceremonies.
A student eligible for graduation from high school who has not passed all
required state assessments for graduation, may choose to receive a certificate of
course completion and participate in the graduation ceremonies. Upon passing
all required state assessments, the student will receive their high school diploma.
If the student did not participate in the graduation ceremonies when they
received their certificate of course completion, they may participate in the next
scheduled graduation ceremonies.
A student receiving special education services who has not met the requirements
to receive a high school diploma after attending four years of high school (9th 12th grade) may choose to receive a certificate of attendance and attend the
graduation ceremonies. If they choose to continue their education and complete
their graduation requirements in the future, they will receive their high school
diploma when requirements are met. If they did not previously participate in
graduation ceremonies they may participate in the next scheduled graduation
ceremonies.
A student may participate in graduation ceremonies only once.
A student who was receiving special education services at the time of their
graduation may request to return to active attendance to obtain special education
services. Their attendance is eligible for funding although they will not be eligible
to accumulate credits.
Beginning in the 9th grade, every student will fill out a 4 year graduation plan.
The plan must be reviewed by the school administrator and approved by the
student’s parent. This plan will be kept on record in the student’s official school
records to be reviewed and updated each year.
If a student decides to graduate on the Minimum Graduation Plan, the “Opt In”
Minimum graduation plan form must be completed and any previous graduation
plan must be modified. Both forms must be signed by the parent and/or adult
student.
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If a student, on the Minimum Graduation Plan, decides to move to the
Recommended Graduation Plan, their graduation plan must be updated and
signed by the parent. The “Opt In” form will be noted with the date of the change.
If the student had previously completed any required core subject through
modified curriculum, the student must retake the class or pass a credit recovery
course to gain the credit required for the recommended plan. Modified core
course credits may only transfer as elective credits to the Recommended or
Distinguished Graduation Plans.
Upon graduation, an official copy of the student’s transcript will filed in the
student’s official school records and in the district office. The superintendent
must approve all transcripts before they are released to the student or requesting
entity.
Valedictorian and Salutatorian
Graduating seniors (12th grade only) may earn the honor of being selected
valedictorian by meeting the following requirements:
The student must:
1. Have the highest overall GPA in the senior class.
2. Be enrolled and in attendance the entire calendar year in which they
will be graduating.
3. Have earned the minimum state credits and passed all required
courses listed on their graduation plan.
4. Have passed all required state assessments based on their graduation
plan or Individual Education Plan.
5. Be of high moral character.
The student must meet all 5 criterion to be considered eligible for selection. Any
one item not being met will disqualify the student, in which case, the student with
the next highest GPA in the senior class will be considered.
The Salutatorian will be selected from grade 12 graduating seniors, based on
the above criteria, with item one being the second highest GPA.
The superintendent will have discretionary power in determining the selection of
Valedictorian and/or Salutatorian if special circumstances exist.
5.11
Textbooks:
Homeroom teachers will instruct students on the proper care of textbooks at the
beginning of each year.
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All textbooks will be covered as required by state code.
Teachers must maintain a current inventory of their textbooks and ensure that
the textbooks can be accounted for at all times.
If additional textbooks or resources are needed, the teacher should fill out a
Textbook/Resource order form and forward it to the campus textbook coordinator
for processing.
Procedure for ordering textbooks:
Teacher:
1. Fill out a textbook/resources order request form (form must be approved
by school administrator).
2. Forward request form to Campus Textbook Coordinator
Campus Textbook Coordinator
1. Upon receipt of the request form, check campus textbook inventory and
deliver materials as requested.
2. If materials are not in campus inventory, forward request to District
Textbook Coordinator
3. Monitor progress of request.
District Textbook Coordinator:
1. Process request order form.
2. Sequence of ordering process:
a. Check district textbook inventory to fill request.
b. If not in district inventory, check state inventory to fill request.
c. If not available from state inventory, order from publisher.
3. Notify Campus Textbook Coordinator and teacher of request status
4. Monitor progress of request.
5.12
Summer Instructional Services
Each school administrator will be responsible for their campus’s summer
instructional program.
Prior to the end of the instructional school year, the summer instructional
program plan will be submitted to the superintendent for approval.
The plan to be submitted should provide the following information:
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Summer school instructional plan including staffing requirements and staff
available to teach.
Students approved for instructional services.
General outline of class schedule.
Transportation plan
Duration of summer program
Upon approval, the school administrator will be responsible for overseeing the
implementation of the program. Parent notification should be sent at least 2
weeks prior to the start of the summer program.
5.13
Extended School Year Program
Each school administrator will be responsible for their campus’s extended school
year program.
Upon notification from the special education coordinator that extended school
year services are required for a student, the school administrator will be
responsible for developing the appropriate instructional program, in collaboration
with the special education coordinator, and presenting the plan to the
superintendent for approval.
The plan to be submitted should provide the following information:
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Extended year service plan including staffing requirements and staff
available to teach.
Students needing extended year services
General outline of class schedule.
Transportation plan
Duration of extended year program
Upon approval, the school administrator will be responsible for overseeing the
implementation of the program. Parent notification should be sent at least 2
weeks prior to the start of the extended year program.
5.14
Progress Reports
Parents will be provided a progress report at the end of every 3 rd week per
grading cycle, indicating the average grade their child has earned for each of
their subjects.
For those students whose progress report indicates any course with an average
grade less than 70%, an instructional plan will be created and submitted to the
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SA (copy to parent) at the beginning of the 4th week of each grading cycle. This
plan will outline the additional support the student will receive to help them
progress in their learning and meet passing standards before the end of the
current grading period.
Special Education progress reports will be provided to parents, at the end of
every 6th week per grading cycle. Any lack of progress will be addressed by the
student’s ARD committee.
5.15
Report Cards
Report cards will be distributed no later than 3 days following the end of each
grading cycle.
Teachers shall plan assignments and testing schedules so that grades can be
posted before the end of the last day of each grading cycle.
Teachers assigning failing or incomplete grades must notify the SA prior to
posting grades. The superintendent will review all failing grades.
Incomplete grades must be resolved and the resulting grade reported to the
registrar within 5 days of the end of the grading cycle.
The registrar will verify that all grades are posted and notify the school
administrator of any problems. Once all grades have been posted, the report
card proof listing will be printed and forwarded to the school administrator for
review and approval. Any discrepancies will be addressed immediately.
Upon approval of the report card proof list, the registrar will print report cards and
forward to the school administrator for signature.
Each campus will be responsible for determining and implementing their campus
specific report card distribution process before the close of the 3 rd day following
the end of each grading cycle.
A copy of each student’s report card will be:
 placed in the student’s official school records
 provided to the student’s parent or guardian
 provided to the student’s surrogate parent and placed in the student’s
special education folder if receiving special education services.
 provided to the student’s case manager if a residential student
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Field Trips
Field trips which enhance the instructional program may be approved by the
school superintendent.
All students will have equal opportunity to participate in school field trips.
Parents/guardians may have the opportunity to attend some or all of the school
field trips, but the parents'/guardians' participation or lack of participation will
have no bearing on the students' opportunity for field trip participation.
School field trips may be planned for the entire school population, a specific class
or classes, a specific grade level or levels, or a specific school club organization
team.
Any criteria used that would disallow any student from participating in a school
field trip will be communicated to the student, parents/guardians and school staff
well in advance of that school field trip. This could include criteria such as failing
grade(s), school suspension or in-school behavior referrals, lack of written
parental/guardian consent for student participation in the field trip, or other
criteria as determined by the superintendent.
A minimum school staff to student ratio of 1-5 will be maintained.
5.17
Water and Swimming Activities
A certified lifeguard must be present for all water activities involving a body of
water (pool, lake, river, etc): (1) more than two feet deep if children age 6 and
older are participating, and (2) more than three feet deep if children age 6 and
older are participating unless all children are protected by the use of approved
water safety devices. When all children are protected by the use of approved
water safety devices, a person trained in water safety must be present. Water
safety training must be: (1) provided through a recognized organization; (2) by a
qualified instructor; and (3) training for which a currently valid certificate was
awarded upon successful completion.
5.18
Fundraising Activities
A school student class or group may plan and conduct fundraising activities.
The student group must have a school staff sponsor for any fundraising activity.
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The student group and sponsor will collaboratively plan each individual
fundraising activity and submit the activity proposal in written form to the school
superintendent using the fund raiser/sales activity application form.
The superintendent will:
 Approve the fundraising activity, or
 Deny approval for the fundraising activity, with explanation, or
 Bring the proposal for the activity to the school management board.
The students and sponsor will follow all details of the approved proposal and
guidelines from the superintendent and school board.
All funds will be immediately submitted to the district office for appropriate
deposit and accounting.
5.19
Nutrition Program
The Nutrition Program follows the regulations and guidelines of the National
School Lunch Program, Texas Department of Agriculture (TDA) Administrator’s
Reference Manual (ARM) and the district’s Wellness Policy and local procedures.
The Nutrition Program will be staffed by a district Food Nutrition Director (FND)
and a Food Manager at each serving location.
Food Nutrition Director will be responsible for monitoring the nutrition program at
each serving location for compliance to state, federal and district regulations and
policies overseeing the operation of each serving location, as well as data
submission as required by state and federal regulations.
Food Managers will be responsible for the management of each serving location.
These responsibilities include all aspects of maintaining the breakfast and lunch
program during the instructional year as well as during the summer food
program, including planning menu’s and ordering food, keeping records, and
collecting and forwarding data for submissions and invoicing to the FND.
One Food Manager will be designated as the primary contact responsible for
interfacing with any cooperatives or food service agencies that the district has
entered into contracts or services with as well as the state mandated Food
Commodities Program.
During the instructional school year, each serving location will offer breakfast and
lunch following the Traditional Meal Plan implementing the “Offer“ option for all
grades.
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Each serving location will participate in the Seamless Summer Food Program
following TDA’s summer food program regulations.
Procedures:
Only authorized and certified staff may plan, prepare and serve meals.
Additional staff may be trained to assist in the preparation, serving and cleanup
of meals. These additional staff will be directly supervised by a certified staff
member at all times.
Menus will be developed on a monthly basis, one menu for breakfast and one
menu for lunch.
 Each monthly menu will be submitted to the FND at least one week prior to
the beginning of the month it is intended for.
 A copy of the monthly menu will be forwarded to each campus’s
communication liaison for distribution to staff.
 The Food Manager will post a monthly calendar in the serving location
where it can be viewed by staff and students.
 Changes to a menu must be preapproved by the FND and documented on
a copy of the monthly menu and forwarded to the FND at the end of each
month.
 Notice of a change to a menu must be provided as soon as possible to staff
and students prior to the serving time of the meal being changed.
Meal serving times:
 Each campus will set the amount of time allotted for each meal and serving
window times, as well as post these times at each serving location.
 Information will be posted at each serving location describing what
constitutes a reimbursable meal.
Meal offerings:
 Portion sizes will follow state regulated minimum and maximum portions,
fat content and sugar content according to age groups, K-8 and 9-12
grade ranges.
 Leftovers may be donated to any charitable organization willing to
implement same-day pickup.
Point-of-Service
 Each serving location will maintain a point-of-service at the end of the food
serving line.
 All meal participants must stop at the point-of-service to have their meal
recorded.
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 All students, eligible for a free or reduced meal, will be reminded if
necessary, of any item needed to receive a reimbursable meal and an
opportunity to add that item before being recorded at the point-of-sale.
 Students not eligible for free or reduced meals, staff and guests, are not
required to take the items needed for a reimbursable meal and should not
be reminded to do so.
 Only personnel trained in determining reimbursable meals may operate the
point-of-service.
 Point-of-service personnel are responsible for:
o Following TDA regulations for determining a reimbursable meal
o Providing students reminders at the point-of-service if they need
more items.
o Recording all meals received by students, staff and guests into the
meal program
o Manually recording any students, staff or guests not in the meal
program. This record should include the name, type of meal
(breakfast or lunch), type of payment (reimbursable or charge),
date of serving.
o Closing the meal program at the end of each serving day and
forwarding the meal participation report to the food service
manager.
o Notifying the FND of any student not in the meal program.
o Inputting staff and guests into the meal program as needed.
o Closing staff accounts, 35 days after termination of employment.
No account should ever be deleted.
 End of month reports must be forwarded to the FND before the end of the
5th working day of the next month following the month being reported, eg.,
April monthly reports are due to the FND within 5 working days after April
30th.
o End of month reports include the monthly meal participation report,
monthly manual servings report, monthly statements of students,
staff and guests.
o FND will review reports, forward statements to accounts payable
department for processing, and return statements to food service
managers for processing within 15 working days after the end of
the month.
 Account statements must be processed within 5 days of
receipt from FND.
o FND will submit monthly required data through the TxUNPS system
within 10 working days from the end of the month.
 TxUNPS submission reports will be forwarded to the
Superintendent for review and filing in the district office.
Food Program Regulations
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The FND will be responsible for:
 Monitoring the compliance of serving location programs
 Submitting all required annual applications
 Managing the implementation of required on-site audits, health
inspections and CRE audits.
 Monitoring the meal application process:
o Verifying the approval of meal application determinations
made by the approval official
o Distribution of DC list to the approval official and updating of
the application program based on DC list changes
o Input of student data into the meal application program
based on student enrollment, withdrawal, and application
submission.
5.20
State Assessment Texting
State Assessment Personnel will consist of a District Testing Coordinator (DTC),
a BSCS Campus Testing Coordinator and an HCYR Campus Testing
Coordinator.
Testing Coordinators will follow all state regulations as specified in the
District/Campus Test Coordinators Manual.
When allowed, district level procedures will take precedence over state
guidelines where specified in the school’s procedure documentation.
Procedures:
Testing procedures, as outlined in the DTC Manual, will be followed and applied
to all students enrolled on the day of scheduled testing.
A student shall be allowed to retest any EOC assessment, regardless of the
pass/fail indication of their previous test.
Training:
Testing Coordinators will attend regional Test Coordinator Training as required
by state regulations.
District Testing Coordinator will ensure that district and campus test coordinator
training is completed and documented.
 A copy of each training certificate will be sent to the DTC.
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Campus Testing Coordinators will ensure that test administrator training is
completed and documented.
 A copy of the campus level training packet and training signature log
should be sent to the DTC.
Responsibilities:
District Testing Coordinator
 Manages the Texas Management Assessment System
o Manages user profiles and assigns roles for coordinators, test
administrators and teachers.
o Inputs and maintains student information
o Manages group assignments, test registrations, online test setup,
and report distribution
o Orders additional materials as needed.
o Monitors material shipments both to and from the test distribution
warehouse.
 Coordinates infrastructure setup and maintenance in support of online
testing.
 Coordinates the receipt and shipment of testing materials for each testing
session between the district and the distribution warehouse.
 Coordinates the distribution and receipt of testing materials between each
campus and the district office.
 Ensures that campus testing coordinators, test administrators, and all
testing support personnel receive required training according to state
regulations.
 Monitors the testing process to verify that testing procedures,
confidentiality, and testing integrity is being conducted according to
regulations.
 Interfaces with TEA on any questions or irregularities that may need to be
reported.
Campus Testing Coordinator
 Coordinates and oversees campus level testing sessions.
 Acts as the “certified professional” responsible for each paraprofessional
participating in testing.
 Verifies that test materials received from the district are complete, agree
with the district control form, and are received in a secure manor.
 Develops test schedules and assigns testing administrators and testing
locations according to testing requirements.
 Prepares testing materials for distribution to include verifying that precoded test material is correct, non pre-coded information is bubbled
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correctly, test materials are distributed correctly to each test coordinator,
and that each student receives correct test materials.
Oversees testing location preparation, ensuring that testing locations are
prepared according to regulations.
Coordinates the distribution and receipt of test materials.
Monitors the testing process to ensure that all test security measures,
protocols and procedures are carried out correctly throughout all testing
locations.
Reports testing irregularities to the DTC as soon as the irregularity is
discovered or reported.
Collects test booklets and answer documents at the test site, before the
students have left the testing location, so that any issues with the answer
document may be corrected if needed. Verifies that each answer
document is correctly filled out: proper score code, form number, test
administered and accommodations offered information is bubbled.
Ensures that each test administrator turns in a seating chart (correctly
filled out), Restroom Log (if no students took a break, this should be
noted), and the specific test administrator oath.
Collects, organizes, secures and returns all required test materials to the
DTC at the end of the last day of the testing session to be returned the
next day.
o Test materials should be organized according to the instructions in
the District/Campus Test Coordinators Manual except for the
following:
 ID sheets do not need to be filled out.
 Test groups do not need to be banded.
 Answer documents should remain inside their respective test
booklets.
 Secure and Non-secure materials should be separated, but
do not need to be boxed separately.
Returns all test materials (except test administration manuals) using a
Test Materials Tracking Form to document the transport of the testing
materials, keeping a copy on file for verification needs.
o Materials to be returned to the district office include:
 Test booklets with answer documents inside
 Voided answer documents
 Dyslexia Proper Nouns List
 Test administrator oaths
 Seating Charts
 Restroom logs
 SE accommodations documentation and a copy of any
supplemental used.
 Detailed testing schedule, with any changes in the schedule
noted on the original document.
 Written documentation of any testing irregularities
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All additional unused answer documents, test booklets, and
pre-coded documents and/or labels.
Training signature logs not previously sent to the DTC
All secure testing materials can only be received by the campus testing
coordinator or the school administrator
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6 PARENTS, VISITORS AND MEMBERS OF THE COMMUNITY
6.1 Parental Rights and the Family Educational Rights and Privacy Act
Education records are records that are directly related to a student and that are
maintained by an educational agency or institution, or by a party acting for the
agency. The following are not education records:
 Records of instructional, supervisory, and administrative personnel and
educational personnel ancillary to those persons that are kept in the sole
possession of the maker of tire records.
 Records of the law enforcement unit of an educational agency maintained
separately from education records, maintained solely for law enforcement
purposes, and disclosed only to law enforcement officials of the same
jurisdiction.
 Records relating to an individual who is employed by an educational
agency that are made and maintained in the normal course of business,
which relates exclusively to the individual in that individual's capacity as an
employee, and are not available for use for any other purpose.
 Records on a student who is 18 years of age or older, or who is attending
an institution of post-secondary education, that are medical records
maintained by a physician, psychiatrist, psychologist, or other recognized
profession or paraprofessional acting in his/her professional capacity with
treatment of the student and disclosed only to individuals who provided
the treatment.
 Records that only contain information about an individual after he or she is
no longer a student at the school.
Parents, whether married, separated, or divorced, and eligible students, shall
have access to the education records of the student. Parents requesting access
to records of their own children shall have a right to inspect and review such
records within 45 days of a request to review.
The school shall maintain a record of each request for access to, and each
disclosure of, personally identifiable information from the records of each student.
The record is required to reflect the parties who have requested or received such
information and the legitimate interests of the parties in requesting and obtaining
the information. This record-keeping duty does not apply to requests from, and
disclosures to, the parents of an eligible student, a school official with legitimate
educational interest, a party with written consent from the parent or eligible
student, or a party seeking directory information. An "eligible student" means a
student who has reached 18 years of age or is attending an institution of postsecondary education. "Personally identifiable information" includes any
information about a student which could lead to the personal identification of that
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student. It includes, but is not limited to, the student's name, the name of the
parents, the address of either, a personal identifier such as Social Security
number or student number, some physical trait or description which would easily
identify the student, and other information that would make the student's identity
easily traceable.
Student education records may be viewed by parents and eligible students
during regular school hours by appearing in person at the school office.
Identification may be required. Some records may require redaction prior to
viewing if such records contain personally identifiable information regarding other
students. Copies shall be provided upon request. The school may charge a
nominal per-page copying fee if the number of copies exceeds ten pages.
Education records of a student containing personally identifiable information shall
not be released to the public without parental consent. Such consent shall not be
required in the case of directory information unless the parent or eligible student
has filed a written
objection with the school to the release of that information.
Parents of a student or eligible student may request the amendment of the
student's education records that the parents or eligible student believe are
inaccurate, misleading or otherwise inappropriate. Requests must be in writing to
the school superintendent clearly identifying the part of the record requested to
be amended, specifying the amendments and the specific reasons the record is
misleading, inaccurate, or otherwise erroneous. If the school challenges the
amendment request, the school will notify the parents or eligible student of their
right to a hearing regarding the request for amendment. If, as a result of the
hearing, the decision of the school is to deny the requested amendment. the
parents or eligible student shall be informed of their right to place a statement in
the record commenting on the contested information in the record or stating their
disagreement with the decision of the school, or both. Such a statement shall be
maintained with the contested part of the record for as long as the record is
maintained, and the statement shall be disclosed whenever the school discloses
the portion of the record which the statement relates.
School officials with legitimate educational interests shall have access to student
education records without the necessity of parental consent. School officials with
"a legitimate educational interest" include the school official responsible for the
custody of the records. School officials also include teachers, employees, agents,
or trustees of the school, or of affiliated entities of the school, or of contractual
placement facilities, as well as their attorneys and consultants who are:
 Working with students
 Considering disciplinary or academic actions
 Reviewing a disabled student's IEP
 Compiling statistical data
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Investigating or evaluating programs
Pursuing other school-related educational goals
Fulfilling a school-related responsibility
Directory information includes the student's name, address, telephone listing,
date and place of birth, major field of study, participation in recognized activities
and sports, weight and height of members of athletic teams, dates of attendance,
degrees and awards received, and the most recent previous educational
institution attended by the student. This information is deemed public information
unless the parent files with the school a written objection to the release of
directory information about his/her children.
At least once each calendar year the school shall give parents of students in
attendance and students who have reached age l8 years, notification of their
rights under the Family Educational Rights and Privacy Act of 1974. The notice
shall inform parents and students of their rights to file complaints regarding the
school's compliance with the act. This policy shall be made available to parents
and students upon request at the school office. The information in the Notice
shall be translated for or explained to parents of students whose primary
language is other than English.
The school may release education records in compliance with a judicial order or
lawfully issued subpoena. In such event, the school shall make a reasonable
effort to notify the parent or eligible student of the order or subpoena in advance
of the compliance.
The school may disclose personally identifiable information from an education
record of a student without consent in connection with a health or safety
emergency when knowledge of the information is necessary to protect the health
or safety of the student or other individuals.
Parents lose their right to access, consent, and to correct records as to a student
when the student reaches 18 years of age or older or, if 18 years or older, when
the student ceases to be a dependent for tax purposes. These rights do not
extend to a parent whose rights have been legally terminated.
6.2 NO CHILD LEFT BEHIND (NCLB)
Big Springs Charter School has a written parent involvement policy that is
developed jointly with, and agreed upon by, and distributed to parents of
students. The parental involvement policy will address the needs for parents to
provide input into the planning of all appropriate NCLB programs, activities and
procedures for the involvement of parents. This policy will specifically address
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parental involvement in Title I, Part A; Title II, Part D; Title V Part A; Title IV, Part
A; and Title II, Part A.
District Policy
1) Big Springs Charter District will seek parental participation in jointly
developing plans and implementing effective parental involvement
activities. The meetings of the Parents - School Partnerships Association,
information-feedback through mail, or face-to-face visits with school staff
will be the communication modalities that will be utilized for parental
involvement.
2) Big Springs Charter District will provide coordination, technical assistance,
and other support necessary to assist in planning and implementing
effective parent involvement activities to improve student academic
achievement and school performance.
3) Specialized parent-community training, frequent communication with
parents by school staff, encouraged to participate in Parent-School
Partnership Association, and offer of resources to help in at-home learning
activities will help Big Springs Charter Build the school’s and parents’
capacity for strong parental involvement .
4) Big Springs Charter District will coordinate and integrate Title I, Part A and
all NCLB programs parental involvement strategies with parental
involvement strategies under other programs that may be implemented at
school such as Head Start, Reading First, Early Reading First, Even Start,
Parent as Teachers, and Home Instruction Program for Preschool
Youngsters, and state-run preschool programs.
5) Big Springs Charter District will conduct, with the involvement of parents,
an annual evaluation of the content and effectiveness of the parental
involvement policy in improving the academic quality of Title I, Part A
school and other NCLB Programs, including identifying barriers to greater
participation by parents in Title I, Part A or other NCLB Programs, and use
the findings of such evaluation to design strategies for more effective
parental involvement.
6) Big Springs Charter District will involve parents in the activities of Title I,
Part A school and other NCLB programs.
Campus Policy
Big Springs Charter School, a Title I, Parte A campus, has a written parent
involvement policy that is developed jointly with, and agreed upon by, and
distributed to parents of participating students.
Capter 6 Parents, Visitors, Community Members
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1) Big Springs Charter School involves parents in planning, review, and
improvement of Title I, Part A programs at the school through Parent-School
Partnership Association, information-feedback by mail, informationfeedback by email, and face-to-face contact with school staff.
2) Big Springs Charter School provides parents of participating students timely
information about Title I, Part A programs and other NCLB programs
through the methods listed above.
3) Big Springs Charter School provides a description and explanation of the
curriculum in use at the school, the forms of academic assessment used to
measure student progress, and the proficiency levels students are expected
to meet.
4) An annual meeting of the Parent-School Partnership Association and
written notification to all parents is implemented to notify parents of the
campus’ Title I status, the program’s requirements, and the rights of the
parents to be involved.
6.3 Parent Involvement Policy
Big Springs Charter School, a Title I, Parte A campus, has a written parent
involvement policy that is developed jointly with, and agreed upon by, and
distributed to parents of participating students.
5) Big Springs Charter School involves parents in planning, review, and
improvement of Title I, Part A programs at the school through Parent-School
Partnership Association, information-feedback by mail, informationfeedback by email, and face-to-face contact with school staff.
6) Big Springs Charter School provides parents of participating students timely
information about Title I, Part A programs and other NCLB programs
through the methods listed above.
7) Big Springs Charter School provides a description and explanation of the
curriculum in use at the school, the forms of academic assessment used to
measure student progress, and the proficiency levels students are expected
to meet.
8) An annual meeting of the Parent-School Partnership Association and
written notification to all parents is implemented to notify parents of the
campus’ Title I status, the program’s requirements, and the rights of the
parents to be involved.
Capter 6 Parents, Visitors, Community Members
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6.4 School-Parent Compacts
Big Springs Charter School has School-Parent compacts that outline how the
parents, the entire school staff, and the students share the responsibility for
improved students achievement and the means by which the school and parents
will build and develop a partnership to help children achieve the state’s high
standards.
The School-Parent compacts describe how parents will support their children’s
learning by carefully monitoring attendance, homework completion, and
television viewing; volunteering in their children’s classroom; and participating as
appropriate in decisions related to the education of their children and the positive
use of extracurricular time.
The School-Parent compacts address the importance of communication between
teachers and parents on an ongoing basis through, at a minimum, parent-teacher
conferences, frequent reports, and reasonable access to staff.
6.5
Visitors
Visitors to the school are required to obtain permission from the school office
prior to any contact with school staff or students, or entry into any other school
property. Parents seeking information from a teacher shall make an appointment
to see the teacher during the teacher's conference period. Visiting students shall
be accompanied by a parent/guardian or other responsible adult.
An unauthorized person on school grounds may be asked to leave. Unauthorized
persons who refuse to leave shall be subject to removal by law enforcement
authorities.
6.6
Volunteer Staff
The school may select volunteers to assist the staff and students. Volunteers
must follow all the rules and regulations of the school to the same extent as
employees of the school and any additional rules or directives required.
Volunteers must sign in at the school office each day before beginning their
assignments. Volunteers shall be subject to criminal history background checks
and other reference checks.
6.7
Public Relations/Media
All requests for school information or commentary by representatives of the
media shall be referred to the school superintendent unless the request is
Capter 6 Parents, Visitors, Community Members
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presented to an employee or school official expressly authorized to respond to
the issue at hand. Persons responding to media requests shall not reveal
information made confidential by law.
Capter 6 Parents, Visitors, Community Members
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7 SCHOOL SAFETY AND CRISIS MANAGEMENT
Big Springs Charter School is committed to providing a safe and secure learning
and working environment for all students and staff. To fulfill that commitment to
safety, this comprehensive safety and crisis management plan has been
developed which complies with all applicable State and Federal laws, rules,
regulations and school policies.
7.1 Goals


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
To raise student and staff awareness about school safety and provide
appropriate means for reporting concerns about safety.
To provide crisis prevention and early intervention services.
To provide immediate and effective action in a crisis or potential crisis
situation.
To have contingency plans for responding to medical emergencies.
To provide effective crisis response to students, families, and the
community.
7.2 Emergency Injury Plan





Personnel must remain calm.
The teacher or staff in charge should call or send 2 students to the school
office giving the following information:
o Location of the student
o Student's name
o Type of injury
INJURED STUDENT SHOULD NEVER BE LEFT ALONE.
The School Administrator (SA) and one available staff member will
o both respond to the emergency scene if possible.
o An available staff member trained in emergency first aid should
start emergency first aide procedures.
o Keep all uninvolved personnel and students away from the area.
o Do not move the student/victim unless the location is potentially
dangerous.
o Reassure the student; keep the student quiet and lying down.
The SA or designee will notify the parent/guardian as soon as possible.
The Superintendent should always be contacted for advice about notifying
parents.
Notification should be given tactfully and in such a manner as not to create
undue panic. Parents should be given all known details rather than just be
advised that "your child has had a serious accident." If parents cannot be
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consulted immediately, the SA or designee will not delay in securing medical
attention when the emergency is so severe that it suggests immediate hospital
care.
Only Administrative Staff are authorized to call 911 for an emergency vehicle if
needed.
Once the emergency vehicle has been called, the SA or designee will report to
the front entrance and escort the emergency vehicle to the emergency scene.
The SA will implement a crisis plan for counseling students and communicating
to parents/guardians of students if needed.
7.3
Automated External Defibrillator Plan
Purpose: To provide guidance in the management or administration of a schoolbased AED program for treatment of victims eight years of age and older ONLY.
Sudden Cardiac Arrest (SCA) is a condition that occurs when the electrical
impulses of the human heart malfunction causing a disturbance in the heart’s
electrical rhythm called ventricular fibrillation (VF). This erratic and ineffective
electrical heart rhythm causes complete cessation of the heart’s normal function
of pumping blood resulting in sudden death.
The most effective treatment for this condition is the administration of an
electrical current to the heart by a defibrillator, delivered within a short time of the
onset of VF.
An AED is used to treat victims who experience SCA. It is only to be applied to
victims who are unconscious, without pulse, signs of circulation and normal
breathing. The AED will analyze the heart rhythm and advise the operator if a
shockable rhythm is detected. If a shockable rhythm is detected, the AED will
charge to the appropriate energy level and advise the operator to deliver a shock.
Responsibilities
Program Manager
• Oversee compliance of policy procedures
• Review all emergency response actions and post event reviews
• Selection of employees for AED training and distribution of AED-trained
employee lists as required
• Revision of this procedure as required
Program Coordinator
• Coordination of training for emergency responders
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• Coordinating equipment and accessory maintenance
• Maintain on file a specifications/technical information sheet for each approved
AED model assigned or donated to the school
• Monitoring the effectiveness of this system
• Communication with Program Manager on issues related to medical emergency
response program including post event reviews
Applicable Documents
• County/State AED Guidelines
• Medical emergency action plan
• AED Procedure
Medical Control
The medical director of the AED program is J. Thomas Ahlquist_M.D
The medical director of the AED program has ongoing responsibility for:
• Providing medical direction for use of AEDs
• Writing a prescription for AEDs
• Reviewing and approving guidelines for emergency procedures related to use
of AEDs and CPR
• Evaluation of post-event review forms and digital files downloaded from the
AED
Authorized AED Users
•The AED may be used by employees trained in the administration of the AED
device located on the school property with a current AED certification card.
• Any trained volunteer responder who has successfully completed an approved
CPR/AED training program and has a current successful course completion card.
AED-Trained Employee Responsibilities
• Activating internal emergency response system and providing prompt basic life
support including AED and first aid according to training and experience
• Understanding and complying with requirements of this policy
• Following the more detailed procedures and guidelines for the AED program
Volunteer Responder Responsibilities
• Anyone can, at their discretion, provide voluntary assistance to victims of
medical emergencies. The extent to which these individuals respond shall be
appropriate to their training and experience. These responders are encouraged
to contribute to emergency response only to the extent they are comfortable. The
emergency medical response of these individuals may include CPR, AED or
medical first aid.
School Office Responsibilities
The school office staff is responsible for:
• Receiving emergency medical calls from internal locations
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• Using an established 9-1-1 checklist to assess emergency and determine
appropriate level of response
• Contacting the external community 9-1-1 response team (EMS) if required
• Deploying AED-trained employees to emergency location
• Assigning someone to meet responding EMS aid vehicle and direct EMS
personnel to site of medical emergency
Equipment
Approved equipment:
Defibtech DDU-100 Semi-Automatic External Defibrillators have been approved
for this program.
• The AED conforms to the state/county standards.
• The AED and first-aid emergency care kit will be brought to all medical
emergencies.
• The AED should be used on any person who is at least 8 years of age or older.
• The AED will be placed only after the following symptoms are confirmed:
• Victim is unresponsive
• Victim is not breathing normally
Location of AEDs
During school hours, the AED will be at designated locations. These locations
shall be specific to each school but should allow the device to be easily seen by
staff. The locations should allow staff members to retrieve the device outside of
normal school hours.
After school hours, the AED may be moved from its designated location by an
AED-trained athletic trainer to support athletic department activities on a
voluntary basis.
• A trained volunteer would have to be available and willing to support this effort
during non–school hours. • A visible sign must be left in the place of the AED,
with the phone number of the athletic trainer, clearly indicating they have
possession of the AED.
• Contracted and other community activities are not guaranteed access to the
AED as part of standard rental contracts.
Location of AEDs
• Brune School – Library (on wall under mail station)
• Cailloux School – School Office
Additional Resuscitation Equipment
Each AED will have one set of defibrillation electrodes connected to the device
and one spare set of electrodes with the AED. One resuscitation kit will be
connected to the handle of the AED. This kit contains two pair latex-free gloves,
one razor, one set of trauma shears, and one facemask barrier device.
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Equipment Maintenance
All equipment and accessories necessary for support of medical emergency
response shall be maintained in a state of readiness.
Specific maintenance requirements include:
• The district school office shall be informed of changes in availability of
emergency medical response equipment. If equipment is withdrawn from service,
the district school office shall be informed and then notified when equipment is
returned to service.
• The district school office shall be responsible for informing response teams of
changes to availability of emergency medical equipment.
• The AED Program Coordinator or designee shall be responsible for having
regular equipment maintenance performed. All maintenance tasks shall be
performed according to equipment maintenance procedures as outlined in the
operating instructions.
• Following use of emergency response equipment, all equipment shall be
cleaned and/or decontaminated as required.
If contamination includes body fluids, the equipment shall be disinfected
according to procedure
# 5.4 in the Defibtech user manual located inside the AED cabinet.
Routine Maintenance
• The AED performs daily, weekly, monthly, and quarterly self tests automatically
when a non-discharged 9 volt battery is present (without any intervention from
the operator) to check the integrity of the unit’s hardware and software.
• A volunteer, assigned by the AED Program Coordinator or designee, will
perform a daily AED check following the procedure checklist. The procedure
checklist will be initialed at the completion of the daily check. The procedure
checklist will be posted next to the AED.
• If the Active Status Indicator (ASI) is not flashing green that indicates unit needs
attention. Contact Program Coordinator for servicing.
• If the 9 Volt battery is discharged you may still continue to use the unit.
• If the ASI is flashing red turn the DDU-100 AED on. If the unit does not turn on
or does not speak, the AED is non-operational and requires servicing.
• If the expiration date on the electrode is near, notify the AED Program
Coordinator or designee immediately.
Initial Training
Trained Employees:
• Must complete training adequate to provide basic first-aid, CPR and AED that
will be provided on site. AED training must be a course approved by the state.
Trained employees will also be trained in universal precautions against
bloodborne pathogens. The trained employees shall be offered hepatitis B
vaccination free of charge. The school office shall maintain training records for
the trained employees.
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Volunteer Responders:
• These responders will possess various amounts of training in emergency
medical response and their training may be supplied by sources outside of the
company. Volunteer responders can assist in emergencies, but must only
participate to the extent allowed by their training and experience. Volunteer
responders may have training adequate to administer first aid, CPR and use the
AEDs deployed throughout the campus. Any volunteer wishing to potentially use
one of the AEDs deployed on the campus should have successfully completed a
state approved AED course including CPR within the last two years. The school
will not maintain training records for the volunteer responders.
Refresher Training
• Trained employees will renew first-aid and AED training every two years.
• AED-trained employees will refresh AED skills using computer-based training.
Each AED-trained employee will have access to AED Challenge™ interactive
training software. Every six months each will perform a three-scenario test that
will be reviewed by the AED Program Coordinator or designee.
• Volunteer responders should obtain documented renewal training at least once
every two years. Volunteer responders are encouraged to periodically refresh
their AED skills. This can be accomplished through the use of AED Challenge
interactive training software. A copy of AED Challenge software has been placed
on the computer in the library. All trained volunteer responders are encouraged
to practice anytime.
Medical Response Documentation
Internal Post-Event Documentation: It is important to document each use of the
medical emergency response system.
The following forms shall be sent to the AED Program Manager within 24 hours
of a medical event:
• The AED-trained employee or volunteer responder shall complete the AED
Emergency Response Form whenever an AED is used.
External Post-Event Documentation
A copy of the Statpads AED Event Summary Form and AED Emergency
Response Form shall be presented within 48 hours of the emergency to the
following:
• Medical director of the AED program
• At a minimum, event information supplied shall include any recorded data, and
all electronic files captured by the AED.
Post-Event Review
Following each deployment of the response team member, or if a volunteer
responder uses an AED, a review shall be conducted to learn from the
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experience. The AED Program Manager shall conduct and document the postevent review. All key participants in the event shall participate in the review.
Included in the review shall be the identification of actions that went well and the
collection of opportunities for improvement as well as critical incident stress
debriefing.
A summary of the post-event review shall be sent to the health and safety
committee.
The health and safety coordinator according to the record retention policy shall
maintain a copy of the post-event review summary.
System Verification and Review
The medical emergency response system is ultimately successful if necessary
medical assistance is provided to victims in a timely and safe manner. Since
actual use of this system procedure is expected to be very infrequent, other
measures of effectiveness are required.
Annual System Assessment
Once each calendar year, the AED Program Coordinator or designee shall
conduct and document a system readiness review. This review shall include
review of the following elements:
• Training records
• Equipment operation and maintenance records
7.4
Cardiac Response Procedure
In the event a person appears to be experiencing a cardiac crisis, the following procedures
should be followed to maximize the response time and effort to provide immediate
assistance until the Emergency Medical System personnel arrive at the scene.
EMERGENCY RESPONSE:
 The nearest witness to the event should call the campus operator to report
the emergency. At the Brune campus, call extension 101, outside phone
call 232-7101; at the Cailloux campus, call extension 6100, outside phone
call 367-6100.
o Information provided should include:
 What is the problem and location of the emergency?
 Is the person breathing, and do they show signs of
circulation (coughing, or movement)?
 What is being done for the person now?
 Is anyone performing CPR?
 The operator receiving the emergency call will:
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o Call the local EMS, prepared to answer the following questions:
 What is your emergency?
 What is happening now?
 Where is the patient located?
 What number are you calling from?
o Notify the nearest AED Responder with the above information.
 A list of certified AED Responders will be located beside the
AED and at the desk of the campus operator.
7.5
AED Activation Procedure
 When notified of a cardiac crisis, the AED Responder should make sure
that 9-1-1 has already been called.
 The AED Responder will get the AED device and immediately go to the
site of the patient.
 The following procedures should be followed by the AED Responder:
1. Assess the scene for safety before approaching the patient.
2. Place the patient in a safe area with a firm surface for CPR.
3. Remember the following safety warnings:
 Only properly trained individuals should use the device.
 DO NOT use near or within puddles of water
 DO NOT use near flammable agents, such as gasoline
 ALWAYS stand clear of the patients body when delivering
the treatment.
 DO NOT touch the electrode surfaces, the patient, or any
conductive material near the patient during the ECG analysis
or shock.
4. Assess the patient for unconsciousness
 Gently shake the patient identify yourself and shout, “Are
you OK?”
5. Follow the A-B-C-Ds
 Airway – Open the airway with the head tilt-chin lift
maneuver. (If an injury is suspected, use the jaw thrust
maneuver)
 Breathing – Look, listen and feel; give 2 slow breaths
 Circulation – Check for signs of circulation. If there are no
signs of circulation, start chest compressions if the AED is
not present or ready.
 Defibrillation – attach and operate the AED when available.
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6. Using the AED (The following steps apply if the AED is present
during the initial evaluation of the patient)
 Power on the AED
 Follow the voice and visual prompts as trained
 Press “SHOCK” if advised by the AED
7. Transferring the patient to EMS upon arrival
 Remain calm and introduce yourself to EMS personnel
 Give a brief summary of the event
 Time of event
 Total number of shocks
 Any additional pertinent information about the patient
 EMS will take over the resuscitation efforts
8. Report the event by filling out the AED Emergency Response form
and submitting it to the site coordinator.
9. The site coordinator will complete the STATPADS Event Summary
Form and contact STATPADS at 1-866-STATPADS to report the
event.
10. After each use the AED equipment should be restocked and
checked for readiness.
7.6
Generalized Tonic-Colonic Seizure (GRAND MAL)
During the seizure: The person may fall, stiffen and make jerking movements.
Pale or blush complexion may result from difficulty breathing.
 Call or send 2 students to the school office to report the situation. Notice
the time and keep track of how long the seizure lasts. The Administrative
Assistant or designee will contact the parent/guardian.
 Help the person to a lying position and put something soft under the head.
 Remove glasses and loosen any tight clothing.
 Clear area of any hard or sharp objects.
 Send class to another teacher for supervision.
 Do not force anything into the person's mouth.
 Turn on side if possible.
 Do not try to restrain the person. You cannot stop the seizure.
After the seizure: The person may awaken confused and disoriented.
 Turn the person to one side to allow saliva to drain from the mouth.
 Do not offer the person any food or drink until fully awake.
 School staff will remain with the student.
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EMERGENCY RESPONSE
Every emergency situation will activate the Crisis Management Team and the
Situation Management Team
Crisis Management Team (CMT): District Management Team Members
The Crisis Management Team will review every crisis situation to evaluate the
fidelity of the responses and implement any improvements or modifications they
deem to be necessary as a result.
Team members will also assist during the crisis as needed.
Situation Management Team (SMT): Campus Management Team Members
The Situation Management Team will be activated whenever notice is given that
a crisis situation exists. These members will respond to the immediate situation,
performing their responsibilities as required.

One person will be designated as the campus Situation Management Team
Leader for each campus.
o Whenever this person is not on campus, an alternate person will be
pre-determined.
Characteristics that make for appropriate team members are: the ability to remain
calm, being deliberate, focused and confident, ability and authority to make
logical decisions, ability to follow instruction and work as a team member,
flexibility and adaptability, willingness to accept responsibility, knowledge about
the school and its functioning, availability, and ability to set aside other duties to
join the team in a crisis.
7.8
Campus Crisis Response
Preparing for a Crisis:
In order to respond to crisis situations effectively and appropriately, preparation is
required. A crisis plan must be specifically developed. All staff must be trained on
the content of the crisis plan and their specific responsibilities during a crisis.
Crisis drills should be planned and carried out at least twice during the school
year and should include a lockdown, evacuation and shelter in place exercise.
STEP 1 Crisis Assessment
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The staff must quickly assess what has happened. Is there danger to students
and/or staff? Is anyone hurt and in need of medical assistance? What kind of
personnel is needed to address the crisis?
The School Administrator (SA) should be given a brief but thorough description of
the crisis and then determine what personnel are needed to assist in the
situation. Appropriate staff should be contacted immediately.
Incident is reported to the school office. The SA or designee will quickly assess
what has happened based on facts.
 Is danger imminent?
 Is first aid or medical assistance needed?
 Are law enforcement, fire and/or emergency services needed?
 Is the School Situation Management Team needed?
The SA or designee summarizes the facts available on the incident:
 Determines if a crisis is occurring and identifies the type of crisis.
 Decides what assistance is necessary (assembles the Situation
Management Team, decides who is needed).
 Decides what immediate actions to take (secure the facility, full lockdown,
shelter-in-place, evacuation, command center, management team).
 Activates the crisis plan.
 CALL
o Call members of the Situation Management Team
o Call 911
 INFORM STAFF The school crisis notification methods are:
o We need to secure the school (LOCKDOWN. Notice delivered over
PA system, or other designated means.
o We need to evacuate the school (Fire drill exiting). One long tone
from the alarm system.
o We need to take cover (Severe weather procedure). PA system or
personal announcement.
 The school office staff announces the incident to the staff with the
appropriate alarm for the crisis.
 The Situation Management Team meets at the school office or library as a
backup location.
 The members of the Situation Management Team performs assignments
 Other staff report to predetermined or directed assignments to fulfill staff
roles and responsibilities
 The SA informs staff of the details of the crisis as soon as possible.
 The Superintendent is informed of the incident and establishes what
information needs to be communicated to students, families, and the
community.
 The SA maintains communication with staff.
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STEP 2 Situation Management Team Immediate Response
Secure the area first to ensure safety. Provide first aid if necessary. If students
are sent to the hospital, record their names and contact their parent/guardian
immediately. Inform the school staff. Restrict outgoing telephone usage and
assign staff to cover doorways and halls if needed.
The School Administrator:
 Coordinates security and safety at the scene of the crisis until additional
help arrives
 Decides if evacuation or lockdown is necessary.
 Coordinates crisis counseling
 Coordinates dangerous person response
Lead SMT Member:
 Is the contact person at the evacuation site.
 Staffs student release at the location site.
 Coordinates first aid being administered.
 Records names of those injured and/or directly involved.
 Communicates with parents/guardians at designated location.
Superintendent:
 Coordinates press/media communication.
 Arranges for emergency building repair.
All other team members assist as directed.
STEP 3 Crisis Responses – Situation Management Team
The Situation Management Team will respond quickly to a crisis call. In order to
better coordinate response personnel, it may be necessary to establish a
command center. The SA will call the SMT to meet in the school office. All
pertinent information should flow through the command center.
During a crisis situation a specific student-checkout location will be designated if
students need to go home. One or more school staff members should staff the
checkout location. Keep a record of all students who check out and who checked
them out. Students should not be permitted to check out without parent/guardian
permission.
The Superintendent will prepare a brief letter that contains general facts about
the crisis which will be released as soon as possible to students,
parents/guardians, and staff members.
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A school staff meeting will be scheduled after school to review the crisis situation
and develop plans for the next school day.
CMT meets with the SA after crisis situation has been resolved.
SA will brief CMT members on crisis and direct specific assignments.
Team members and school staff follow procedures in School Safety and Crisis
Management document.
Staff meeting for all school staff is scheduled after school.
STEP 4 If School is Dismissed
 The Superintendent will decide on school dismissal.
 SMT Leader will notify staff and parents/guardians.
STEP 5 Debriefing
 Debriefing is a critical component of any crisis situation. SA will meet with
all staff members, students, and family members to discuss the crisis and
to give them the opportunity to emotionally process what has happened.
SA can determine if follow-up counseling or further debriefing is needed.
 The SA calls for and conducts crisis-debriefing session for staff, students
and family members.
 The SA decides on follow-up counseling for staff and/or students.
 The SA will write a thorough report about the incident.
 The SA identifies what follow-up services are available to students, staff
and first responders.
 The SA and teachers lead the return to learning as quickly as possible.
 The Superintendent captures "lessons learned" and incorporates them
into revisions and training.
STEP 6 Planning for Next Day (and thereafter)
Planning for the following day (and thereafter) should be key staff members who
can assess the critical needs associated with continuing school the next day and
returning to the normal schedule and routine as soon as possible.
 The Superintendent and SA gathers updated information (facts about the
incident).
 Superintendent determines and schedules additional staff and/or
counseling.
 Superintendent determines and communicates changes in staff
assignments.
 SA monitors that staff are assessing students for the emotional impact of
the incident.
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 SA, Superintendent, and teachers assess curricular activities that address
the crisis and allocates appropriate time for recovery.
 SA updates information to all concerned parties.
 Superintendent decides the school-ranch-community follow up needs.
As with any crisis, it is essential to establish a sense of normalcy as quickly as
possible so that students and staff return to a feeling of safety.
7.9 SMT Procedures:
These procedures should be followed in all other situations that are not of a
LOCKDOWN nature, when the situation is safe to do so.
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Ensure that all students are accounted for.
Check and lock bathrooms.
Get list of students from each class who are not accounted for.
Identify students who are safe or injured.
Act as messengers if electrical system out.
If a student is injured, at least 3 team members go to the scene and take
walkie-talkies. Radio to the office to confirm the identity and condition of
the injured person, current physical condition and other important
information,
 Emergency medical procedures will be initiated if appropriate.
7.10 Emergency Center
This is the center for all activities in case of an emergency. It is also the location
where the person in charge can be located.
 BCS Campus:
o Primary Site - Library
o Room for Parents – Library
 CNCS Campus:
o Primary Site – Najim Office
o Room for Parents – Najim Cafeteria
7.11 Media Procedure
The only means to inform the general public is by mass media. We must provide
prompt and accurate information. Any misinformation can create confusion.
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Quotes from individuals are usually incomplete or misleading, and therefore,
must be avoided. Written prepared statements will be given covering:
 Who, What, Where, When and the facts as we know them.
 The Superintendent will be the only person to report to the media.
7.12 EVACUATION PROCEDURES
For the protection of all occupants of the school buildings, it is important that
everyone is informed and understands what to do in the event of a fire or other
type of disaster that would necessitate the evacuation of the building.
The following evacuation procedures should be discussed with the students:
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The evacuation alarm is one long tone from the alarm system.
The purpose of an evacuation drill is to be able to evacuate the building
incase of a fire or other emergency.
During the evacuation drills students and staff should be silent. If teachers
and students are talking, directions and other information cannot be heard.
Exit according to the exit instructions posted in your room. Teachers will
identify and discuss these procedures during the first day of class.
Everyone should clear the building immediately. WALK - do not run.
In case of fire only, appoint one student to close the door and windows
and see that everyone is out of the area or classroom.
Have a responsible student assigned to lead the group, in a single file, to
a designated safe location away from the building.
Teachers are responsible for checking roll of all students from their class.
Teachers must take class roster/gradebook with them.
Teachers/staff must take Red/Green status cards with them to indicate if
their students or staff members are accounted for.
If any area is blocked, then the next nearest exit should be used.
The signal for return to the building is one long tone of the alarm or verbal
notice from a designated staff member.
Students should return to the building in the same orderly, quiet manner in
which they left the building.
If an emergency evacuation drill occurs when you are in the halls or patio
area, join the nearest class in leaving the building and then report to your
designated area.
Listen to Directions.
Please note the following:
o Where is the nearest fire extinguisher?
o How does the fire extinguisher operate?
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o What are your instructions for a fire drill?
o Does a fire hazard exist?
o Are all fire exits open?
7.13 REVERSE EVACUATION PROCEDURES
If conditions exist that require a Reverse Evacuation, the SA or designee, will
instruct staff members to bring all students/adults that are outside into the
building. Staff will be informed of the type of procedures to initiate.
7.14 SHELTER IN PLACE PROCEDURES
Shelter In Place will be initiated if there is a threat of exposure to hazardous
chemicals or other related type of emergency:
School Office personnel will make announcement on the PA, or by other prearranged means if the PA system is not available:
Announce: "All staff, we have a hazardous alert, go to Shelter In Place.
Shelter In Place procedures are implemented immediately:
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All staff and students will be required to remain inside, wherever they are.
Staff and students, outside, will be directed to go immediately inside.
Seal any gaps in doors or windows that might allow air inside.
Turn off all heating or air conditioning units, lights, and electronic or
electrical devices.
Take class roll and Green/Red status cards to account for all
students/staff
o If all students/staff are accounted for post GREEN status card in
door window.
o Post RED status card in door window if you cannot account for all
students/staff or have a medical emergency.
o If there is no door window, slide the card under the door into
hallway.
Do not let any student leave without proper authorization.
Do not use classroom or cell phones unless there is an emergency.
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7.15 LOCKDOWN PROCEDURES
Immediate lockdown will be initiated in order to assess or get a handle on
any emergency situation.
Lockdown initiation automatically activates a Situation Management Team
(SMT).
Phase I: Lockdown Initiation
In cases of intruder or potentially dangerous student situation:
 The staff member first in contact with the intruder or aware of a potentially
dangerous student situation should direct the intruder or others away from
the students and either contact the office or signal the nearest staff
member to contact the office.
 School Office personnel will make announcement on the PA, or by other
pre-arranged means if the PA system is not available:
 Announce: "All staff, go to _____ (intruder or student) lockdown.
Team respond to _____ (location of incident)”
Lockdown procedures are implemented immediately:
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Clear all students, staff and visitors from hallways into classrooms
Assist those with special needs accommodations
Students in transit should immediately go to the nearest class room
Close and lock all windows and doors; window blinds closed, door
windows obscured with paper
Block door with furniture, if appropriate
Turn lights off
Prepare a plan of action if the intruder or student gains entry
DO NOT OPEN THE DOOR until notified by crisis management team or
law enforcement personnel
If a fire alarm has been activated, do not evacuate UNLESS fire or smoke
is visible. Ignore all bells
Direct students to an area of the room, unobservable from outside and
potential lines of fire
Stay away from all doors and windows. If an intruder or upset student
comes to the door or windows, everyone should lie down on the floor
away from the location of the individual, out of line-of-sight.
If in the cafeteria, move into the kitchen area away from windows and
doors
If in the gym, move to an interior room with a lockable door
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BE QUIET! Turn off the ringer on all cell phones
Classes outside the building SHOULD NOT enter the building
Move outside classes to primary off-site evacuation location or far enough
away to ensure safety
Persons in trailers remain inside locked trailers.
Unencumbered staff who do not have supervisory responsibility will report to
the designated area and follow directions from the SMT Leader.
Situation Management Team Response
 SMT Leader or designee reviews the situation and directs management
team actions which may include:
o Isolating student witness/victim with an adult (need to protect).
o Isolating student suspect (if any) with an adult.
 In case of student conflict and physical restraint, the staff member
handling the situation may give directives to others assisting staff
members.
 Do not allow witness/victim and suspect to talk to each other or view each
other.
 Contact parents/guardians.
 Contact the SA regarding recommendation to contact law enforcement.
 In case of an intruder the SA or designee will contact law enforcement.
Phase II: If law enforcement is contacted, team members wait for their arrival.
Once the crisis situation is under control:
 Management team members await arrival of parents.
 Members search the school for students not under supervision, check for
outsiders, pick up absent student lists from teachers in the classrooms,
and maintain control in the school hallways.
 Members maintain log of action taken, persons notified and times the
activities occurred.
 The SMT Leader after consultation with the School Superintendent, will
notify parents of injured child and parents of any witnesses or suspects.
Phase III: LOCK DOWN RELEASED:
 Staff will be notified that Lockdown is released by PA, or any other
designated means, and any additional instructions will be given at that
time.
 School alarm and/or bell systems will be enabled.
 School staff members involved in the crisis and the SMT will meet with the
SA or designee to debrief and assess the situation and prepare written
notice to be sent home to parents with students.
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When the incident is deemed, by the SA, to be of a serious nature, an
emergency school staff meeting will be called to brief all staff on what
happened, who was involved, status of any law enforcement involvement,
medical condition of any injured person, and plans for handling crisis
debriefing and other plans for the next day.
Incident reports are completed and filed.
Plans are implemented to get additional help from counselors and others.
Phase IV: Next Day: If the incident has been deemed, by the SA, to be of a
serious nature:
 An early morning meeting with the crisis management teams will be called
to review any new information and review plans for that day.
 The teams will plan to meet at the end of the current day for
reassessment.
 A parent meeting will be scheduled within 48 hours of calling the
LOCKDOWN.
7.16 FIGHTS
Do not physically intervene if physical harm can come to you.
School Staff: Be aware of the 3 stages of fight:
 Stage 1 - Escalation - combatants engage in aggressive provocation
(taunts, insult, and remove jackets).
 Stage 2 - If no one intervenes, the fight may escalate into students
fighting.
 Stage 3 - Violence subsides and enters lull stage.
Stage I Intervention
 Make loud, diverting sounds.
 Use short clear commands and use student's name. "John, stop! Back
Off!"
 Identify the victim. When you issue your commands, the one that looks
at you first is most likely the victim. He is looking for help and will comply.
 Set limits. If students continue to face off, give choice and remind them of
the consequences: "Stop it. I'll take the time right now to talk to you.
Fighting will only mean suspension"
Stage 2: Intense Fighting
 Do not intervene physically. Send for backup at once.
 Use short. Clear commands to stop fighting, remove the audience.
Consequences should be issued for students who refuse to leave the
scene of a fight when requested.
 Remove potentially harmful objects.
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Stage 3: Lull
 Use short. Clear commands
 Without endangering your safety, carefully pull injured student away and
escort to safety.
 Move one student out of view of the other.
 Get assistance and refer to the administration for disciplinary action.
7.17 HOW TO RESPOND WHEN CONFRONTED WITH A
WEAPON
 Remain calm. If you become visibly upset, you may actually prompt the use of
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the weapon.
Move slowly and deliberately. Turn your body sideways. Step back three
paces. As you step back, lower your hands in a non-threatening manner.
Protect other students.
Inform the assailant that you are cleaning the area.
Ask students to slowly step back and leave the scene.
Reassure the assailant. "No one wants trouble. Please leave now."
A staff person witnessing this situation should contact the office immediately
for a LOCKDOWN alert.
IF INSIDE THE CLASSROOM
 Remain calm. Essentially this is like a hostage situation. Say, "What do you
want?.. What is wrong?. Please put the weapon away." Try not to escalate
the situation. Ask for permission to evacuate the classroom and do so, if
allowed. If not, keep talking.
 Never lunge for a weapon or cower.
 A staff member who sees this situation should contact the office for a
LOCKDOWN alert.
7.18 WAYS TO PREVENT VIOLENCE
 Develop school safety plan. Post and enforce rule consistently.
 Supervise halls between classes.
 Build positive relationships with students: provide praise, interact with
students on a personal level, and attend student events, teachers meet with
students to talk about issues relevant to their lives.
 Community service projects-this can break the cycle of failure and anger.
 Conflict resolution/peer mediation program.
 Hall passes for students - clearly noticeable.
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 Survey students, identify common concerns and work on those school - wide.
 Connect with/ reach out to students who appear disconnected with the school
(loners, bullies, victims) or students who have shown significant behavioral
changes.
7.19 Take Cover Procedures (Severe Weather)
For the protection of all occupants of the building, it is important that everyone is
informed and understand what to do in the event of severe weather or other
emergencies that necessitate the school taking cover. The take cover procedures
should be discussed with your classes.
TORNADO WATCH: Means no funnel clouds have been sighted, but tornadoes
can be expected to occur. If a tornado watch is declared, be prepared to take
cover in your designated area and be alert for special instructions.
TORNADO WARNING: Means a funnel cloud has actually been sighted. The
approximate location and direction of travel is usually given when the warning is
broadcast.
Take These Specific Precautions:
 Stay away from windows.
 Get beneath heavy furniture or kneel facing the wall with knees up under
you and cover your head with hands.
 Avoid auditoriums, gyms, or any room with a wide, free and high roof.
 If there is a tornado warning at dismissal, teachers will keep their students
in their designated areas.
 If students have been dismissed, school staff should call the students
back into the building to their designated areas
FLOODING: In cases of flooded streets and river, the Superintendent may direct
that the students be held in school. The parents/guardians will be notified.
Learn these flash flood terms used by the national weather service forecasts and
warnings:
FLASH FLOOD means the occurrence of a dangerous rise in water level of a
stream or river over a land area in a few hours or less caused by heavy rain.
FLASH FLOOD WATCH means that heavy rains occurring or expected to occur
may soon cause flash flooding in certain areas and citizens should be alert to the
possibility of a flood emergency which will require immediate action.
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FLASH FLOOD WARNING means that flash flooding is occurring or imminent on
certain streams/rivers or designated areas and immediate precautions should be
taken by those threatened.
When a flash flood watch is issued:
 The School Administrator or designee should listen to local radio or other
means for possible flash warnings and flooding progress.
 Be prepared to move from danger quickly if required.
 If you are on the road, watch for flooding in highway dips, low areas and
around bridges.
 Watch for signs (thunder, lightening) of distant heavy rainfall.
When a flash flood warning is issued:
 Do not attempt to cross a flowing ditch or stream on foot where water is
above the knees.
 Do not attempt to drive through dips of unknown depths. If your vehicle
stalls, abandon it and seek higher ground.
 Be especially cautious when dark, when it is more difficult to recognize
flood dangers.
After the flash flood warning – general
 Recognize that flash flooding may have ended, but general flooding may
come
 later in streams and rivers.
 Know the location of high ground and how to get there.
 Stay out of flood areas, streets, and intersections.
Early Dismissal or Closing for Inclement Weather
 The Superintendent will notify the school office staff in the event of an
early school closing due to severe weather.
 Parents/guardians will be notified immediately of the early school closure.
 Teachers and school staff should stay until all the students are released or
picked up by their parent/guardian/designee.
Sudden Loss of Power/Blackout
 Teachers with classes are to remain in that class with the students until
further instruction.
 Students are not to be released to use the phone.
 No student movement should occur without instructions from the school
office.
 No student is allowed to leave the school grounds.
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 All teachers and school staff who do not have class will meet in the school
office for further information.
 Wait for instructions from the school office.
7.20 Weapons at School (Weapon is suspected - not visible)
GUIDELINES:
 Obtain as much information as possible about potential weapons on
school property. Find out who has the weapon, what kind of weapon, and
the location of weapon.
 DO NOT announce that a weapon is in the classroom.
 Notify the school office immediately. This may be accomplished by
sending a sealed note to the office with a trusted student (not the student
who told you about the weapon). Do not use the phone.
 If the class bell is going to ring soon and there is no time to contact the
school office before the students go to the next class, have the student
who may have a weapon carry some boxes to the school office. This
procedure keeps the student's hands busy and in your sight.
 Accompany the student to the school office when the bell rings.
 Inform school office staff of the weapon.
 Detain the student in the office.
 Have the student keep hands on top of a table or desk so that they are in
full view at all times.
 The SA or designee calls the ranch residential staff or law enforcement if
necessary.
 If the student is still in class, a member of the crisis management team will
go to the classroom and get the student out of class. Give an excuse to
distract the student. Keep talking and walking.
 Do not approach/confront a person suspected of having a weapon in a
classroom or crowded area. Make every effort to keep your eyes on the
person suspected of having a weapon until help arrives so that you may
point him/her out to law enforcement.
 A member of the crisis management team may search the person
suspected of having a weapon. When law enforcement arrives they will
take custody of any weapons found. Ask the law enforcement officer to
send a copy of the police report to the Superintendent.
 Treat all firearms as if they were loaded.
 If a firearm is found, do not pick it up, but call law enforcement unless you
are trained to handle firearms.
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 To reduce the risk of injury and promote personal safety, avoid handling
weapons. Remember, some weapons may be disguised in such things a
pens, belt buckles, or jewelry.
 The Superintendent will begin the suspension/expulsion process.
7.21
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Children Left at School
Notify the school office staff who will call the parents of the student.
DO NOT TRANSPORT the child in a private vehicle unless authorized.
If the parent cannot be reached the school office staff will contact the
person listed to call incase of emergency.
 Superintendent will be notified if neither parent nor emergency call person
has been contacted.
7.22 Missing Student
A student should be released from school only to parents, guardians, or those
with written authorization to pick up that student.
If a student is missing from school:
 Notify the school office. The parent/guardian will be notified immediately.
 The school office will notify the Superintendent.
 Law enforcement may be contacted with Superintendent approval. When
the Law Enforcement Officer arrives at the school, he/she will take control
and work closely with school staff and the student's parents/guardians.
 If appropriate, the Superintendent will prepare a written statement in case
of inquiry by the press or concerned parents.
7.23 Danger of Suicide at School
The school office staff should be notified immediately and should follow these
procedures:
IMMEDIATE ACTION (the student is in immediate danger of suicide or suicide
gestures/actions are in progress:
 Notify the SA and Superintendent.
 School office staff will announce Student Lockdown and notify
parent/guardian of the youth.
 Teachers will follow Lockdown procedures.
7.24 Suicide Threat
If a student talks of suicide, the teacher or staff member should notify the SA. Do
not leave the student alone for one minute. Listen to the student and take threat
seriously. Observe the student's nonverbal behavior. Ask whether the student is
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really thinking about suicide. Do not be sworn to secrecy and handle the situation
yourself. Continue to express interest in the student after the crisis is over.
7.25 Early Warning Signs in Troubled Students
(Note: In looking at these warning signs, remember the principles for using early
warning signs. Do no harm; Understand the context; Avoid stereotypes; Look for
multiple, not singular warning signs; Avoid misinterpretation)'
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Social withdrawal
Excessive feelings of isolation and being alone
Excessive feelings of rejection
Being a victim of violence
Feelings of being picked on and persecuted
Low school interest and poor academic performance
Expressions of violence in writings and drawings
Uncontrolled anger
Patterns of impulsive and chronic hitting intimidating, and bullying
behaviors
History of discipline problems
Past history of violent and aggressive behavior
Intolerance for differences and prejudicial attitudes
Drug use and alcohol use
Affiliation with gangs
Inappropriate access to, possession of, and use of firearms
Serious threats of violence
The following warning signs can be used as a tool to help increase the ability of
educators, staff, and families to recognize possible signs that need to be
discussed with the Student Support Team or a mental health professional.
 Serious physical fighting with peers or family members.
 Severe destruction of property.
 Severe rage for seemingly minor reasons.
 Detailed threats of lethal violence.
 Possession and/or use of firearms and other weapons.
 Other self-injurious behaviors or threats of suicide.
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7.26 A Checklist of 'Early Warning Signs”
Identifying Students “At Risk'' For Violent Behavior
Reprinted from A Practical Guide for Crisis Response in Our Schools 1999
American Academy of Experts in Traumatic Stress - Reproduced with Permission
368 Veterans Memorial Highway Commack, New York 11725
(516) 543-2217 (T) (516) 543-6977 (F) http://www.aaets.org
The following checklist of "early warning signs" will facilitate identification of
students who may be in need of intervention. The greater the number of items
checked, the greater the potential for violent behavior. For help, turn to
individuals who regularly work with at-risk children and adolescents -professionals in the fields of education, law enforcement, social services,
medicine, mental health.
Children and adolescents at-risk may:
o express selfdestructive or
homicidal ideation
o have a history of selfdestructive behavior
o articulate specific plans
to harm self or others
o engage in "bullying"
other children
o evidence a
preoccupation with
fighting
o have a history of
antisocial behavior
o evidence a low
tolerance for frustration
o externalize blame for
their difficulties
o have difficulty with
impulse control
o evidence a
preoccupation with
guns/weapons
o evidence significant
changes in behavior
o have engaged in fire
setting
o engage in substance
abuse
o talk about "not being
around"
o become involved with
gangs
o give away Possessions
o appear withdrawn
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o express feelings of
hopelessness
o evidence significant
changes in mood
o experience sleep and
eating disturbances
o have experienced prior
trauma/tragedy
o have been/are victims
of child abuse
o have experienced a
significant loss
o evidence a
preoccupation with
television
o programs/movies with violent
themes
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o evidence a
preoccupation with
games with violent
themes
o have harmed small
animals
o have access to a
firearm
o have brought a weapon
to school
o evidence frequent
disciplinary problems
o exhibit poor academic
performance
o have been frequently
truant from school
o appear/acknowledge
feeling depressed
o evidence persistent bed wetting
7.27 Stress and Trauma
Your Day-to-Day Life
Individuals exist in a normal state of "equilibrium" or balance.
That emotional balance involves everyday stress, both positive and negative-like
being late to work, getting a promotion, having a flat tire, getting ready for a date,
or putting the children to bed.
Occasionally, stress will be severe enough to move an individual out of his or her
normal state of equilibrium. and into a state of depression or anxiety, as
examples.
But most people most of the time stay in a familiar range of equilibrium.
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When Trauma Occurs
Trauma throws people so far out of their range of equilibrium that it is difficult for
them to restore a sense of balance in life
Trauma may be precipitated by stress: “acute" or "chronic."
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Acute stress is usually caused by a sudden, arbitrary, often random
event.
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Chronic stress is one that occurs over and over again -each time pushing
the individual toward the edge of his state of equilibrium, or beyond.
Most trauma comes from acute, unexpected stressors such as violent crime,
natural disasters, accidents or acts of war.
Some trauma is caused by quite predictable (but hated) stressors such as the
chronic abuse o f a child, spouse or elder abuse.
"Developmental crises" come from transitions in life, such as adolescence,
marriage, parenthood and retirement. Though similar to acute stress, chronic
and developmental crises have significant differences not covered in this review.
7.28 Crisis Theory
DEFINITION
Crisis is any situation for which a person does not have adequate coping skills.
Therefore...
 Crisis is self-defined. What is a crisis for one person may not be a crisis
for another person. Crises may range from seemingly minor situations,
such as not being prepared for class, to major life changes, such as death
or divorce.
 Crisis is environmentally based. What is now a crisis may not have
been a crisis before or would not be a crisis in a different setting.
 There are different types of crises.
o Accidental: job loss, death.
o Developmental: aging, adolescence, marriage...
o Cognitive/Emotional Overload: disorientation due to too much
conflicting information or the threat of losing some support
THE CRISIS PROCESS
Crises have a specific pattern in all people.
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Recognition. The person realizes that she is not coping.
Attempted Resolution. The person struggles to solve the situation and
may involve other people to try and help. Typically, a crisis person does
not perceive others as fully understanding the crisis or supporting the
crisis person in the crisis.
Emotional Blockage
o Not being able to solve the crisis, the person is overwhelmed by
emotions. Fear, anxiety, anger, confusion, inadequacy, guilt and
grief are common.
o From the sheer intensity of the emotions, the person becomes
unable to deal rationally with the situation. Usual thought processes
are disrupted by feelings, and "thinking about the problem" is not
only difficult, but also frustrating and unproductive.
o This perceived inability to deal with what is going on leads to a loss
of self-esteem and reinforces the panic of emotions surrounding the
situation. A vicious cycle is formed; not coping lowers the selfesteem, and the lowered self-esteem lessens the ability to cope.
RESOLUTION
In order to resolve the crisis it is necessary to begin, not at the beginning with the
situation, but at the end with the overwhelming emotions.
 Deal with the feelings. The emotions are blocking the person's abilities to
think and cope.
 Develop coping skills and alternatives. Help the person to look for her own
coping skills. Do not simply give an answer. The person knows the situation
and her own skills better than anyone else, even better than someone who
has been through similar experiences.
 People in crisis are easily influenced. Needing to have answers provided
lowers the person's self-esteem further. This can also leave the person
dependent on others for solutions.
 By developing one's own solution, one is more likely to follow through
with the plan, and one learns new coping skills.
RESPONDING
 Understand (Empathize). You will not respond adequately or appropriately
until you understand the problem from the crisis person's point of view. To be
helpful you must understand what the situation means to the person involved.
 Have the Caller Identify the Problem. By allowing the crisis person to
explain what the situation means to her and by permitting the person to
identify and explore the feelings, often the blockage is removed and the
person can find her own answer.
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7.29 Basic Steps in Crisis Intervention
Establish a relationship
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Reinforce help-seeking by acknowledging the person's willingness to seek
support and change.
Invite discussion and convey your involvement and acceptance of the
person.
Identify the Problem
(Assess the Situation)
 Use open ended questions when ever possible. Ask one question at a
time and avoid asking why?
 Center on a specific area to get a better understanding for yourself and
the resident.
 Repeat back the important parts of what has just been said. This helps to
show that you are listening and allows the person to correct you if there
are any misunderstandings.
 Clarification - clear up any vagueness or inconsistencies.
 Keep it simple.
 After a good deal of the information has been verbalized, summarize. This
allows the person to review what they are saying and helps to encourage
self-awareness in the individual,
 Determine if the situation can be changed? How permanent is it? Who
does this person view as in control?
 Use a mixture of any of the skills above.
Once the problem is identified, you may wish to ask these questions of yourself
or the person:
 is it short or long term?
 Is it constructive? Is it good for their "growth and development"?
 Is it a new problem or a chronic situation?
 What impact does this really have on their life?
 How do they feel?
Dealing with Feelings
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It is important for the individual to take ownership and control of their
feelings. Emotions may be pushed away by viewing oneself as a third
party.
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Communicate non-judgmental acceptance of the person's feelings. Allow
a little free ventilation.
Respond emphatically. Put yourself in their place, but don't pity or
sympathize.
Help the individual be aware of how they feel by using the same skills as
when identifying the problem.
Focus on how the person feels right now.
Never minimize the person's feelings. The same feeling can cover a wide
range of intensity.
Respond to the source of the feelings - what are they really reacting to?
Summarize, focus and clarify.
Attend to conflicting feelings - remember, it is possible to both love and
hate one person at the same time.
Recognize possible misperceptions of events leading to feelings - many
events have different meanings for different people involved.
Explore Alternatives
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How has the person handled similar situations in the past? What support
can they give themselves?
Place responsibility on the individual to use their own resources. Do not
create dependency.
Offer suggestions - help review and evaluate possible alternative actions.
Keep the decision theirs.
Explore advantages and disadvantages of possible options.
Develop a concrete plan of action - What will they do when they leave?
Suggest referral and other sources of help.
Review the conversation and plans of action in a final summary.
Make it OK to come back to talk.
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The ABCD Model of Crisis Intervention
Crisis intervention helps resolve the immediate crisis and helps restore the victim to a sense of
normalcy or level of functioning equal to or higher than prior to the crisis
________________________________________________________________
1. Achieve Contact - Provide safety and security, restore power and control.
2. Introduce yourself, name, role, purpose,
3. Assure the victim of emotional and physical safety.
4. Ask victim how she/he would like to be addressed (if not known to caregiver).
5. As appropriate, collect information regarding residency, health conditions, family member
contact, any support systems or friends.
6. Use discernment to learn if the is taking or needing medication.
7. Identify the victim's feelings, reactions and perceptions.
8. Possible questions and comments: “You are safe now.” ”l am sorry that it happened." "Are
you ready to…?” “Are you able to…?” "Are you ready to give a description now?” "Do you
mind if I sit here?” "May I speak with you now?”
9. “Is this all right with you?”
10. Boil Down the Problem - Allow for reactions and interaction as well as ventilation and
validation by telling story; determine most pressing problem and help to restore dignity.
11. Ask victim to briefly describe what has just happened.
12. Encourage the victim to talk about the present (here and now).
13. Avoid criticism of the actions of the victim.
14. Ask what the most pressing problem is.
15. Review and clarify what you heard as that primary and most immediate problem.
16. Ask if the victim has ever experienced a similar situation or crisis in the past.
17. Ask how it was handled. Consider how the victim can regain control and authority.
18. Review what you heard as the primary problem.
19. Transition to “coping with the problem.”
20. Possible questions/comments (it true and appropriate): “You did the right thing.” "You did
nothing wrong.”
21. Cope With the Problem - Help predict and prepare for the future, explore resources and
suggest realistic options, accept a “new normal” or "new reality." What does the victim want to
happen?
22. Review what is the most important need - the bottom line.
23. Explore what the victim feels is the best solution.
24. Help the victim formulate a plan of action: needed resources, specific actions and timeline.
25. Reaffirm the future and talk in hopeful terms.
26. Arrange follow-up contact or visit with the victim.
27. Follow through!
28. Determine the Meaning of the Event - Assist in offering opportunities for restoration and
hope, and to find meaning in the traumatic event.
29. Assist in allowing the victim/survivor to accept the reality and to experience the pain of the
loss.
30. Reassure the victim that she/he is not alone in suffering or in having fears.
31. Assist in accepting a new normal and new reality, and the understanding or appreciation of
beliefs and assumptions about our world.
32. Allow questions about faith, God, spiritual issues. Address issues of forgiveness and anger.
Determine how the trauma fits into the victim's life.
33. It may take some time for the victim to determine the meaning of the event.
34. Help the victim/survivor withdraw emotional energy from the loss and reinvest it in other
relationships and other aspects of life.
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Survival Strategies for Caregivers
Vicarious trauma results when caregivers become emotionally drained from hearing about and
being exposed to the pain and trauma of the people whom they are helping.
Self-Awareness and Self-Care
1. lf you are dealing with a community tragedy, learn as much as possible about the event and
deal with and articulate the powerful emotions and reactions related to the event.
2. Know your own “triggers” and vulnerable areas; learn to defuse them or avoid them.
3. Resolve your own personal issues and continue to monitor your own reactions to others' pain.
4. Be human and allow yourself to grieve when bad things happen to others. Remember that
“normal responses to abnormal situations” is true for helpers as well as victims.
5. Develop realistic expectations about the rewards as well as limitations of being a helper. Set
boundaries for yourself. Ask yourself, "Would the world fall apart if I step away from my work for a
day or a week?” Think about this: lf you never say "no,” what is your "yes” worth?
6, Balance your work with other professional and personal activities that provide opportunities for
growth and renewal.
7. Engage in activities, hobbies and interests other than professional.
Ask For and Accept Help from Other Professionals
1. Find opportunities to acknowledge, express and work through your experiences in a supportive
environment. Debrief yourself regularly and build healthy support groups.
2. Seek assistance from other colleagues and caregivers who have had experience with trauma
and have remained healthy and hopeful, or have learned from their experiences. Take their
advice.
3. Delegate responsibilities and get help from others for routine work when appropriate.
4, Develop a healthy support system to protect yourself from further fatigue and emotional
exhaustion,
5. Remember: most victims of trauma do grow and learn from their experiences and so can their
helpers.
Live a Healthy, Balanced life
1. Take an honest look at your life before a crisis strikes. Find help to identify your obvious risks
and work to correct or minimize them.
2. Eat nutritious food, exercise, rest, meditate or pray, and take care of your whole self.
3. Find professional activities that provide opportunities for growth and renewal.
4. Find ways to provide yourself with emotional and spiritual strength for the future.
5. Develop and reward your sense of humor. Expose yourself to humorous situations. Learn to
laugh, enjoy life, have healthy personal relationships and breathe deeply.
6. Avoid chaotic situations and learn simplicity.
7. Take time to return to normal activities regularly.
8. When engaged in crisis response, encourage other colleagues engaged in the same kind of
work to exercise regularly and maintain good nutrition by:
 Eating nutritious foods regularly 4 to 5 times a day in small amounts.
 Eating high-energy non-perishable foods such as dried fruit, granola bars, nuts, trail mix,
fruit, water, mineral water, milk, decaffeinated coffee/tea, juice and electrolyte
supplements.
 Eating good balanced meals. Avoid caffeine, sugar, pastries and fast foods high in salt
and fat.
 Eating with a friend.
 Taking calcium supplements which can counteract high levels of lactic acid produced by
tension or taking
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Vitamin C to help maintain alertness. Always check with your doctor to make sure you can
tolerate these supplements!
A TOOLBOX FULL OF POWERFUL TOOLS
(For Dealing with Emotionally Disturb Children)
ANCHORING
1. Being aware of total communication - taking special care to observe all
dimensions of communication (body language, tone
and volume, actual words, etc.) and make sure they match.
2. Name anchoring - using person's name initiate de-escalation or connect with
another individual.
3. Non-verbal communication - use of body language, facial expression, or
other visible gestures to communicate meaning or intent
4. Space definition - defining the actual physical space or boundaries around a
situation or choice, including acknowledging the student's personal space.
5. Tonal. visual. kinesthetic. spatial anchoring - use of tone of voice,
immediate visibility, body movement, and spatial options to reassure, "ground" or
relax child; verbal or nonverbal instruction/permission to be still, stop behavior,
etc.
6. Touching -giving a warm assuring APPROPRIATE hug, hand on the
shoulder, etc. that allows the child to feel acknowledged or accepted
7. Wait Buddha-like. until disturbance passes - providing that there is no
threat to the safety and well-being of anyone, observing pattern of behavior and
watching for a moment until disturbance has come to an end before acting or
speaking
CENTERING
8. Affirming meaningfulness of events - validating and supporting the idea that
the events in a person's life are part of a larger picture that has meaning and
purpose AND that learning is required to discover this larger picture.
9. Appealing to deepest Self - consciously addressing the core image of a
person assumed to be caring and interested in the outcome of a situation; talking
past the present attitude of defiance, threatening, etc. to elicit listening from the
person so they can relate, communicate and even suspend the disturbance
10. Humor - using humor (NOT IN A DEGRADING AT THE
SARCASTIC OTL MENEANING WAY that promotes looking positive, funny side
of a situation; USE CAREFULLY
11. Perceiving and supporting turning point - Showing gentleness in the midst
of a violent outburst can begin a shift toward a new energy that may be useful in
a child' development
12. Silence - using silence to de-escalate a situation; creates curiosity, gives
nothing to push against or argue with, and allows the person to take a breath and
calm down before continuing the discussion
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13 Team balancing - notice what another staff is doing and choosing and
intervention that balances or "fills the gap" of possible communications to
stabilize the situation; THIS IS ABOUT HELPING ANOTHER STAFF NOT
TAKING OVER THE SITUATION!!!!
CONFRONTATIONAL
14. Direct command - using directly stated commands to define boundary,
activity, response, etc.
15. Physical restraint - use only as the LAST RESORT by trained staff in
situations where it is perceived that a child is about to harm himself or others,
holding the child in a non-violent manner that allows him to calm down without
hurting anyone.
16. Eliciting yes and no cues - phrasing questions and statements that elicit
yes or no answers through the nodding or shaking of the head to discover
essential information without requiring verbal response.
17. Intuitive listening - observing behaviors and listening to what is being said
while looking beyond the behavior and reading what is being said while looking
beyond the behavior and reading between the lines to understand what the child
really wants.
18. Meeting the hidden needs - meeting the persons needs as an intervention
rather than focusing on the negative behavior.
19. Noticing hidden agendas - observing behavior to discover if there is an
unstated or hidden goal that is not evident at first glance.
20. Pacing - allowing one's own body to take on the energy being communicated
by a person; walking with them through and issue.
21. Pattern rehearsal - making a statement regarding the person's observed
pattern of behavior; Ex. “It seems to me that this always happens right after you
talk to your mother on the phone..."
EMPOWERING
22. Change group composition - removing one or more members of a group to
another place under split supervision, change supervision, or in some way
changing group dynamics.
23. Grant the last word - allowing the child to have the last word in order to deescalate the situation or let it die at that point;
REMEMBER: THIS JOB IS NOT ABOUT WINNING!
24. Request help from the child - asking the child to help you with the situation
at hand (finding a solution to the problem) or with an unrelated issue to make
them feel helpful or needed and distracting them from the current behavior.
25. Retrieving resources - reminding the children of resources previously
observed in him; Ex. "I've seen you face difficulties like this before and come
through it. You can do it, Remember when. . .."
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26. Show teacher being taught - model for the person learning from your
mistakes in a way that shows both the difficulty of facing mistakes and the pain of
learning from them.
MENTORING
27. Grounding about the edge - reminding the child that he will likely receive
consequences if certain behaviors continue.
28. Identification with another - allowing a child to find a solution or way out of
a behavior by thinking of what a particular hero or role model might do.
29. Metaphor. story-telling - using similarities and stories that illustrate
elements of the situation or help clarify the child's issue or choice.
30. Modeling -teaching appropriate behavior or how to express feelings by
showing how it's done.
31. Offer helpful instruction - offer instruction to a child in an attempt to direct
behavior.
32. Parallel example - giving an example from one's personal life or from the
shared experience to living at the Ranch and reveal how that situation was
handled and/or resolved. REMEMBER NOT TO SHARE PERSONAL
INFORMATION THAT YOU DO NOT WANT USED AGAINST YOU LATER!
ALSO REMEMBER OTHERS' CONFIDENTIALITY WHEN USING THEIR
EXPERIENCES
33. Affirm goals and commitments - reminding the child of the
goals/commitments he or she has made and stress their importance.
REFOCUSING
34. Ask a question -asking the right question sometimes works as an
intervention; Ex. "Is this about something that happened at home?"
"What do you mean he made you do it?"
35. Change tense - moving discussion of a behavior in mid-sentence from one
tense to another to separate the separate the person from the behavior.
36. Clarify, restate position - gong over or restating message from or to a
person in different words to check for misunderstanding or to move to a new
understanding.
37. Embedded commands -using commands in the middle of another kind of
communication that is meant to get the child to Comply without noticing it as a
command or reacting defiantly; EX, "Sometimes it is best to SIT DOWN when
you want to discuss something."
38. Framing options - making sure all the different choices are defined and
used to consider long term as well as short term issues and consequences.
39. Indirect communication - communicating to another staff in a way that
allows the child to get the message.
40. Overlooking - ignoring or minimizing one behavior or event and emphazing
another in order to undermine the significance of the first; EX. Point out the
child's cleanliness after a project instead of the mess he left behind.
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41. Prescribe the symptoms - giving a directive that instructs the child to so
what he is already doing; Ex. A child is going OTP, the staff says, "OK, go for a
time out."
42. Redirecting - shifting attention away from the escalating behavior so the
energy flow is more constructive.
43. Reframing - describing and experience or situation in a way that shifts
meaning; Ex. "Being in placement doesn't necessarily means that your parents
don't love you. More likely, they may not know how to love you the way that you
need them to."
44. Relabeling - using different language, descriptive to present the event in a
different light; Ex. "Building relationship with authority figures isn't necessarily
"sucking up" as you call it. It can be clearing the way to have more choices for
yourself."
45. Self-fulfilling prophecies - using communication to plant the seeds of
success or compliance; Ex. "You're going to do just fine on that test."
OTHER
46. Call for backup - calling for support for further actions, instructions, or followup.
47. No intervention - using no immediate intervention, deciding to "leave well
enough alone" or "pick your battles."
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