Austin ISD Student Handbook 2023-24

Student Handbook

2023-24 School Year

         
Austin ISD Student Handbook 
Contents 
Preface Parents and Students:  10 
Accessibility  11 
Section One: Parental Rights  12 
Consent, Opt-Out, and Refusal Rights  12 
Consent to Conduct a Psychological Evaluation or Provide a Mental Health Care Service  12 
Consent to Display a Student’s Original Works and Personal Information  12 
Consent to Receive Parenting and Paternity Awareness Instruction if a Student is under 
Age 14  13 
Consent to Video or Audio Record a Student when Not Already Permitted by Law  13 
Limiting Electronic Communications between Students and District Employees  13 
Objecting to the Release of Directory Information  13 
Objecting to the Release of Student Information to Military Recruiters and Institutions of 
Higher Education (Secondary Grade Levels Only)  15 
Inspecting Materials and Opting-Out of Data Collection Opportunities (PPRA)  15 
Removing a Student from Instruction or Excusing a Student from a Required Component of 
Instruction  16 
Human Sexuality Instruction  16 
Reciting the Pledges to the U.S. and Texas Flags  17 
Religious or Moral Beliefs  18 
Tutoring or Test Preparation  18 
Right of Access to Student Records, Curriculum Materials, and District Records/Policies  18 
Parent Review of Instructional Materials  18 
Notices of Certain Student Misconduct to Noncustodial Parent  19 
Participation in Federally Required, State-Mandated, and District Assessments  19 
Student Records  19 
Accessing Student Records  19 
Authorized Inspection and Use of Student Records  20 
Teacher and Staff Professional Qualifications  23 
A Student with Exceptionalities or Special Circumstances  23 
Children of Military Families  23 
Parental Role in Certain Classroom and School Assignments  23 
Multiple-Birth Siblings  23 
Safety Transfers/Assignments  24 
A Student Who Is Homeless  25 
A Student Who Has Learning Difficulties or Who Needs Special Education or Section 504 
Services  26 
Special Education Referrals  27 
Contact Person for Special Education Referrals  27 
Section 504 Referrals  27

         
Austin ISD Student Handbook 
Contact Person for Section 504 Referrals  28 
Notification to Parents of Intervention Strategies for Learning Difficulties Provided to 
A Student Who Receives Special Education Services with Other School-Aged Children in 
Reporting and Responding to Sexual Abuse, Trafficking, and Other Maltreatment 
Students in General Education  28 
the Home  28 
A Student Who Speaks a Primary Language Other than English  28 
A Student with Physical or Mental Impairments Protected under Section 504  29 
Section Two: Other Important Information for Parents and Students  30 
Absences/Attendance  30 
Compulsory Attendance  30 
Prekindergarten and Kindergarten  30 
Ages 6–18  30 
Age 19 and Older  30 
Exemptions to Compulsory Attendance  30 
All Grade Levels  30 
Secondary Grade Levels  31 
Failure to Comply with Compulsory Attendance  32 
All Grade Levels  32 
Students with Disabilities  32 
Ages 6–18  32 
Age 19 and Older  32 
Attendance for Credit or Final Grade (All Grade Levels)  33 
Official Attendance-Taking Time (All Grade Levels)  34 
Documentation after an Absence (All Grade Levels)  34 
Driver License Attendance Verification (Secondary Grade Levels Only)  34 
Accountability under State and Federal Law (All Grade Levels)  34 
Armed Services Vocational Aptitude Battery Test (Grades 10–12)  34 
Bullying (All Grade Levels)  35 
Career and Technical Education (CTE) Programs (Secondary Grade Levels Only)  37 
Celebrations (All Grade Levels)  39 
Child Sexual Abuse, Trafficking, and Other Maltreatment of Children (All Grade Levels)  39 
Warning Signs of Sexual Abuse  39 
Warning Signs of Trafficking  40 
of Children  41 
Further Resources on Sexual Abuse, Trafficking, and Other Maltreatment of Children  41 
Class Rank/Highest-Ranking Student (Secondary Grade Levels Only)  41 
Valedictorian/Salutatorian, Highest Ranking Senior  42 
Class Rank and Transcripts  43 
Class Schedules (Secondary Grade Levels Only)  43 
College and University Admissions and Financial Aid (All Grade Levels)  43 
College Credit Courses (Secondary Grade Levels Only)  44 
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Austin ISD Student Handbook 
Communications—Automated (All Grade Levels)  45 
Emergency  45 
Nonemergency  45 
Complaints and Concerns (All Grade Levels)  46 
Conduct (All Grade Levels)  46 
Applicability of School Rules  46 
Campus Behavior Coordinator  46 
Deliveries  46 
Disruption of School Operations  47 
Social Events  47 
Counseling  47 
Academic Counseling  48 
Elementary and Middle/Junior High School Grade Levels  48 
High School Grade Levels  48 
Personal Counseling (All Grade Levels)  49 
Course Credit (Secondary Grade Levels Only)  49 
Credit by Examination–If a Student Has Taken the Course/Subject (Grades 6–12)  49 
Credit by Examination for Advancement/Acceleration—If a Student Has Not Taken the 
Course/Subject  49 
Kindergarten Acceleration  50 
Students in Grades 1–5  50 
Students in Grades 6–12  51 
Dating Violence, Discrimination, Harassment, and Retaliation (All Grade Levels)  51 
Dating Violence  51 
Discrimination  52 
Harassment  52 
Sexual Harassment and Gender-Based Harassment  52 
Retaliation  53 
Reporting Procedures  53 
Investigation of Report  53 
Discrimination  54 
Distance Learning (All Grade Levels)  54 
Texas Virtual School Network (TXVSN) (Secondary Grade Levels)  54 
Distribution of Literature, Published Materials, or Other Documents (All Grade Levels)  54 
School Materials  54 
Non-school Materials  55 
From Students  55 
From Others  55 
Dress and Grooming (All Grade Levels)  55 
Telecommunications and Other Electronic Devices (All Grade Levels)  57 
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Austin ISD Student Handbook 
Possession and Use of Personal Telecommunications Devices, Including Cell Phones, and 
Other Electronic Devices  57 
Instructional Use of Personal Telecommunications and Other Electronic Devices  57 
Acceptable Use of District Technology Resources  57 
Unacceptable and Inappropriate Use of Technology Resources  58 
End-of-Course (EOC) Assessments  58 
Emergent Bilingual Students (All Grade Levels)  58 
Extracurricular Activities, Clubs, and Organizations (All Grade Levels)  59 
Standards of Behavior  60 
Offices and Elections  60 
Fees (All Grade Levels)  60 
Fundraising (All Grade Levels)  61 
Gang-Free Zones (All Grade Levels)  61 
Gender-Based Harassment  61 
Grade-Level Classification (Grades 9–12 Only)  61 
Grading Guidelines (All Grade Levels)  63 
Graduation (Secondary Grade Levels Only)  63 
Requirements for a Diploma  63 
Testing Requirements for Graduation  63 
Foundation Graduation Program  64 
Credits Required  65 
Available Endorsements  66 
Personal Graduation Plans  67 
Available Course Options for All Graduation Programs  67 
Certificates of Coursework Completion  67 
Students with Disabilities  67 
Participation in Commencement Ceremonies  68 
Graduation Speakers  68 
Graduation Expense  68 
Scholarships and Grants  68 
Harassment and Bullying  69 
Hazing (All Grade Levels)  69 
Health—Physical and Mental  70 
Illness (All Grade Levels)  70 
Immunization (All Grade Levels)  70 
Lice (All Grade Levels)  71 
Medicine at School (All Grade Levels  72 
Asthma and Severe Allergic Reactions  72 
Unassigned Epinephrine Auto-Injectors  73 
Unassigned Opioid Antagonists  73 
Steroids (Secondary Grade Levels Only)  73 
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Austin ISD Student Handbook 
Mental Health Support (All Grade Levels)  73 
Policies and Procedures that Promote Student Physical and Mental 
In-School Suspension (ISS) and Out-of-School Suspension (OSS) Makeup Work (All 
Physical Activity Requirements  75 
Elementary School  75 
Middle School  75 
Temporary Restriction from Participation in Physical Education  75 
Physical Health Screenings / Examinations  75 
Athletics Participation (Secondary Grade Levels Only)  75 
Spinal Screening Program  76 
Other Examinations and Screenings (All Grade Levels)  76 
Special Health Concerns (All Grade Levels)  76 
Bacterial Meningitis (All Grade Levels)  76 
Diabetes  77 
Food Allergies (All Grade Levels)  77 
Seizures (All Grade Levels)  77 
Tobacco and E-Cigarettes Prohibited (All Grade Levels and All Others on School Property)  77 
Health-Related Resources, Policies, and Procedures  77 
Physical and Mental Health Resources (All Grade Levels)  77 
Health (All Grade Levels)  78 
School Health Advisory Council (SHAC) (All Grade Levels)  78 
Homework (All Grade Levels)  79 
Law Enforcement Agencies (All Grade Levels)  79 
Questioning of Students  79 
Students Taken into Custody  79 
Notification of Law Violations  80 
Leaving Campus (All Grade Levels)  80 
At Any Other Time during the School Day  81 
Lost and Found (All Grade Levels)  81 
Makeup Work  81 
Makeup Work Because of Absence (All Grade Levels)  81 
DAEP Makeup Work  82 
Elementary and Middle/Junior High School Grade Levels Grades 9–12  82 
Grade Levels)  82 
Alternative Means to Receive Coursework  82 
Opportunity to Complete Courses  82 
Nondiscrimination Statement (All Grade Levels)  82 
Non-traditional Academic Programs (All Grade Levels)  83 
Diversified Education through Leadership, Technology and Academics (DELTA)  83 
Homebound Program  83 
Pregnancy Related Services (PRS)  83 
Twilight Credit Recovery Program  83 
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Austin ISD Student Handbook 
Nutrition  84 
Parent and Family Engagement (All Grade Levels)  86 
Working Together  86 
Parking and Parking Permits (Secondary Grade Levels Only)  87 
Pledges of Allegiance and a Minute of Silence (All Grade Levels)  87 
Participation in Surveys  88 
District Surveys  88 
Non-District Surveys and Research  88 
Prayer (All Grade Levels)  88 
Promotion and Retention  88 
Elementary and Middle/Junior High Grade Levels  89 
High School Grade Levels  89 
Release of Students from School  90 
Remote Instruction  90 
Report Cards/Progress Reports and Conferences (All Grade Levels)  90 
Retaliation  90 
Safety (All Grade Levels)  92 
Accident Insurance  93 
Insurance for Career and Technical Education (CTE) Programs  93 
Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies  93 
Preparedness Training: CPR and Stop the Bleed  93 
Emergency Medical Treatment and Information  93 
Emergency School Closing Information  93 
SAT, ACT, and Other Standardized Tests  94 
Schedule Changes (Middle High and High School Grade Levels)  94 
School Facilities  95 
Asbestos Management Plan (All Grade Levels)  95 
Food and Nutrition Services (All Grade Levels)  95 
Contracted Service Vending Machines (All Grade Levels)  96 
Pest Management Plan (All Grade Levels)  96 
Conduct Before and After School (All Grade Levels)  97 
Use of Hallways during Class Time (All Grade Levels)  97 
Use by Students Before and After School (All Grade Levels)  97 
Meetings of Noncurriculum-Related Groups (Secondary Grade Levels Only)  97 
School-Sponsored Field Trips (All Grade Levels)  97 
Searches  97 
Searches in General (All Grade Levels)  97 
District Property (All Grade Levels)  98 
Metal Detectors (All Grade Levels)  98 
Telecommunications and Other Electronic Devices (All Grade Levels)  98 
Trained Dogs (All Grade Levels)  98 
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Austin ISD Student Handbook 
Drug Testing (Secondary Grade Levels Only)  98 
Vehicles on Campus (Secondary Grade Levels Only)  98 
Sexual Harassment  99 
Standardized Testing  99 
SAT/ACT (Scholastic Aptitude Test and American College Test)  99 
TSI (Texas Success Initiative) Assessment  100 
Student Speakers (All Grade Levels)  100 
Summer School (All Grade Levels)  100 
Tardies  100 
Textbooks, Electronic Textbooks, Technological Equipment, and Other Instructional 
Materials (All Grade Levels)  100 
Transfers (All Grade Levels)  101 
Transportation (All Grade Levels)  103 
School-Sponsored Trips  103 
Buses and Other School Vehicles  103 
Vandalism (All Grade Levels)  104 
Video Cameras (All Grade Levels)  104 
Visitors to the School (All Grade Levels)  104 
General Visitors  104 
Unauthorized Persons  105 
Visitors Participating in Special Programs for Students  105 
Business, Civic, and Youth Groups  105 
Career Day  105 
Volunteers (All Grade Levels)  105 
Voter Registration (Secondary Grade Levels Only)  106 
Withdrawing from School (All Grade Levels)  106 
Glossary  107 
Appendix II: Freedom from Bullying Policy  110 
Student Welfare: Freedom from Bullying  110 
Appendix III: Student Threat Assessment  114 
Page 8

Austin ISD Student Handbook

Austin ISD Board of Trustees

Arati Singh, At-Large Position 9, President

Kevin Foster, District 3, Vice President

Lynn Boswell, District 5, Secretary

Candace Hunter, District 1

Ofelia Zapata, District 2

Kathryn Whitley Chu, District 4

Andrew Gonzales, District 6

David Kauffman, District 7

Noelita Lugo, At-Large Position 8

Interim Superintendent

Matias Segura

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Austin ISD Student Handbook

Preface Parents and Students:

Welcome to the new school year!

Education is a team effort. Students, parents, teachers, and other staff members working

together will make this a successful year.

The Austin Independent School District Student Handbook is a general reference guide that is

divided into two sections:

Section One: Parental Rights describes certain parental rights as specified in state or federal

law.

Section Two: Other Important Information for Parents and Students is organized

alphabetically by topic. Where applicable, the topics are further organized by grade level.

Note: Unless otherwise noted, the term “parent” refers to the parent, legal guardian, any person

granted some other type of lawful control of a student or any other person who has agreed to

assume school-related responsibility for a student.

The Student Handbook is designed to align with law, board-adopted policy, and the Student

Success Guide, a board-adopted document intended to promote school safety and an

atmosphere for learning. The Student Handbook is not meant to be a complete statement of all

policies, procedures, or rules in any given circumstance.

In case of conflicts between board policy (including the Student Success Guide) and any

Student Handbook provision, the district will follow board policy and the Student Success

Guide.

Parents and students should become familiar with the district’s Student Code of Conduct, called

the Student Success Guide in Austin ISD. To review the Code of Conduct, visit the

district’s

website or your campus’s website. State law requires that the Code of Conduct be prominently

displayed or made available for review at each campus.

The Student Handbook is updated annually; however, policy adoption and revisions may occur

throughout the year. The district encourages parents to stay informed of proposed policy

changes by attending board meetings and reviewing communications explaining changes in

policy or other rules that affect Student Handbook guidelines. The district reserves the right to

modify the Student Handbook at any time. Notice of revisions will be provided as is reasonably

practical.

Although the Student Handbook may refer to rights established through law or district policy, it

does not create additional rights for parents and students. It does not, nor is it intended to,

represent a contract between any parent or student and the district.

A hard copy of either the Student Success Guide or Student Handbook can be requested at

the campus.

Note: References to board policy codes are included for ease of reference. The hard copy of

the district’s official policy manual is available for review at the district Central Office, 4000 IHW

35 Frontage Rd., Austin, TX 78704.

The policy manual includes:

● Legally referenced (LEGAL) policies that contain provisions from federal and state laws

and regulations, case law, and other legal authorities that provide the legal framework for

school districts.

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Austin ISD Student Handbook

● Board-adopted (LOCAL) policies that articulate the board’s choices and values regarding

district practices.

For questions about the material in this handbook, please contact the campus principal.

Please complete and return to your child’s campus the following forms (provided in the forms

packet distributed at the beginning of the year or upon enrollment):

● Notice Regarding Directory Information and Parent’s Response Regarding Release of

Student Information, and

● Parent’s Objection to the Release of Student Information to Military Recruiters and

Institutions of Higher Education (if you choose to restrict the release of information to

these entities).

[See Objecting to the Release of Directory Information on page 13.]

Accessibility

If you have difficulty accessing this handbook because of a disability, please contact the district

office at 512-414-1700.

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Austin ISD Student Handbook

Section One: Parental Rights

This section describes certain parental rights as specified in state or federal law.

Consent, Opt-Out, and Refusal Rights

Consent to Conduct a Psychological Evaluation or Provide a Mental Health Care Service

Unless required under state or federal law, a district employee will not conduct a psychological

examination, test, screening, or treatment, without obtaining prior written parental consent.

The district will not provide a mental health care service to a student except as permitted by law.

The district has established procedures for providing a parent with a recommendation for an

intervention for a student with early warning signs of mental health concerns or substance

abuse or who has been identified as at risk of attempting suicide. The district’s mental health

liaison will notify the student’s parent within a reasonable amount of time after the liaison learns

that a student has displayed early warning signs and a possible need for intervention and

provide information about available counseling options.

The district has also established procedures for staff to notify the mental health liaison regarding

a student who may need intervention.

Note: An evaluation does not include screening all students or a test that is administered to

all students.

Your school counselor can provide further information regarding these procedures as well as

educational materials on identifying risk factors, accessing resources for treatment or

support on- and off-campus and accessing available student accommodations provided on

campus.

For further information, see Mental Health Support on page 73.

Note: An evaluation may be legally required under special education rules or by the Texas

Education Agency for child abuse investigations and reports.

Consent to Display a Student’s Original Works and Personal Information

Teachers may display a student’s work in classrooms or elsewhere on campus as recognition of

student achievement without seeking prior parental consent. These displays may include

personally identifiable student information. Student work includes:

● Artwork,

● Special projects,

● Photographs,

● Original videos or voice recordings, and

● Other original works.

The district will seek parental consent before displaying a student’s work on the district’s

website, a website affiliated or sponsored by the district (such as a campus or classroom

website) or in district publications, which may include printed materials, videos, or other

methods of mass communication.

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Austin ISD Student Handbook

Consent to Receive Parenting and Paternity Awareness Instruction if a Student is under

Age 14

A student under age 14 must have parental permission to participate in the district’s parenting

and paternity awareness program. This program was developed by the Office of the Texas

Attorney General and the State Board of Education (SBOE) to be incorporated into health

education classes.

Consent to Video or Audio Record a Student when Not Already Permitted by Law

State law permits the school to make a video or voice recording without parental permission

when it:

● Is to be used for school safety,

● Relates to classroom instruction or a co-curricular or extracurricular activity,

● Relates to media coverage of the school, or

● Relates to the promotion of student safety as provided by law for a student

receiving special education services in certain settings.

In other circumstances, the district will seek written parental consent before making a video or

voice recording of a student.

Opting Out of Advanced Mathematics in Grades 6-8

The district will automatically enroll a student in grade 6 in an advanced mathematics course if

the student performed in the top 40 percent on the grade 5 mathematics STAAR or a local

measure that demonstrates proficiency in the student’s grade 5 mathematics course work.

Enrollment in an advanced mathematics course in grade 6 will enable students to enroll in

Algebra I in grade 8 and advanced mathematics in grades 9-12.

The student’s parent may opt the student out of automatic enrollment in an advanced

mathematics course.

Limiting Electronic Communications between Students and District Employees

The district permits teachers and other approved employees to use electronic communications

with students within the scope of professional responsibilities, as described by district

guidelines.

For example, a teacher may create a social networking page for his or her class to relay

information regarding class work, homework, and tests. A parent is welcome to access such a

page.

Text messages sent to an individual student are only allowed if a district employee with

responsibility for an extracurricular activity must communicate with a student participating in that

activity. The employee is required to include the student’s parent as a recipient on all text

messages.

A parent who does not want their child to receive one-to-one electronic communications

from a district employee should contact the campus principal.

Objecting to the Release of Directory Information

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Austin ISD Student Handbook

The Family Educational Rights and Privacy Act, or FERPA, permits the district to disclose

appropriately designated “directory information” from a student’s education records without

written consent.

The District has designated the following categories of information as directory information:

● Student name;

● Address,

● Telephone listing,

● Photograph,

● Place of birth,

● Honors and awards received,

● Dates of attendance,

● Grade level,

● Enrollment status,

● Most recent educational institution attended,

● Participation in officially recognized activities and sports, and

● Weight and height of members of athletic teams.

“Directory information” is information that, if released, is generally not considered harmful or an

invasion of privacy. Examples include:

● A student’s photograph (for publication in the school yearbook);

● A student’s name and grade level (for communicating class and teacher assignments);

● The name, weight, and height of an athlete (for publication in a school athletic program);

● A student’s name and photograph (posted on a district-approved and

managed social media platform); and

● The names and grade levels of students submitted by the district to a local newspaper or

other community publication (to recognize the A/B honor roll for a specific grading

period.)

Directory information will be released to anyone who follows procedures for requesting it.

A parent or eligible student may object to the release of directory information. Any objection must

be made in writing to the principal within ten school days of the student’s first day of instruction

for this school year. [See

Notice Regarding Directory Information and Parent’s Response

Regarding Release of Student Information, included in the forms packet.]

The district requests that families living in a shelter for survivors of family violence or trafficking

notify district personnel that the student currently resides in such a shelter. Families may want to

opt out of the release of directory information so that the district does not release any

information that might reveal the location of such a shelter.

If a parent objects to the release of the student’s information included on the directory

information response form, this objection also applies to the use of that information for school-

sponsored purposes, such as:

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Austin ISD Student Handbook

● Honor roll,

● School newspaper,

● Yearbook,

● Recognition activities,

● News releases, and

● Athletic programs.

Note: Also see

Authorized Inspection and Use of Student Records on page 20.

Objecting to the Release of Student Information to Military Recruiters and Institutions of

Higher Education (Secondary Grade Levels Only)

Unless a parent has advised the district not to release his or her student’s information, the Every

Student Succeeds Act (ESSA) requires the district to comply with requests from military

recruiters or institutions of higher education to provide the following information about students:

● Name,

● Address, and

● Telephone listing.

[See Parent’s Objection to the Release of Student Information to Military Recruiters and

Institutions of Higher Education, included in the forms packet.]

Inspecting Materials and Opting-Out of Data Collection Opportunities (PPRA)

In addition to FERPA, the Protection of Pupil Rights Amendment (PPRA) protects student

privacy. It mandates that a student will not be required to participate without parental consent in

any survey, analysis, or evaluation—funded in whole or in part by the U.S. Department of

Education—that concerns:

● Political affiliations or beliefs of the student or the student’s parent;

● Mental or psychological problems of the student or the student’s family;

● Sex behavior or attitudes;

● Illegal, antisocial, self-incriminating, or demeaning behavior;

● Critical appraisals of individuals with whom the student has a close family relationship;

● Legally recognized privileged relationships, such as with lawyers, physicians, and

ministers;

● Religious practices, affiliations, or beliefs of the student or parent; or

● Income, except when the information is required by law and will be used to determine

the student’s eligibility for a program.

A parent can inspect the survey or other instrument and any corresponding instructional

materials used in connection with such a survey, analysis, or evaluation. [See policy

EF

(LEGAL) for more information.]

The PPRA gives parents the right to receive notice and an opportunity to opt a student out of:

● Any survey concerning protected information, regardless of funding.

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Austin ISD Student Handbook

● Activities involving the collection, disclosure, or use of protected information

gathered from the child for the purpose of marketing, selling, or otherwise disclosing

that information to others.

● Any nonemergency, invasive physical examination or screening required as a condition

of attendance, administered by the school or its agent, and not necessary to protect the

immediate health and safety of the student.

● Exceptions are hearing, vision, or spinal screenings, or any physical examination or

screening permitted or required under state law. [See policies

EF and FFAA for more

information.]

A parent may inspect:

● Surveys of students and surveys created by a third party;

● Instruments used to collect personal information from students for any of the

above marketing, sales, or other distribution purposes; and

● Instructional material used as part of the educational curriculum.

Removing a Student from Instruction or Excusing a Student from a Required

Component of Instruction

Human Sexuality Instruction

As a part of the district’s curriculum, students receive instruction related to human sexuality. The

School Health Advisory Council (SHAC) makes recommendations for course materials to the

Board of Trustees. The board is responsible for selecting the final materials to be used.

State law requires that the district provide written notice before each school year of the board’s

decision to provide human sexuality instruction.

State law also requires that instruction related to human sexuality, sexually transmitted

diseases, or human immunodeficiency virus (HIV) or acquired immune deficiency syndrome

(AIDS):

● Present abstinence from sexual activity as the preferred choice in relationship to

all sexual activity for unmarried persons of school age;

● Devote more attention to abstinence from sexual activity than to any other behavior;

● Emphasize that abstinence, if used consistently and correctly, is the only method that is

100 percent effective in preventing pregnancy, sexually transmitted infections and the

emotional trauma associated with adolescent sexual activity;

● Direct adolescents to abstain from sexual activity before marriage as the most

effective way to prevent pregnancy and sexually transmitted diseases; and

● If included in the content of the curriculum, teach contraception and condom use in

terms of human use reality rates instead of theoretical laboratory rates.

Per state law, here is a summary of the district’s curriculum regarding human sexuality

instruction:

Content Summary

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Austin ISD Student Handbook

The district’s human sexuality and responsibility curriculum provides information and skill

development for students in kindergarten through grade twelve so that they may reach their

highest potential for physical, emotional, mental and social health. The unit addresses the

Texas Essential Knowledge and Skills for Health Education and is supplemented with the

National Sexuality Education Standards including healthy and unhealthy dating/romantic

relationships, personal safety (dating violence and sex trafficking), reproductive anatomy

and physiology, puberty, reproduction and sexually transmitted infections. Topics are

introduced and presented at age-appropriate grade levels. As required by state law and

Austin ISD

Board Policy EHAA (Local), abstinence will remain a focus of all appropriate

grade level lessons, and where applicable, contraceptives and condom use will be taught in

terms of human use reality rates instead of theoretical laboratory rates. The

Austin ISD

Human Sexuality and Responsibility web page provides all course materials by grade level,

a copy of the Parent/Guardian Notification letter, copies of the opt-in/permission letters and

other related resources.

A parent is entitled to review the curriculum materials. In addition, a parent may remove his or her

child from any part of the human sexuality instruction without academic, disciplinary, or other

penalties. A parent may also choose to become more involved with the development of this

curriculum by becoming a member of the district’s SHAC. (See the campus principal for details.)

Consent Before Human Sexuality Instruction

Before a student receives human sexuality instruction, the district must obtain written consent

from the student’s parent. Parents will be sent a request for written consent at least 14 days

before the instruction will begin.

Consent Before Instruction on Prevention of Child Abuse, Family Violence, Dating

Violence, and Sex Trafficking

Before a student receives instruction on the prevention of child abuse, family violence, dating

violence and sex trafficking, the district must obtain written consent from the student’s parent.

Parents will be sent a request for written consent at least 14 days before the instruction will

begin.

Reciting a Portion of the Declaration of Independence in Grades 3–12

State law designates the week of September 17 as Celebrate Freedom Week and requires all

Texas public schools social studies classes provide the following:

● Instruction concerning the intent, meaning, and importance of the Declaration of

Independence and the U.S. Constitution, and

● A study and recitation of a portion of the Declaration of Independence for students in

grades 3–12.

Per state law, a student may be excused from recitation of a portion of the Declaration of

Independence if any of the following apply:

● A parent provides a written statement requesting that his or her child be excused,

● The district determines that the student has a conscientious objection to the recitation, or

● A parent is a representative of a foreign government to whom the U.S.

government extends diplomatic immunity.

[See policy EHBK (LEGAL) for more information.]

Reciting the Pledges to the U.S. and Texas Flags

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Austin ISD Student Handbook

A parent may request that his or her child be excused from participation in the daily recitation of

the Pledge of Allegiance to the U.S. flag and the Pledge of Allegiance to the Texas flag. The

request must be submitted to the principal in writing.

State law, however, requires that all students participate in one minute of silence following

recitation of the pledges.

[See Pledges of Allegiance and a Minute of Silence on page 87 and policy EC (LEGAL) for

more information.]

Religious or Moral Beliefs

A parent may remove his or her child temporarily from the classroom if a scheduled instructional

activity conflicts with the parent’s religious or moral beliefs.

The removal may not be used to avoid a test and may not extend for an entire semester.

Further, the student must satisfy grade-level and graduation requirements as determined by

the school and by state law.

Tutoring or Test Preparation

A teacher may determine that a student needs additional targeted assistance for the student to

achieve mastery in state-developed essential knowledge and skills based on:

● Informal observations,

● Evaluative data such as grades earned on assignments or tests, or

● Results from diagnostic assessments.

The school will always attempt to provide tutoring and strategies for test-taking in ways that

prevent removal from other instruction as much as possible.

In accordance with state law and policy EC, districts must obtain parental permission before

removing a student from a regularly scheduled class for remedial tutoring or test preparation for

more than ten percent of the days the class is offered.

If a district offers tutorial services to students, state law requires a student with a grade

below 70 for a reporting period to attend.

[For questions about school-provided tutoring programs contact the student’s teacher, and see

policies

EC and EHBC.]

Right of Access to Student Records, Curriculum Materials, and District

Records/Policies

Parent Review of Instructional Materials

A parent has the right to review teaching materials, textbooks, and other teaching aids and

instructional materials used in the curriculum, and to examine tests that have been

administered, whether instruction is delivered in-person, virtually, or remotely.

The district will make instructional materials available for parent review no later than 30 days

before the school year begins and for at least 30 days after the school year ends. However,

tests that have not yet been administered will not be made available for parent examination.

The district will provide login credentials to each student’s parent for any learning

management system or online learning portal used in instruction to facilitate parent access

and review.

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A parent is also entitled to request that the school allow the student to take home instructional

materials the student uses. The school may ask the student to return the materials at the

beginning of the next school day.

A school must provide printed versions of electronic instructional materials to a student if the

student does not have reliable access to technology at home.

District Review of Instructional Materials

A parent may request that the district conduct an instructional material review in a math, English

Language Arts, science, or social studies class in which the parent’s student is enrolled to

determine alignment with state standards and the level of rigor for the grade level.

The district is not required to conduct an instructional material review for a specific subject area

or grade level at a specific campus more than once per school year.

For more information about requesting an instructional material review, contact the campus

principal.

Notices of Certain Student Misconduct to Noncustodial Parent

A noncustodial parent may request in writing that he or she be provided, for the remainder of the

school year, a copy of any written notice usually provided to a parent related to his or her child’s

misconduct that may involve placement in a disciplinary alternative education program (DAEP)

or expulsion. [See the

Student Success Guide and policy FO(LEGAL) for more information.]

Participation in Federally Required, State-Mandated, and District Assessments

In accordance with Every Student Succeeds Act (ESSA), a parent may request information

regarding any federal, state, or district policy related to his or her child’s participation in required

assessments.

Student Records

Accessing Student Records

A parent may review his or her child’s records. These records include:

● Attendance records,

● Test scores,

● Grades,

● Disciplinary records,

● Counseling records,

● Psychological records,

● Applications for admission,

● Health and immunization information,

● Other medical records,

● Teacher and school counselor evaluations,

● Reports of behavioral patterns,

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● Records relating to assistance provided for learning difficulties, including

information collected regarding any intervention strategies used with the child, as

the term “intervention strategy” is defined by law,

● State assessment instruments that have been administered to the child, and

● Teaching materials and tests used in the child’s classroom.

Authorized Inspection and Use of Student Records

The Family Educational Rights and Privacy Act (FERPA) affords parents and eligible students

certain rights regarding student education records.

For purposes of student records, an “eligible” student is anyone age 18 or older or who attends

a postsecondary educational institution. These rights, as discussed here and at

Objecting to

the Release of Directory Information on page 13, are the right to:

● Inspect and review student records within 45 days after the day the school receives

a request for access;

● Request an amendment to a student record the parent or eligible student believes is

inaccurate, misleading, or otherwise in violation of FERPA;

● Provide written consent before the school discloses personally identifiable

information from the student’s records, except to the extent that FERPA authorizes

disclosure without consent; and

● File a complaint with the U.S. Department of Education concerning failures by the school

to comply with FERPA requirements. The office that administers FERPA is:

Family Policy Compliance Office

U.S. Department of Education

400 Maryland Ave., S.W.

Washington, DC 20202

Both FERPA and state laws safeguard student records from unauthorized inspection or use and

provide parents and eligible students certain rights of privacy.

Before disclosing personally identifiable information from a student’s records, the district must

verify the identity of the person, including a parent or the student, requesting the information.

Virtually all information pertaining to student performance—including grades, test results, and

disciplinary records—is considered confidential educational records.

Inspection and release of student records is restricted to an eligible student or a student’s

parent—whether married, separated, or divorced—unless the school receives a copy of a court

order terminating parental rights or the right to access a student’s education records.

Federal law requires that control of the records goes to the student as soon as the student:

● Reaches the age of 18,

● Is emancipated by a court, or

● Enrolls in a postsecondary educational institution.

However, the parent may continue to have access to the records if the student is a dependent

for tax purposes and, under limited circumstances, when there is a threat to the health and

safety of the student or other individuals.

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FERPA permits the disclosure of personally identifiable information from a student’s education

records without written consent of the parent or eligible student:

● When school officials have what federal law refers to as a “legitimate

educational interest” in a student’s records.

● Legitimate educational interest may include:

● Working with the student;

● Considering disciplinary or academic actions, the student’s case, or an

individualized education program for a student with disabilities;

● Compiling statistical data;

● Reviewing an educational record to fulfill the official’s professional

responsibility; or

● Investigating or evaluating programs.

● School officials may include:

● Board members and employees, such as the superintendent, administrators,

and principals;

● Teachers, school counselors, diagnosticians, and support staff (including

district health or medical staff);

● A person or company with whom the district has contracted or allowed to

provide a specific institutional service or function (such as an attorney,

consultant, third-party vendor that offers online programs or software,

auditor, medical consultant, therapist, school resource officer, or volunteer);

● A person appointed to serve on a team to support the district’s safe and

supportive school program;

● A parent or student serving on a school committee; or

● A parent or student assisting a school official in the performance of his or

her duties.

FERPA also permits the disclosure of personally identifiable information without written consent:

● To authorized representatives of various governmental agencies, including juvenile

service providers, the U.S. Comptroller General’s office, the U.S. Attorney General’s

office, the U.S. Secretary of Education, the Texas Education Agency, the U.S.

Secretary of Agriculture’s office, and Child Protective Services (CPS) caseworkers

or, in certain cases, other child welfare representatives.

● To individuals or entities granted access in response to a subpoena or court order.

● To another school, district/system, or postsecondary educational institution to

which a student seeks or intends to enroll or in which the student already is

enrolled.

● In connection with financial aid for which a student has applied or has received.

● To accrediting organizations to carry out accrediting functions.

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Austin ISD Student Handbook

● To organizations conducting studies for, or on behalf of, the school to develop,

validate, or administer predictive tests; administer student aid programs; or improve

instruction.

● To appropriate officials in connection with a health or safety emergency.

● When the district discloses directory information-designated details. [To prohibit this

disclosure, see

Objecting to the Release of Directory Information on page 13.]

Release of personally identifiable information to any other person or agency—such as a

prospective employer or for a scholarship application—will occur only with parental or student

permission as appropriate.

The superintendent is custodian of all records for currently enrolled students at the assigned

school. The superintendent is the custodian of all records for students who have withdrawn or

graduated.

A parent or eligible student who wants to inspect the student’s records should submit a written

request to the custodian of records identifying the records he or she wants to inspect.

Records may be reviewed in person during regular school hours. The custodian of records or

designee will be available to explain the record and to answer questions.

A parent or eligible student who submits a written request and pays copying costs of ten cents

per page may obtain copies. If circumstances prevent inspection during regular school hours

and the student qualifies for free or reduced-price meals, the district will either provide a copy of

the records requested or make other arrangements for the parent or student to review the

records.

The address of the superintendent’s office is 4000 S. I-H 35 Frontage Rd, Austin, TX 78704;

email at [email protected].

A parent or eligible student may inspect the student’s records and request a correction or

amendment if the records are considered inaccurate, misleading, or otherwise in violation of the

student’s privacy rights.

A request to correct a student’s record should be submitted to the appropriate custodian of

records. The request must clearly identify the part of the record that should be corrected and

include an explanation of how the information is inaccurate. If the district denies the request to

amend the records, the parent or eligible student has the right to request a hearing. If after the

hearing the records are not amended, the parent or eligible student has 30 school days to

place a statement in the student’s record.

Although improperly recorded grades may be challenged, contesting a student’s grade in a

course or on an examination is handled through the complaint process found in policy

FNG(LOCAL). A grade issued by a teacher can be changed only if, as determined by the board

of trustees, the grade is arbitrary, erroneous, or inconsistent with the district’s grading

guidelines. [See

Report Cards/Progress Reports and Conferences on page 90, Complaints

and Concerns on page 46, and Finality of Grades at policy FNG(LEGAL).]

The district’s student records policy is found at policy FL(LEGAL) and (LOCAL) and is

available at the principal’s or superintendent’s office or at

this link.

Note: The parent’s or eligible student’s right of access to and copies of student records does

not extend to all records. Materials that are not considered educational records—such as a

teacher’s personal notes about a student shared only with a substitute teacher—do not have to

be made available.

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Austin ISD Student Handbook

Teacher and Staff Professional Qualifications

A parent may request information regarding the professional qualifications of his or her child’s

teachers, including whether the teacher:

● Has met state qualification and licensing criteria for the grade levels and subject

areas in which the teacher provides instruction,

● Has an emergency permit or other provisional status for which state requirements

have been waived, and

● Is currently teaching in the field of discipline of his or her certification.

The parent also has the right to request information about the qualifications of any

paraprofessional who may provide services to the child. [See

DBA (LEGAL) and (LOCAL)]

A Student with Exceptionalities or Special Circumstances

Children of Military Families

The Interstate Compact on Educational Opportunities for Military Children entitles children of

military families to flexibility regarding certain district and state requirements, including:

● Immunization requirements;

● Educational records and enrollment

● Grade level, course, or educational program placement;

● Eligibility requirements for participation in extracurricular activities;

● Enrollment in the Texas Virtual School Network (TXVSN); and

● Graduation requirements.

The district will excuse absences related to a student visiting a parent, including a stepparent or

legal guardian, who is:

● Called to active duty,

● On leave, or

● Returning from a deployment of at least four months.

The district will permit no more than five excused absences per year for this purpose. For the

absence to be excused, the absence must occur no earlier than the 60th day before deployment

or no later than the 30th day after the parent’s return from deployment.

Additional information may be found at Military Family Resources at the Texas Education

Agency.

Parental Role in Certain Classroom and School Assignments

Multiple-Birth Siblings

State law permits a parent of multiple-birth siblings (e.g., twins, triplets) assigned to the same

grade and campus to request in writing that the children be placed in either the same classroom

or separate classrooms.

Written requests must be submitted by the 14th day after the students’ enrollment. [See policy

FDB(LEGAL) for more information.]

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Austin ISD Student Handbook

Safety Transfers/Assignments

The board or its designee will honor a parent’s request to transfer his or her child to another

classroom or campus if the district has determined that the child has been a victim of bullying,

including cyberbullying, as defined by Education Code 37.0832.

The board may transfer a student who has engaged in bullying to another classroom. The

board will consult with the parent of a child who has engaged in bullying before deciding to

transfer the child to another campus.

Transportation is not provided for a transfer to another campus. See the principal for more

information.

[See Bullying on page 35, and policies FDB and FFI for more information.]

The district will honor a parent’s request for the transfer of his or her child to a safe public school

in the district if the child attends a school identified by the Texas Education Agency as

persistently dangerous or if the child has been a victim of a violent criminal offense while at

school or on school grounds.

[See policy FDE for more information.]

The board will honor a parent’s request for the transfer of his or her child to another district

campus if the child has been the victim of sexual assault by another student assigned to the

same campus, whether the assault occurred on or off campus, and that student has been

convicted of or placed on deferred adjudication for the assault. In accordance with policy

FDE, if

the victim does not wish to transfer, the board will transfer the assailant.

Student Use of a Service/Assistance Animal

A parent of a student who uses a service/assistance animal because of the student’s disability

must submit a written request to the principal before bringing the service/assistance animal on

campus. The district will try to accommodate a request as soon as possible but will do so within

ten district business days.

A Student in the Conservatorship of the State (Foster Care)

In an effort to provide educational stability, the district will provide enrollment and registration

assistance, as well as other educational services throughout the student’s enrollment, to any

student who is currently placed or newly placed in foster care (temporary or permanent

custody of the state, sometimes referred to as substitute care).

A student in the conservatorship (custody) of the state who enrolls in the district after the

beginning of the school year will be allowed credit-by-examination opportunities at any point

during the year.

The district will grant partial course credit by semester when the student only passes one

semester of a two-semester course

A student in the conservatorship of the state who is moved outside the district’s or school’s

attendance boundaries—or who is initially placed in the conservatorship of the state and moved

outside the district’s or school’s boundaries—is entitled to remain at the school the student was

attending prior to the placement or move until the student reaches the highest grade level at that

particular school.

If a student in grade 11 or 12 transfers to another district but does not meet the graduation

requirements of the receiving district, the student can request a diploma from the previous

district if the student meets its graduation criteria.

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Austin ISD Student Handbook

For a student in the conservatorship of the state who is eligible for a tuition and fee exemption

under state law and likely to be in care on the day preceding the student’s 18th birthday, the

district will:

● Assist the student with the completion of applications for admission or financial aid;

● Arrange and accompany the student on campus visits;

● Assist in researching and applying for private or institution-sponsored scholarships;

● Identify whether the student is a candidate for appointment to a military academy;

● Assist the student in registering and preparing for college entrance examinations,

including (subject to the availability of funds) arranging for the payment of

examination fees by the Texas Department of Family and Protective Services

(DFPS); and

● Coordinate contact between the student and a liaison officer for students formerly in

the conservatorship of the state.

If you have questions, please contact the district’s foster care liaison:

Carla Roberson

McKinney Vento Coordinator

512-414-3690

[email protected]

[See Credit by Examination for Advancement/Acceleration on page 49 and Course Credit

on page 49]

A Student Who Is Homeless

A parent is encouraged to inform the district if his or her child is experiencing homelessness.

District staff can share resources that may be able to assist families.

Children who are homeless will be provided flexibility regarding certain district provisions,

including:

● Providing proof of residency documents

● Enroll in the local school; or continue attending their school of origin if that is your

preference.

● Enroll in school immediately, even if lacking documents normally required for

enrollment.

● Enroll in school and attend classes while the school gathers needed documents

● Providing immunization requirements;

● Receive transportation to and from their school of origin, if requested. This provision

applies even if a student moves outside of the school of origins’ attendance zone or

district boundaries. School of origin transportation must continue for the duration of the

child’s homelessness or until the end of the school year in which a child becomes

permanently housed.

● Educational program placement (if the student is unable to provide previous academic

records or misses an application deadline during a period of homelessness);

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Austin ISD Student Handbook

● Credit-by-examination opportunities at any point during the year (if the

student enrolled in the district after the beginning of the school year), per

State Board of Education (SBOE) rules;

● Awarding partial credit when a student passes only one semester of a two-semester

course;

● Eligibility requirements for participation in extracurricular activities;

● Receive educational services comparable to those provided to other students,

according to the student’s needs.

Federal law allows a student who is homeless to remain enrolled in the “school of origin” or to

enroll in a new school in the attendance area where the student is currently residing.

If a student who is homeless in grade 11 or 12 transfers to another district but does not meet the

graduation requirements of the receiving district, state law allows the student to request a

diploma from the previous district if the student meets the criteria to graduate from the previous

district.

A student or parent who is dissatisfied by the district’s eligibility, school selection, or enrollment

decision may appeal through policy

FNG(LOCAL). The district will expedite local timelines,

when possible, for prompt dispute resolution.

For more information on services for students who are homeless, contact the district’s

homeless education liaison:

Carla Roberson

McKinney Vento Coordinator

512-414-3690

[email protected]

[See Credit by Examination for Advancement/Acceleration on page 49 and Course Credit

on page 49]

A Student Who Has Learning Difficulties or Who Needs Special Education or Section 504

Services

For those students who are having difficulty in the regular classroom, all school districts must

consider tutorial, compensatory, and other academic or behavior support services that are

available to all students, including a process based on Multi-tiered Systems of Support (MTSS).

The implementation of MTSS has the potential to have a positive impact to meet the needs of

all struggling students.

If a student is experiencing learning difficulties, his or her parent may contact the campus

principal to learn about the school’s overall general education referral or screening system for

support services.

MTSS links students to a variety of support options, including referral for a special education

evaluation or for a Section 504 evaluation to determine whether the student needs specific

aids, accommodations, or services. A parent may request an evaluation for special education

or Section 504 services at any time. Of note, if the campus suspects a student has dyslexia or

dysgraphia and needs services, the school must ask for parent consent to conduct a Full

Individual Initial Evaluation (FIIE) through special education. Evaluations through the special

education process makes sure that students who are eligible for special education services are

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Austin ISD Student Handbook

identified and provided the support they need. Students are not evaluated without written

parental consent.

Special Education Referrals

If a parent makes a written request for an initial evaluation for special education services to the

executive director of special education services, a district administrative employee of the school

district, or the campus principal or classroom teacher, the district must respond no later than 15

school days after receiving the request. At that time, the district must give the parent prior

written notice of whether it agrees or refuses to evaluate the student, along with a copy of the

Notice of Procedural Safeguards. If the district agrees to evaluate the student, it must also give

the parent the opportunity to give written consent for the evaluation.

Note: A parental request for a special education evaluation may be made verbally; it does not

need to be made in writing. Campus may assist the parent with developing a written request for

an evaluation. Districts must still comply with all federal prior-written notices and procedural

safeguard requirements as well as the requirements for identifying, locating, and evaluating

children who are suspected of having a disability and in need of special education. However, a

verbal request does not require the district to respond within the 15 school-day timeline.

If the district decides to evaluate the student, it must complete the student’s initial evaluation

and evaluation report no later than 45 school days from the day it receives written parental

consent. However, if the student is absent from school during the evaluation period for three or

more school days, the evaluation period will be extended by the number of school days equal to

the number of school days that the student is absent.

There is an exception to the 45-school-day timeline. If the district receives a parent’s consent

for the initial evaluation at least 35 but less than 45 school days before the last instructional

day of the school year, it must complete the written report and provide a copy of the report to

the parent by June 30 of that year. However, if the student is absent from school for three or

more days during the evaluation period, the June 30 due date no longer applies. Instead, the

general timeline of 45 school days plus extensions for absences of three or more days will

apply.

Upon completing the evaluation, the district must give the parent a copy of the evaluation report

at no cost.

Additional information regarding special education is available from the school district in a

companion document titled

Parent’s Guide to the Admission, Review, and Dismissal Process.

Contact Person for Special Education Referrals

The designated person to contact regarding options for a student experiencing learning

difficulties or regarding a referral for evaluation for special education services is the campus

principal or Executive Director of Special Education.

Section 504 Referrals

Each school district must have standards and procedures in place for the evaluation and

placement of students in the district’s Section 504 program. Districts must also implement a

system of procedural safeguards that includes:

● Notice,

● An opportunity for a parent or guardian to examine relevant records,

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Austin ISD Student Handbook

● An impartial hearing with an opportunity for participation by the parent or

guardian and representation by counsel, and

● A review procedure.

Contact Person for Section 504 Referrals

If you suspect a child has a disability that requires services under Section 504 of the

Rehabilitation Act, please contact your child's home campus. Parents of children attending

private schools or home schools can also request a Section 504 evaluation by contacting

their child's home campus. For more information, please see

Parent and Educator Resource

Guide to Section 504 in Public Elementary and Secondary Schools.

The following district representative has been designated to address concerns or inquiries

about other kinds of discrimination:

● For concerns regarding discrimination on the basis of disability, see the Section 504

Coordinator: Kimberley Pollard, 4000 S. I-H 35 Frontage Rd, Austin, TX 78704;

512-414-9669, kimberley[email protected].

● For all other concerns regarding discrimination, see the campus principal or program

director.

[See A Student with Physical or Mental Impairments Protected under Section 504 on page 2 9.]

Visit these websites for information regarding students with disabilities and the family:

● Legal Framework for the Child-Centered Special Education Process

● Partners Resource Network

● Special Education Information Center

● Texas Project First

Notification to Parents of Intervention Strategies for Learning Difficulties Provided to

Students in General Education

In accordance with state law, the district will annually notify parents if their child receives

assistance for learning difficulties. Details of such assistance can include intervention strategies.

This notice is not intended for those students already enrolled in a special education program.

A Student Who Receives Special Education Services with Other School-Aged Children in

the Home

If a student is receiving special education services at a campus outside his or her attendance

zone, state law permits the parent or guardian to request that other students residing in the

household be transferred to the same campus—if the grade level for the transferring student is

offered on that campus.

The student receiving special education services would be entitled to transportation; however,

the district is not required to provide transportation to other children in the household.

The parent or guardian should contact the school principal regarding transportation needs prior

to requesting a transfer for other children in the home. [See policy

FDB(LOCAL) for more

information.]

A Student Who Speaks a Primary Language Other than English

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Austin ISD Student Handbook

A student may be eligible to receive specialized support if his or her primary language is not

English, and the student could benefit from support in performing grade level class work in

English.

A student may be eligible to participate in Bilingual or ESL programs if their home language is a

language other than English. If the student qualifies for these services, the Language Proficiency

Assessment Committee (LPAC) will determine the types of services that will support the student ,

including accommodations and designated supports related to classroom instruction, local

assessments, and state-mandated assessments.

[See Emergent Bilingual Students (All Grade Levels) on page 58 and Special Programs on

page 99.]

A Student with Physical or Mental Impairments Protected under Section 504

A student with a physical or mental impairment that substantially limits a major life activity, as

defined by law—and who does not otherwise qualify for special education services—may qualify

for protections under Section 504 of the Rehabilitation Act.

Section 504 is a federal law designed to prohibit discrimination against individuals with

disabilities.When an evaluation is requested, a committee will be formed to determine

whether the student needs services and supports under Section 504 in order to receive a

free appropriate public education (FAPE), as defined in federal law.

[See A Student Who Has Learning Difficulties or Who Needs Special Education or Section

504 Services on page 25 and policy FB for more information.]

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Austin ISD Student Handbook

Section Two: Other Important Information for Parents and Students

This section contains important information on academics, school activities, and school

operations and requirements.

It is organized alphabetically to serve as a quick-reference guide. Where applicable, the topics

are further organized by grade level.

Parents and children should take a moment together to become familiar with the issues

addressed in this section. For guidance on a particular topic, please contact the campus

principal.

Absences/Attendance

Regular school attendance is essential. Absences from class may result in serious disruption of

a student’s education. The student and family should avoid unnecessary absences.

Two important state laws—one dealing with compulsory attendance and the other with how

attendance affects the award of a student’s final grade or course credit—are discussed below.

Compulsory Attendance

Prekindergarten and Kindergarten

Students enrolled in prekindergarten or kindergarten are required to attend school and are

subject to the compulsory attendance requirements as long as they remain enrolled.

Ages 6–18

State law requires that a student who is at least six years of age, or who is younger than six

years of age and has previously been enrolled in first grade, and who has not yet reached their

19th birthday, shall attend school, as well as any applicable accelerated instruction program,

extended-year program, or tutorial session, unless the student is otherwise excused from

attendance or legally exempt.

State law requires a student in kindergarten–grade 2 to attend any assigned accelerated

reading instruction program. Parents will be notified in writing if their child is assigned to an

accelerated reading instruction program based on a diagnostic reading instrument.

A student will be required to attend any assigned accelerated instruction program before or after

school or during the summer if the student does not meet the passing standards on the state

assessment for his or her grade level and/or applicable subject area.

Age 19 and Older

A student who voluntarily attends or enrolls after his or her 19th birthday is required to attend

each school day until the end of the school year. If the student incurs more than five unexcused

absences in a semester, the district may revoke the student’s enrollment. The student’s

presence on school property thereafter would be unauthorized and may be considered

trespassing. [See policy

FEA for more information.]

Exemptions to Compulsory Attendance

All Grade Levels

State law allows exemptions to the compulsory attendance requirements for the following

activities and events, as long as the student makes up all work:

● Religious holy days;

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Austin ISD Student Handbook

● Required court appearances;

● Appearing at a governmental office to obtain U.S. citizenship;

● Taking part in a US naturalization oath ceremony;

● Serving as an election clerk;

● Health-care appointments for the student or a child of the student, including absences

related to autism services

● For students in the conservatorship of the state:

● An activity required under a court-ordered service plan; or

● Any other court-ordered activity, provided it is not practicable to schedule the student’s

participation in the activity outside of school hours.

For children of military families, absences of up to five days will be excused for a student to visit

a parent, stepparent, or legal guardian going to, on leave from, or returning from certain

deployments. [See

Children of Military Families on page 23.]

who are physically on campus will not be allowed to participate in telehealth or other online

appointments without specific authorization from an appropriate administrator. Students should

not use district-issued technology, including wifi or internet, for telehealth appointments

because use of district-owned equipment and its network systems is not private and may be

monitored by the district. For more information, see

Telecommunication and Other

Electronic Devices on page 98.

Secondary Grade Levels

The district will allow junior and senior students to be absent for up to two days per year to visit

a college or university if the following conditions are met:

● Authorized by the board under policy FEA(LOCAL) and the student

receives approval from the campus principal,

● Follows campus procedures to verify the visit, and

● Makes up any work missed.

The district will allow a student 17 years old or older to be absent for up to four days during the

period the student is enrolled in high school to pursue enlistment in the U.S. armed services or

Texas National Guard, provided the student verifies these activities to the district.

The district will allow a student to be absent for up to two days during the student’s junior year

and two days during the student’s senior year for a career investigation day to visit a

professional at that individual’s workplace to determine the student’s interest in pursuing a

career in the professional’s field, provided the student verifies these activities to the district.

The district will allow a student to be absent for up to two days per school year to serve as:

● An early voting clerk, provided the district’s board has authorized this in policy

FEA(LOCAL), the student notifies his or her teachers, and the student

receives approval from the principal prior to the absences; or

● An election clerk, if the student makes up any work missed.

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Austin ISD Student Handbook

The district will allow a student in grades 6–12 to be absent for the purpose of sounding “Taps”

at a military honors funeral for a deceased veteran.

Failure to Comply with Compulsory Attendance

All Grade Levels

School employees must investigate and report violations of the compulsory attendance law.

A student who is absent without permission from school, any class, any required special

program, or any required tutorial will be considered in violation of the compulsory attendance

law and subject to disciplinary action.

Students with Disabilities

If a student with a disability is experiencing attendance issues, the student’s ARD or Section 504

committee will determine whether the attendance issues warrant an evaluation, a reevaluation,

and/or modifications to the student's individualized education program or Section 504 plan, as

appropriate.

Ages 6–18

When a student, ages 6–18 incurs ten or more unexcused absences (days or part of days)

within a six-month period within the same school year, the law requires the school to send

notice to the parent.

The notice will or may include:

● Warning for pending filing for Parent Contributing to Non-Attendance and/or notice

of a Truant Conduct Referral

● Remind the parent of his or her duty to monitor the student’s attendance and require

the student to attend school;

● Request a conference between school administrators and the parent; and

● Inform the parent that the district will initiate truancy prevention measures,

including an attendance behavior improvement plan, school-based community

service, referrals to counseling or other social services, or other appropriate

measures.

For more detailed information and prevention of truancy visit the website. For any questions

about student absences, parents should contact their campus administrator.

A court of law may impose penalties against the parent if a school-aged student is deliberately

not attending school. The district may file a complaint against the parent if the student incurs ten

or more unexcused absences within a six-month period in the same school year.

If a student age 12–18 incurs ten or more unexcused absences within a six-month period in the

same school year, the district may refer the student to truancy court.

[See policies FEA(LEGAL) and FED(LEGAL) for more information.]

Age 19 and Older

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Austin ISD Student Handbook

After a student age 19 or older incurs a third unexcused absence, the district is required by law

to send the student a letter explaining that the district may revoke the student’s enrollment for

the remainder of the school year if the student has more than five unexcused absences in a

semester. As an alternative to revoking a student’s enrollment, the district may implement a

behavior improvement plan.

Attendance for Credit or Final Grade (All Grade Levels)

The District is exempt from provisions in state law denying credit or a final grade to a student in

kindergarten-grade 12 who has not attended class 90 percent of the days the class is offered

[See Policy

FEC(Local) for more information]

However, attendance in all classes is essential for maximum educational opportunities. For a

student on a secondary grade level campus to receive credit or a final grade in a class, the

student must attend the class at least 90 percent of the days it is offered. A student who

attends at least 75 percent but fewer than 90 percent of the days may receive credit or a final

grade if he or she completes a plan, approved by the principal, that allows the student to fulfill

the class’s instructional requirements. If a student is involved in a criminal or juvenile court

proceeding, the judge presiding over the case must also approve the plan before the student

receives credit or a final grade.

If a student attends fewer than 75 percent of the class days or does not complete the principal-

approved plan, then the attendance review committee will determine whether there are

extenuating circumstances for the absences and how the student can regain credit or a final

grade. [See policy

FEC for more information.]

All absences, excused or unexcused, may be held against a student’s attendance requirement.

To determine whether there were extenuating circumstances for any absences, the attendance

committee will use the following guidelines:

● If makeup work is completed, absences listed under Exemptions to Compulsory

Attendance on

page 30 will be considered extenuating circumstances.

● A transfer or migrant student incurs absences only after he or she has enrolled in

the district.

● Absences incurred due to the student’s participation in board-approved extracurricular

activities will be considered by the attendance committee as extenuating circumstances

if the student makes up the work missed in each class.

● The committee will consider the acceptability and authenticity of documented reasons for

the student’s absences

● The committee will consider whether the student or student’s family had any control over

the absences.

● The committee will consider the extent to which the student has completed all

assignments, mastered the essential knowledge and skills, and maintained passing

grades in the course or subject.

● The student or parent will be given an opportunity to present any information to the

committee about the absences and discuss ways to earn or regain credit or a final

grade.

The student or parent may appeal the committee’s decision to the board by following policy

FNG(LOCAL).

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Austin ISD Student Handbook

Official Attendance-Taking Time (All Grade Levels)

Official attendance is taken every day at the official attendance time designated by the district,

10:30 a.m. Campuses offering a.m. and p.m. prekindergarten will have an additional time in the

p.m. for those students. Campuses must submit an Official Attendance Period Override form

for students who are not scheduled in an official attendance period or are scheduled into an

official attendance period where attendance is not taken.

A student absent for any portion of the day should follow the procedures below to provide

documentation of the absence.

Documentation after an Absence (All Grade Levels)

A family must provide an explanation for any absence upon the student’s arrival or return to

school. The student must submit a note signed by the parent. A note signed by the student will

not be accepted unless the student is age 18 or older or is an emancipated minor under state

law.

The campus will document in its attendance records whether the absence is excused or

unexcused.

Note: The district is not required to excuse any absence, even if the parent provides a

note explaining the absence, unless the absence is an exemption under compulsory

attendance laws.

Driver License Attendance Verification (Secondary Grade Levels Only)

A currently enrolled student seeking a driver’s license shall submit the Texas Department of

Public Safety Verification of Enrollment and Attendance Form (VOE), signed by the parent, to

the home campus office at least 10 days before it is needed. The district will issue a VOE only if

the student meets class credit or attendance requirements. The VOE form is available

here.

Further information may be found on the Texas Department of Public Safety website.

Accountability under State and Federal Law (All Grade Levels)

Austin Independent School District and each of its campuses are held to certain standards of

accountability under state and federal law. A key component of accountability is the

dissemination and publication of certain reports and information, including:

● The Texas Academic Performance Report (TAPR) for the district, compiled by the

Texas Education Agency (TEA), based on academic factors and ratings;

● A School Report Card (SRC) for each campus in the district, compiled by TEA;

● The district’s financial management report, which includes the financial accountability

rating assigned to the district by TEA; and

● Information compiled by TEA for the submission of a federal report card that is

required by federal law.

Accountability information can be found on the district’s website. Hard copies of campus

accountability reports are available from the campus administrators upon request.

TEA maintains additional accountability and accreditation information at TEA

Performance Reporting Division and the TEA homepage.

Armed Services Vocational Aptitude Battery Test (Grades 10–12)

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Austin ISD Student Handbook

A student in grades 10–12 will be offered an opportunity to take the Armed Services Vocational

Aptitude Battery test and consult with a military recruiter.

Please connect with your high school campus college and career advisor to learn when the

Armed Services Vocational Aptitude Battery test will be offered.

Bullying (All Grade Levels)

The district strives to prevent bullying, in accordance with the district’s policies, by promoting a

positive school culture; building healthy relationships between students and staff; encouraging

reporting of bullying incidents, including anonymous reporting; and investigating and

addressing reported bullying incidents.

Bullying is defined in state law as a single significant act or a pattern of acts by one or more

students directed at another student that exploits an imbalance of power and involves

engaging in written or verbal expression, expression through electronic means, or physical

conduct that:

● Has the effect or will have the effect of physically harming a student, damaging a

student’s property, or placing a student in reasonable fear of harm to the student’s

person or of damage to the student’s property;

● Is sufficiently severe, persistent, or pervasive enough that the action or threat

creates an intimidating, threatening, or abusive educational environment for a

student;

● Materially and substantially disrupts the educational process or the orderly operation of a

classroom or school; or

● Infringes on the rights of the victim at school.

Bullying includes cyberbullying. Cyberbullying is defined in state law as bullying that is done

using any electronic communication device, including:

● A cellular or other type of telephone

● A computer

● A camera

● Electronic mail

● Instant messaging

● Text messaging

● A social media application

● An internet website

● Any other internet-based communication tool.

Bullying is prohibited by the district and could include:

● Hazing

● Threats

● Taunting

● Teasing

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Austin ISD Student Handbook

● Confinement

● Assault

● Demands for money

● Destruction of property

● Theft of valued possessions

● Name-calling

● Rumor-spreading

● Ostracism.

The district will integrate into instruction research-based content designed to reduce bullying

that is appropriate for students’ age groups.

Students in elementary grades will participate in:

● Instruction designed so that students can recognize bullying behaviors and how to report

them

● Age-appropriate discussions that encourage peers to intervene when they observe

bullying occur

● Instruction that characterizes bullying as a behavior that results from the student’s need

to acquire more mature social or coping skills, not an unchangeable trait

Students in secondary grades will participate in:

● Instruction on the brain’s ability to change and grow so the student recognizes bullying

behavior can come from a developmental need to acquire more social skills, can change

when the brain matures and learns better ways of coping, and is not an unchangeable

trait

● Discussions that portray bullying as undesirable behavior and a means for attaining or

maintaining social status at school, and that discourage students from using bullying as

a tool for social status

● Instruction designed so that students recognize the role that reporting bullying behaviors

plays in promoting a safe school community

The district will use an age-appropriate survey regarding school culture that includes relevant

questions on bullying to identify and address student concerns.

Each campus has a committee that addresses bullying by focusing on prevention efforts and

health and wellness initiatives. The committee will include parents and secondary students. For

more information on this committee, including interest in serving on the committee, contact the

campus principal.

If a student believes that he or she has experienced bullying or witnesses the bullying of another

student, the student or parent should notify a teacher, school counselor, principal, or another

district employee as soon as possible. Any district employee aware of a report of a bullying

incident will relay the report to an appropriate administrator. Procedures for reporting allegations

of bullying may be found on the

district’s website.

Page 36

Austin ISD Student Handbook

A student may anonymously report an alleged incident of bullying by filling out the Austin ISD

Student Complaint Form and filing a confidential complaint with the campus administrator.

The administration will investigate any allegations of bullying and related misconduct. The

district will also provide notice to the parent of the alleged victim and the parent of the student

alleged to have engaged in bullying.

If an investigation determines that bullying occurred, the administration will take appropriate

disciplinary action and may, in certain circumstances, notify law enforcement. Disciplinary or

other action may be taken even if the conduct did not rise to the level of bullying.

The district will provide research-based interventions, which may include counseling options, for

students who engage in bullying behaviors, students who are targeted by bullying behaviors, and

any student who witnessed bullying behaviors.

Any action taken in response to bullying will comply with state and federal law regarding students

with disabilities.

Any retaliation against a student who reports an incident of bullying is prohibited.

Upon recommendation of the administration, the board may transfer a student found to have

engaged in bullying to another classroom at the campus. In consultation with the student’s

parent, the student may also be transferred to another campus in the district.

The parent of a student who has been determined to be a victim of bullying may request that the

student be transferred to another classroom or campus within the district. [See

Safety

Transfers/Assignments on page 24.]

A copy of the district’s bullying policy is available in the principal’s office, superintendent’s office,

and on the

district’s website, and is included at the end of this handbook as an appendix.

A student or parent who is dissatisfied with the outcome of an investigation may appeal through

policy

FNG(LOCAL).

[See Safety Transfers/Assignments on page 24, Dating Violence, Discrimination,

Harassment, and Retaliation on page 51, Hazing on page 69, policy FFI, the district’s Student

Success Guide, and the district improvement plan, a copy of which can be viewed in the

campus office.

Career and Technical Education (CTE) Programs (Secondary Grade Levels Only)

The district offers career and technical education programs in the following areas:

● Agriculture, Food and Natural Resources

● Architecture and Construction

● Arts, AV Technology and Communications

● Business Management, Finance and Marketing

● Education and Training

● Health Services

● Hospitality and Tourism

● Human Services

● Information Technology

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Austin ISD Student Handbook

● Law and Public Service

● Science, Technology, Engineering and Mathematics

● Transportation, Distribution and Logistics

● Other Career Courses:

● Military Science Education

● Additional Middle School Career Related Courses

Pathways in Technology (P-TECH) Programs (Secondary Grade Levels Only)

The Texas Education Agency’s (TEA) Pathways in Technology Early College High Schools

(P-TECH) initiative offers an open-enrollment program that creates workforce pathways aligned

with high-demand, high-wage fields throughout the state. Students enrolled in the P-TECH

program work toward an associate degree while gaining hands-on work experience.

Texas P-TECH programming is inspired by the national effort to refine career and technical

education. Industry and IHE partnerships with P-TECH campuses ensure that students

graduate college- and career-ready. Business and industry partners provide career mentoring,

host site visits, offer paid internships to enrolled students, and serve on advisory councils to

improve alignment of programming with workforce needs.

The district offers P-TECH programs in the following areas:

● Business Management

● Construction Management

● Computer Programming

● Cybersecurity

● Education

● Game Design Animation

● Hospitality Management and Meeting & Event Planning

● Pre-Health Science

● Radio, Television, and Film

● Real Estate

● User Experience Design

Participation in these programs is based on interest and aptitude, age appropriateness and

class space availability. Austin ISD will take steps to ensure that lack of English language skills

will not be a barrier to participation in all educational and CTE programs.

District policy prohibits discrimination on the basis of race, color, national origin, sex, or

handicap in its vocational programs, services, or activities, and provides equal access to the

Boy Scouts and other designated youth groups as required by Title VI of the Civil Rights Act of

1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the

Rehabilitation Act of 1973, as amended.

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Austin ISD Student Handbook

District policy also prohibits discrimination on the basis of race, color, national origin, sex,

handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of

1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act

of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.

The district will take steps to ensure that lack of English language skills will not be a barrier to

admission or participation in all educational and vocational programs.

[See Nondiscrimination Statement on page 82 for the name and contact information for the

Title IX coordinator and ADA/Section 504 coordinator, who will address certain allegations of

discrimination.]

Celebrations (All Grade Levels)

Although a parent or grandparent may provide food to share for a school-designated function or

for a student’s birthday, please be aware that children in the school may have severe allergies

to certain food products. Discuss any classroom allergies with the teacher before bringing food

to share.

Occasionally, the school or a class may host functions or celebrations tied to the curriculum that

involves food. The school or teacher will notify students and parents of any known food

allergies when soliciting potential volunteers to provide food.

[See Food Allergies on page 77.]

Child Sexual Abuse, Trafficking, and Other Maltreatment of Children (All Grade

Levels)

The district has established a plan for addressing child sexual abuse, trafficking, and other

maltreatment of children, which may be initiated by contacting the Austin ISD Police

Department at 512-414-1703.Trafficking includes both sex and labor trafficking.

Warning Signs of Sexual Abuse

Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s

mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent

sexual conduct with a child. A person who compels or encourages a child to engage in sexual

conduct commits abuse. It is illegal to make or possess child pornography or to display such

material to a child.

Anyone who suspects that a child has been or may be abused or neglected has a legal

responsibility, under state law, to report the suspected abuse or neglect to law enforcement or to

Child Protective Services (CPS).

A child who has been or is being sexually abused may exhibit physical, behavioral, or emotional

warning signs, including:

● Difficulty sitting or walking, pain in the genital areas, and claims of stomachaches

and headaches;

● Verbal references or pretend games of sexual activity between adults and children,

fear of being alone with adults of a particular gender, or sexually suggestive

behavior; or

● Withdrawal, depression, sleeping and eating disorders, and problems in school.

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Austin ISD Student Handbook

Be aware that children and adolescents who have experienced dating violence may show

similar physical, behavioral, and emotional warning signs. [See

Dating Violence,

Discrimination, Harassment, and Retaliation on page 51.]

Warning Signs of Trafficking

Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s

mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent

sexual conduct with a child. A person who compels or encourages a child to engage in sexual

conduct commits abuse. It is illegal to make or possess child pornography or to display such

material to a child.

Anyone who suspects that a child has been or may be abused or neglected has a legal

responsibility, under state law, to report the suspected abuse or neglect to law enforcement or to

Child Protective Services (CPS).

A child who has been or is being sexually abused may exhibit physical, behavioral, or emotional

warning signs, including:

● Changes in school attendance, habits, friend groups, vocabulary, demeanor, and

attitude;

● Sudden appearance of expensive items (for example, manicures, designer

clothes, purses, technology);

● Tattoos or branding;

● Refillable gift cards;

● Frequent runaway episodes;

● Multiple phones or social media accounts;

● Provocative pictures posted online or stored on the phone;

● Unexplained injuries;

● Isolation from family, friends, and community; and

● Older boyfriends or girlfriends.

Additional warning signs of labor trafficking in children include:

● Being unpaid, paid very little, or paid only through tips;

● Being employed but not having a school-authorized work permit;

● Being employed and having a work permit but clearly working outside the permitted

hours for students;

● Owing a large debt and being unable to pay it off;

● Not being allowed breaks at work or being subjected to excessively long work hours;

● Being overly concerned with pleasing an employer and/or deferring personal

or educational decisions to a boss;

● Not being in control of his or her own money;

● Living with an employer or having an employer listed as a student’s caregiver; and

● A desire to quit a job but not being allowed to do so.

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Austin ISD Student Handbook

Reporting and Responding to Sexual Abuse, Trafficking, and Other Maltreatment of

Children

Anyone who suspects that a child has been or may be abused, trafficked, or neglected has a

legal responsibility, under state law, to report the suspected abuse or neglect to law

enforcement or to Child Protective Services (CPS).

A child who has experienced sexual abuse or any other type of abuse or neglect should be

encouraged to seek out a trusted adult. Children may be more reluctant to disclose sexual

abuse than physical abuse and neglect and may only disclose sexual abuse indirectly. As a

parent or trusted adult, it is important to be calm and comforting if your child or another child

confides in you. Reassure the child that he or she did the right thing by telling you.

If your child is a victim of sexual abuse, trafficking, or other maltreatment, the school counselor

or principal will provide information on counseling options for you and your child available in

your area. The Texas Department of Family and Protective Services (DFPS) also manages

early intervention counseling programs.

To find out what services may be available in your county, see Texas Department of Family

and Protective Services, Programs Available in Your County.

Reports of abuse, trafficking, or neglect may be made to the CPS division of the DFPS at

1-800- 252-5400 or on the web at

Texas Abuse Hotline Website.

Further Resources on Sexual Abuse, Trafficking, and Other Maltreatment of Children

The following websites include resources to help increase awareness of child abuse and neglect,

sexual abuse, trafficking, and other maltreatment of children:

• Child Welfare Information Gateway Factsheet

• KidsHealth/For Parents/Child Abuse

• Office of the Texas Governor Child Sex Trafficking Team

• Human Trafficking of School-aged Children

• Child Sexual Abuse: A Parental Guide from the Texas Association Against

Sexual Assault

• National Center of Safe Supportive Learning Environments: Child Labor

Trafficking

Class Rank/Highest-Ranking Student (Secondary Grade Levels Only)

For students entering grade nine during the 2011–12 school year and thereafter, class rank

shall be determined by descending order of students’ weighted GPAs earned in courses that

satisfy the students’ graduation plans in the following curriculum categories:

● English/Language Arts;

● Mathematics;

● Science;

● Social Studies; and

● Languages Other Than English (LOTE).

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Austin ISD Student Handbook

For Math and Science, if a student exceeds the required number of courses necessary to

satisfy the graduation requirements in one or more of the disciplines listed above, then the

courses that yield the highest-grade points within those disciplines that satisfy the graduation

requirements will be included in calculating class rank. For English/Language Arts, the highest

grades used to satisfy ELA 4 are used. For Social Studies, the highest whole grade between W.

Geography and W. History are used. For LOTE, the language with the most courses is used

and then, within that language, the highest grades are used. For example, if a student has four

Spanish courses, all with 90s, and three French courses all with 100s, the Spanish will be used

because the student took more of them. Computer science courses will be counted as a LOTE

credit in rank calculations under the following conditions.

● The student is classified as a senior.

● The student does not have enough credits in a foreign language to satisfy the LOTE

graduation requirement. For example, a student with Spanish 1 and 2 credit cannot

use computer science courses as LOTE credit for the purpose of rank calculations.

Elective courses are not included in calculating class rank. The required number of

credits/courses will vary according to the student’s intended graduation.

Valedictorian/Salutatorian, Highest Ranking Senior

For purposes of identifying local honors positions of the valedictorian, the salutatorian and the

highest-ranking graduate, class rank shall be calculated at the end of fourth nine weeks using

the grades from courses that satisfy graduation requirements within the following disciplines:

English/language arts, mathematics, science, social studies and LOTE.

The valedictorian and the salutatorian shall be the eligible students with the highest and second-

highest class ranking as determined by this policy who have:

1. Completed the Recommended High School Program, the Advanced/Distinguished

Achievement Program, or the Foundation Program with the Distinguished Level of

Achievement;

2. Met all course requirements or demonstrated subject mastery (course proficiency)

through state-approved placement examinations; and

3. Been continuously enrolled in and attending classes at the same district high school

for two regular school years immediately preceding the students’ graduation.

In case of a tie for the position of valedictorian, the students who tie shall be recognized as

co-valedictorians, and the position of salutatorian shall remain vacant.

In case of a tie for the position of salutatorian, the students who tie shall be recognized as co-

salutatorians.

District honor graduates shall include students whose class rank is within the:

1. Top two percent of the graduating class. These students shall be designated “Graduates

with Highest Honors.”

2. Next three percent of the graduating class. These students shall be

designated “Graduates with Higher Honors.”

3. Next five percent of the graduating class. These students shall be designated

“Graduates with High Honors.”

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Austin ISD Student Handbook

A student who completes the high school program requirements in fewer than four years shall

be ranked with the class in which he or she actually graduates.

An out-of-school tester shall be ranked with the respective graduating class in which he or she

completes all coursework requirements, regardless of when he or she masters state-mandated

end-of-course (EOC) assessments.

For purposes of awarding the state certificate entitling a student to receive a college tuition grant

under Education Code 54.201, the highest-ranking graduate shall be the eligible student who

graduates with the highest ranking in his or her graduating class.

Class Rank and Transcripts

Changes impacting a student's GPA between ranking periods will not impact a student's

rank until the next ranking period. However, the transcript and/or other supplemental

documentation, including college and scholarship applications, will always reflect a student's

most current GPA. [See

EIC(LEGAL)]

For the purpose of applications to institutions of higher education, the district shall also calculate

class ranking as required by state law. The district’s eligibility criteria for local graduation honors

shall apply only for local recognitions and shall not restrict class ranking for the purpose of

automatic admission under state law. [For further information, see policy

EIC.]

Class Schedules (Secondary Grade Levels Only)

All students are expected to attend school for the entire school day and maintain a full class

schedule. Exceptions may be made occasionally by the campus principal for students in grades

9–12 who meet specific criteria and receive parental consent to enroll in less than a full-day

schedule.

[See Schedule Changes on page 94 for information related to student requests to revise their

course schedule.]

College and University Admissions and Financial Aid (All Grade Levels)

For two school years following graduation, a district student who graduates as valedictorian or in

the top ten percent of his or her class is eligible for automatic admission into four-year public

universities and colleges in Texas if the student:

● Completes the distinguished level of achievement under the foundation

graduation program (a student must graduate with at least one endorsement and

must have taken Algebra II as one of the four required math courses); or

● Satisfies the ACT College Readiness Benchmarks or earns at least a 1500 out

of 2400 on the SAT.

The student is ultimately responsible for meeting the admission requirements of the university or

college, including timely submission of a completed application.

Should a college or university adopt an admissions policy that automatically accepts the top 25

percent of a graduating class, the provisions above will also apply to a student ranked in the top

25 percent of his or her class.

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Austin ISD Student Handbook

The University of Texas at Austin may limit the number of automatically admitted students to

75 percent of the University’s enrollment capacity for incoming resident freshmen. From the

summer 2023 term through the spring 2025 term, the University will admit the top six

percent of a high school’s graduating class who meet the above requirements. Additional

applicants will be considered by the University through a holistic review process.

As required by law, the district will provide written notice concerning the following:

● Automatic college admission

● Curriculum requirements for financial aid

● Benefits of completing the requirements for automatic admission and financial aid

● The Texas First Early High School Completion Program, which requires a student

to provide an official copy of assessment results and transcripts, as applicable, to

receive credit for the assessments and credits required for early graduation under

the program

● The Texas First Scholarship Program

● The Future Texas Teachers Scholarship Program

Parents and students will be asked to sign an acknowledgment that they received this

information.

Students and parents should contact the school counselor for further information about

automatic admissions, the application process, and deadlines.

[See Class Rank/Highest-Ranking Student on page 41 for information specifically related to

how the district calculates a student’s rank in class, and requirements for

Graduation on page

63 for information associated with the foundation graduation program.]

[See A Student in the Conservatorship of the State (Foster Care) on page 24 for

information on assistance in transitioning to higher education for students in foster care.]

College Credit Courses (Secondary Grade Levels Only)

Students in grades 9–12 may earn college credit through the following opportunities:

● Certain courses taught at the high school campus, which may include courses

termed dual credit,dual enrollment, Advanced Placement (AP), International

Baccalaureate (IB), or college preparatory;

● Enrollment in AP or dual credit courses through the Texas Virtual School

Network (TXVSN);

● Enrollment in courses taught in conjunction and in partnership with institutions

of higher learning, which may be offered on or off campus;

● Enrollment in courses taught at other colleges or universities; and

● Certain Career and Technical Education (CTE) courses.

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Austin ISD Student Handbook

Under the Financial Aid for Swift Transfer (FAST) program, a student may be eligible to enroll

at no cost to the student in dual credit courses at a participating institution of higher education.

The FAST program allows students who are or have been educationally disadvantaged at any

time during the four years preceding the student’s enrollment in a dual credit course to enroll at

no cost to the student. The district will determine eligibility upon the student’s enrollment in the

dual credit course. See the high school counselor for more information.

All these methods have eligibility requirements and must be approved prior to enrollment in the

course. Please see the school counselor for more information. Depending on the student’s

grade level and the course, a state-mandated end-of-course assessment may be required for

graduation.

Not all colleges and universities accept credit earned in all dual credit or AP courses taken in

high school for college credit. Students and parents should check with the prospective college

or university to determine if a particular course will count toward the student’s desired degree

plan.

Early College High School Program (Secondary Grade Levels Only)

The Texas Education Agency's (TEA) Early College High School (ECHS) initiative is an

open-enrollment program that blends college and high school coursework, enabling students

to earn up to two years of college credit (60 hours) tuition-free while enrolled in high school.

This program aims to support historically underserved and at-risk students, providing an

access ramp to postsecondary education for those most in need.

Students enrolled in the ECHS program receive highly personalized attention and follow

personalized graduation plans. Dedicated staff mentor and guide these students, helping them

develop critical soft skills needed for college and career success.

According to research done by the American Institutes for Research, ECHS students are

nearly three times as likely to earn an associate degree or bachelor’s degree than their

non-ECHS peers.

Communications—Automated (All Grade Levels)

Emergency

The district will rely on contact information on file with the district to communicate with parents in

an emergency situation, which may include real-time or automated messages. An emergency

situation may include early dismissal, delayed opening, or restricted access to the campus due

to severe weather, another emergency, or a security threat. It is crucial to notify your child’s

school when the phone number has changed.

[See Safety on page 92 for information regarding contact with parents during an emergency

situation.]

Nonemergency

Your child’s school will request that you provide contact information for the school to send

information specific to your child, your child’s school, or the district. If you provide a phone

number for this purpose, please notify the school’s administration office immediately if your

number changes.

The district or school may generate automated or pre-recorded messages, text messages, or

real-time phone or email communications that are closely related to the school’s mission, so

prompt notification of any change in contact information will be crucial.

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Standard messaging rates of your wireless phone carrier may apply.

If you have specific requests or needs related to how the district contacts you, please contact

your child’s principal. [See

Safety on page 92 for information regarding contact with parents

during an emergency.]

Complaints and Concerns (All Grade Levels)

Usually, student or parent complaints or concerns can be addressed informally by a phone call

or a conference with the teacher or principal.

For those complaints and concerns that cannot be resolved informally, the board has adopted a

Student and Parent Complaints/Grievances policy

FNG(LOCAL). A copy of this policy and

complaint forms may be obtained in the principal’s or on the district’s website using this

link.

● To file a formal complaint a parent or student should complete and submit the

complaint form.

● In general, the written complaint form should be completed and submitted to the

campus principal in a timely manner.

● If the concern is not resolved with the principal, a parent or student may request a

conference with the principal’s direct supervisor.

● If the concern is not resolved with the principal’s direct supervisor, a parent or

student may request a conference with the Associate Superintendent for

Elementary or Secondary Schools

● If the concern is not resolved, a parent or student may request a conference with

the Chief of Schools.

● If the concern is not resolved, a parent or student may request a conference with

the Superintendent.

● If the concern is still unresolved, the district provides a process for parents and

students to appeal to the Board of Trustees.

Conduct (All Grade Levels)

Applicability of School Rules

The board has adopted a Student Success Guide that defines standards of acceptable

behavior—both on and off campus, as well as on district vehicles—and outlines consequences

for violation of these standards. The district has disciplinary authority over a student in

accordance with the Student Success Guide. Students and parents should be familiar with the

standards set out in the Student Success Guide, as well as campus and classroom rules.

During summer instruction, the Student Handbook and Student Success Guide in place for the

school year immediately preceding the summer period shall apply, unless the district amends

either or both documents for the purposes of summer instruction.

Campus Behavior Coordinator

Each campus has a campus behavior coordinator to apply discipline management techniques

and administer consequences for certain student misconduct, as well as provide a point of

contact for student misconduct.

Deliveries

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Except in emergencies, delivery of messages or packages to students will not be allowed during

instructional time. A parent may leave a message or a package, such as a forgotten lunch, for

the student to pick up from the front office during a passing period or lunch.

Disruption of School Operations

Disruption of school operations is not tolerated and may constitute a misdemeanor and may rise

to a criminal offense. As identified by state law, disruptions include the following:

● Interference with the movement of people at an exit, entrance, or hallway of a district

building without authorization from an administrator.

● Interference with an authorized activity by seizing control of all or part of a building.

● Use of force, violence, or threats in an attempt to prevent participation in

an authorized assembly.

● Use of force, violence, or threats to cause disruption during an assembly.

● Interference with the movement of people at an exit or an entrance to district

property.

● Use of force, violence, or threats in an attempt to prevent people from entering or

leaving district property without authorization from an administrator.

Disruption of classes or other school activities while on or within 500 feet of district property

includes:

● Making loud noises;

● Trying to entice a student away from, or to prevent a student from attending,

a required class or activity; and

● Entering a classroom without authorization and disrupting the activity with loud

or profane language or any misconduct.

Interference with the transportation of students in vehicles owned or operated by the district is

also considered a disruption.

Social Events

School rules apply to all school social events. Guests attending these events are expected to

observe the same rules as students, and a student inviting a guest will share responsibility for

the conduct of his or her guest.

A student attending a social event will be asked to sign out when leaving before the end of

the event and will not be readmitted.

A parent interested in serving as a chaperone for any school social events should contact

the campus principal.

Counseling

The district has a comprehensive school counseling program that includes:

● A guidance curriculum to help students develop their full educational

potential, including the student's interests and career objectives;

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● A responsive services component to intervene on behalf of any student whose

immediate personal concerns or problems put the student's continued

educational, career, personal, or social development at risk;

● An individual planning system to guide a student as the student plans, monitors,

and manages the student's own educational, career, personal, and social

development; and

● Systems to support the efforts of teachers, staff, parents, and other members of the

community in promoting the educational, career, personal, and social development of

students.

The district will make a preview of the program, including all materials and curriculum, available

to parents to review during school hours.

Academic Counseling

Elementary and Middle/Junior High School Grade Levels

The school counselor will provide information to students and parents about college and

university admissions and the importance of planning for postsecondary education, including

appropriate coursework and financial aid availability and requirements.

In either grade 7 or 8, each student will receive instruction on how best to prepare for high

school, college, and a career.

High School Grade Levels

High school students and their parents are encouraged to talk with a school counselor, teacher,

or principal to learn more about course offerings, graduation requirements, and early

graduation procedures.

Each year, high school students will be provided information on anticipated course offerings for

the next school year, how to make the most of academic and career and technical education

(CTE) opportunities, and the importance of postsecondary education.

The school counselor will also provide information each year a student is enrolled in high school

regarding:

● The importance of postsecondary education;

● The advantages of earning an endorsement and completing the foundation program

with the distinguished level of achievement;

● The disadvantages of pursuing a high school equivalency exam (GED) as

opposed to earning a high school diploma;

● Financial aid eligibility and how to apply for financial aid;

● Automatic admission to state-funded Texas colleges and universities;

● Eligibility requirements for the TEXAS Grant;

● Availability of district programs that allow students to earn college credit;

● Availability of tuition and fee assistance for postsecondary education for students in

foster care; and

● Availability of college credit awarded by institutions of higher education to veterans

and military service members for military experience, education, and training.

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Additionally, the school counselor can provide information about workforce opportunities after

graduation or technical and trade school opportunities, including opportunities to earn industry-

recognized certificates and licenses.

Personal Counseling (All Grade Levels)

The school counselor is available to assist students with a wide range of personal, social, and

family concerns, including emotional or mental health issues and substance abuse. As a parent,

if you are concerned about your child’s mental or emotional health, please speak with the school

counselor for a list of resources that may be of assistance.

If your child has experienced trauma, contact the school counselor for more information.

[See Mental Health Support on page 69, and Child Sexual Abuse, Trafficking, and Other

Maltreatment of Children on page 39, and Dating Violence on page 51.]

Course Credit (Secondary Grade Levels Only)

A student at any grade level enrolled in a high school course will earn credit for the course only

if the final grade is 70 or above. For a two-part (two-semester, 1-credit course), the student’s

grades from both halves (semesters) will be averaged and credit will be awarded if the

combined average is 70 or above. If the student’s combined average is less than 70, the

student will be awarded credit only for the half (semester) with the passing grade.

Credit by Examination—If a Student Has Taken the Course/Subject (Grades 6–12)

A student who has previously taken a course or subject but did not receive credit or a final

grade for it may, in circumstances determined by the principal or attendance committee, be

permitted to earn credit or a final grade by passing an examination approved by the district’s

board of trustees on the essential knowledge and skills defined for that course or subject.

Examples of prior instruction include incomplete coursework due to a failed course or excessive

absences, homeschooling, or coursework by a student transferring from a nonaccredited

school. The opportunity to earn credit by examination after the student has had prior instruction

is sometimes referred to as “credit recovery.”

If the student is granted approval to take an examination for this purpose, the student must

score at least 70 on the examination to receive credit for the course or subject.

The attendance review committee may also offer a student with excessive absences an

opportunity to earn credit for a course by passing an examination.

[See the school counselor and policy EHDB(LOCAL) for more information.]

Credit by Examination for Advancement/Acceleration—If a Student Has Not

Taken the Course/Subject

A student will be permitted to earn credit by examination for an academic course or subject

area for which the student had no prior instruction for advancement or to accelerate to the next

grade level.

The examinations offered by the district are approved by the district’s board of trustees. Testing

windows for these examinations will be published in district publications and on the district’s

calendar of events at

Austin ISD Calendar [See Testing Calendar]. A student may take a

specific examination only once per testing window.

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The only exceptions to the published testing windows will be for examinations administered by

another entity or to accommodate a student experiencing homelessness or a student involved

in the foster care system.

When another entity administers an examination, the student and the district must comply with

the testing schedule of the other entity.

If a student plans to take an examination, the student or parent must register with the school

counselor by the registration date listed on the Austin ISD calendar. [See policy

EHDC for more

information.]

Kindergarten Acceleration

Students considered for acceleration into first grade must score at or above the 90th percentile

on a District-approved, nationally recognized norm-referenced test. Procedures will be as

follows:

● The principal will set up a conference prior to the first day of instruction. Included in

the conference will be the parent or guardian, the principal, and the child’s

kindergarten teacher and other staff deemed appropriate by the principal.

● The conference will be used to gather background information about the child, to

share kindergarten and first-grade curricula with parents, and to determine if

additional steps are necessary.

● The parents or guardian will be given the opportunity to present evidence that

suggests the child is likely to meet success in the first grade, such as former teacher

reports, student work, and the like.

● A decision to keep the child in kindergarten may be made at this time, or if there

is evidence that suggests the child may be successful in first grade, additional

information may be collected.

● A plan of action for accommodating the child in first grade or kindergarten will be

presented to the parents or guardian. Careful consideration will be given to the

child’s performance expectations and the impact of this decision on the child’s entire

school career.

The final decision will rest with the principal. If the decision is to administer credit by

examination for acceleration, the following will apply:

● These examinations will be ordered through Systemwide Testing and administered

at the campus by the principals’ designee.

● Based on the test results, chronological age, observed social and emotional

development of the student, and other criteria deemed appropriate by the

principal, the principal will decide if the student may accelerate to the next grade

level.

● A written statement of the principal’s approval and documentation justifying the

approval for acceleration will be placed in the student’s cumulative folder.

Students in Grades 1–5

A student in elementary school is eligible to accelerate to the next grade level if:

● The student scores at least an 80 on each examination in the subject areas of

language arts, mathematics, science, and social studies;

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● A district representative recommends that the student be accelerated; and

● The student’s parent gives written approval of the grade advancement.

Students in Grades 6–12

A student in grade 6 or above is eligible to earn course credit with;

● A passing score of at least 80 on an examination approved by the board; or

● A scaled score of 50 or higher on an examination administered through the

College Level Examination Program (CLEP), or

● A score of 3 or higher on an AP examination, as applicable.

A student may take an examination to earn high school course credit no more than twice. If a

student fails to achieve the designated score on the applicable exam before the beginning of the

school year in which the student would need to enroll in the course according to the school’s

high school course sequence, the student must complete the course.

Dating Violence, Discrimination, Harassment, and Retaliation (All Grade Levels)

Students learn best, and their welfare is best served, in a school environment that is free from

dating violence, discrimination, harassment, and retaliation.

Students are expected to treat peers and district employees with courtesy and respect, avoid

offensive behaviors, and stop those behaviors as directed. District employees are likewise

expected to treat students with courtesy and respect.

The board has established policies and procedures to prohibit and promptly address

inappropriate and offensive behaviors that are based on a person’s race, color, religion, sex,

gender, gender identity, gender expression, sexual orientation, national origin, disability, age,

immigration status, or any other basis prohibited by law. A copy of the district’s policy is

available in the principal’s office and in the superintendent’s office. You may also view this

policy

online. [See policy FFH for more information.]

Dating Violence

Dating violence occurs when a person in a current or past dating relationship uses physical,

sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control the other person in

the relationship or any of the person’s past or subsequent partners. This type of conduct is

considered harassment if it is so severe, persistent, or pervasive that it affects a student’s ability

to participate in or benefit from an educational program or activity; creates an intimidating,

threatening, hostile, or offensive educational environment; or substantially interferes with the

student’s academic performance.

Examples of dating violence against a student may include, but are not limited to:

● Physical or sexual assaults;

● Name-calling;

● Put-downs;

● Threats to hurt the student, the student’s family members, or members of the

student’s household;

● Destroying property belonging to the student;

● Threats to commit suicide or homicide if the student ends the relationship;

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Austin ISD Student Handbook

● Threats to harm a student’s past or current dating partner;

● Attempts to isolate the student from friends and family;

● Stalking; or

● Encouraging others to engage in these behaviors.

Discrimination

Discrimination is defined as any conduct directed at a student on the basis of race, color,

religion, sex, gender, gender identity, gender expression, sexual orientation, national origin, age,

disability, immigration status, or any other basis prohibited by law that negatively affects the

student.

Harassment

Harassment, in general terms, is conduct so severe, persistent, or pervasive that it affects a

student’s ability to participate in or benefit from an educational program or activity; creates an

intimidating, threatening, hostile, or offensive educational environment; or substantially

interferes with the student’s academic performance.

Examples of harassment may include, but are not limited to:

● Offensive or derogatory language directed at a person’s religious beliefs or practices,

accent, skin color, or need for accommodation;

● Threatening, intimidating, or humiliating conduct;

● Offensive jokes, name-calling, slurs, or rumors;

● Physical aggression or assault;

● Graffiti or printed material promoting racial, ethnic, or other negative stereotypes; or

● Other kinds of aggressive conduct such as theft or damage to property.

Sexual Harassment and Gender-Based Harassment

Sexual harassment and gender-based harassment of a student by an employee, volunteer, or

another student are prohibited.

Examples of sexual harassment may include, but are not limited to:

● Touching private body parts or coercing physical contact that is sexual in nature;

● Sexual advances;

● Jokes or conversations of a sexual nature; and

● Other sexually motivated conduct, communications, or contact.

Sexual harassment of a student by an employee or volunteer does not include necessary or

permissible physical contact that a reasonable person would not construe as sexual in nature,

such as comforting a child with a hug or taking the child’s hand. However, romantic, sexual, and

other inappropriate social relationships between students and district employees are prohibited,

even if consensual.

Gender-based harassment includes physical, verbal, or nonverbal conduct based on a student’s

gender, the student’s expression of characteristics perceived as stereotypical for the student’s

gender, or the student’s failure to conform to stereotypical notions of masculinity or femininity.

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Austin ISD Student Handbook

Gender-based harassment can occur regardless of the student’s or the harasser’s actual or

perceived sexual orientation or gender identity. Examples of gender-based harassment directed

against a student may include, but are not limited to:

● Offensive jokes, name-calling, slurs, or rumors;

● Physical aggression or assault;

● Threatening or intimidating conduct; or

● Other kinds of aggressive conduct such as theft or damage to property.

Retaliation

Retaliation against a person who makes a good-faith report or participates in an investigation of

discrimination, harassment, or dating violence is prohibited. A person who makes a false claim,

offers false statements, or refuses to cooperate with a district investigation, however, may be

subject to appropriate discipline.

Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of

property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does

not include petty slights or annoyances.

Reporting Procedures

Any student who believes that he or she has experienced dating violence, discrimination,

harassment, or retaliation should immediately report the problem to a teacher, school

counselor, principal, or other district employee. The report may be made by the student’s

parent. [See policy

FFH(LOCAL) and (EXHIBIT) for other appropriate district officials to whom

to make a report.]

Upon receiving a report, the district will determine whether the allegations, if proven, constitute

prohibited conduct as defined by policy

FFH. If not, the district will refer to policy FFI to

determine whether the allegations, if proven, constitute bullying, as defined by law and policy

FFI. If the alleged prohibited conduct also meets the statutory and policy definitions for bullying,

an investigation of bullying will also be conducted. [See

Bullying on page 35.]

The district will promptly notify the parent of any student alleged to have experienced prohibited

conduct involving an adult associated with the district. In the event alleged prohibited conduct

involves another student, the district will notify the parent of the student alleged to have

experienced the prohibited conduct when the allegations, if proven, would constitute a violation

as defined by policy

FFH.

Investigation of Report

Allegations of prohibited and illegal conduct, which includes dating violence, prohibited

harassment as defined by Texas Penal Code, and retaliation, will be promptly investigated and

referred to law enforcement once notified of the incident.

To the extent possible, the district will respect the privacy of the student. However, limited

disclosures may be necessary to conduct a thorough investigation and comply with the law.

If a law enforcement or other regulatory agency notifies the district that it is investigating the

matter and requests that the district delay its investigation, the district will resume its investigation

at the conclusion of the agency’s investigation.

During an investigation and when appropriate, the district will take interim action to address the

alleged prohibited conduct.

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Austin ISD Student Handbook

If the district’s investigation indicates that prohibited conduct occurred, appropriate disciplinary

action and, in some cases, corrective action will be taken to address the conduct. The district

may take disciplinary and corrective action even if the conduct was not unlawful.

All involved parties will be notified of the outcome of the district investigation within the

parameters and limits allowed under the Family Educational Rights and Privacy Act (FERPA).

A student or parent who is dissatisfied with the outcome of the investigation may appeal in

accordance with policy

FNG(LOCAL).

Discrimination

[See Dating Violence, Discrimination, Harassment, and Retaliation on page 51.]

Distance Learning (All Grade Levels)

Distance learning and correspondence courses include courses that encompass the state-

required essential knowledge and skills but are taught through multiple technologies and

alternative methodologies such as mail, satellite, internet, video-conferencing, and instructional

television.

The distance learning opportunities that the district makes available to district students are

DELTA, Twilight, and Garza Online.

If a student wishes to enroll in a correspondence course or a distance learning course that is not

provided through the Texas Virtual School Network (TXVSN), as described below, to earn credit

in a course or subject, the student must receive permission from the principal prior to enrolling in

the course or subject. If the student does not receive prior approval, the district may not

recognize and apply the course or subject toward graduation requirements or subject mastery.

Texas Virtual School Network (TXVSN) (Secondary Grade Levels)

The Texas Virtual School Network (TXVSN) has been established by the state as one method of

distance learning. A student has the option, with certain limitations, to enroll in a course offered

through the TXVSN to earn course credit for graduation.

Depending on the TXVSN course in which a student enrolls, the course may be subject to the

“no pass, no play” rules. [See

Extracurricular Activities, Clubs, and Organizations on page

59.] In addition, a student who enrolls in a TXVSN course for which an end-of-course (EOC)

assessment is required must still take the corresponding EOC assessment.

A parent may ask questions or request that their child be enrolled in a TXVSN course by

contacting the school counselor. Unless an exception is made by the principal, a student will not

be allowed to enroll in a TXVSN course if the school offers the same or a similar course.

A copy of policy EHDE addressing distance learning will be distributed to parents of middle and

high school students at least once each year.

Distribution of Literature, Published Materials, or Other Documents (All Grade

Levels)

School Materials

Publications prepared by and for the school may be posted or distributed, with the prior approval

of the principal, sponsor, or teacher. Such items may include school posters, newspapers,

yearbooks, brochures, flyers, etc.

All school publications are under the supervision of a teacher, sponsor, and the principal.

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Non-school Materials

From Students

Students must obtain prior approval from the principal before selling, posting, circulating, or

distributing more than 10 copies of written or printed materials, handbills, photographs, pictures,

films, tapes, or other visual or auditory materials that were not developed under the oversight of

the school. To be considered, any non-school material must include the name of the sponsoring

person or organization. Approval will be granted or denied within two school days.

The campus will designate the location for approved non-school materials to be placed for

voluntary viewing or collection by students. [See policy

FNAA for more information.]

A student may appeal a decision in accordance with policy FNG(LOCAL). Any student who

sells, posts, circulates, or distributes non-school material without prior approval will be subject to

disciplinary action in accordance with the Student Success Guide. Materials displayed without

approval will be removed.

[See policy FNG(LOCAL) for student complaint procedures.]

From Others

No person or group will sell, circulate, distribute, or post on any district premises written or

printed materials, handbills, photographs, pictures, films, tapes, or other visual or auditory

materials that is not sponsored by the district or by a district-affiliated school-support

organization, except as permitted by policy

GKDA.

To be considered for distribution, any non-school material must meet the limitations on content

established in the policy, include the name of the sponsoring person or organization, and be

submitted to the chief of school leadership for prior review. The superintendent’s designee will

approve or reject the materials within two school days of the time the materials are received.

The requestor may appeal a rejection in accordance with the appropriate district complaint

policy. [See policies

DGBA or GF for more information.]

Prior review will not be required for:

● Distribution of materials by an attendee to other attendees of a

school-sponsored meeting intended for adults and held after school hours.

● Distribution of materials by an attendee to other attendees of a community group

meeting held after school hours in accordance with policy

GKD(LOCAL) or a non-

curriculum-related student group meeting held in accordance with policy

FNAB(LOCAL).

● Distribution for electioneering purposes during the time a school facility is being used

as a polling place, in accordance with state law.

All non-school materials distributed under these circumstances must be removed from district

property immediately following the event at which the materials are distributed.

Dress and Grooming (All Grade Levels)

The district’s dress code teaches grooming and hygiene, prevents disruption, and minimizes

safety hazards. Students and parents may determine a student’s personal dress and grooming

standards, provided that they comply with the following:

1. Basic Principle:

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Austin ISD Student Handbook

● Certain body parts must be covered for all students at all times.

● Clothes must be worn in a way such that the abdomen, genitals, buttocks, breasts,

and nipples are fully covered with opaque fabric.

● All items listed in the “must wear” and “may wear” categories below must meet this

basic principle.

2. Students Must Wear*, while following the basic principle of Section 1 above:

● Shirt (with fabric that touches the waistband in the front, back, and on the sides

under the arms), AND

● Pants/jeans or the equivalent (for example, a skirt, sweatpants, leggings, a dress or

shorts), AND

● Shoes.

3. Students May Wear, as long as these items do not violate Section 1 above:

● Religious headwear;

● Hats facing straight forward or straight back that must allow the face and ears to be

visible to staff and not interfere with the line of sight;

● Hoodie sweatshirts (wearing the hood over the head is allowed, but the face and ears

must be visible to school staff);

● Fitted pants, including opaque leggings, yoga pants, and “skinny jeans”;

● Ripped jeans, as long as underwear and buttocks are not exposed;

● Tank tops, including spaghetti straps and halter tops;

● Athletic attire; and

● Hairstyles of any length and style.

4. Students Cannot Wear:

● Violent language or images.

● Images or language depicting drugs or alcohol (or any illegal item or activity), or any

other substance prohibited under

FNCF(LEGAL).

● Hate speech, profanity, pornography.

● Images or language that creates a hostile or intimidating environment based on any

protected class or consistently marginalized groups.

● Any clothing that reveals visible undergarments (waistbands and straps excluded).

● Swimsuits (except as required in class, field trips, or athletic practice see

“Extracurricular Activities”).

● Accessories that could be considered dangerous or could be used as a weapon.

● Any item that obscures the face or ears (except as a religious observance).

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If the principal determines that a student’s grooming or clothing violates the school’s dress code,

the student will be given an opportunity to correct the problem at school. If not corrected, the

student may be assigned to in-school suspension for the remainder of the day, until the problem

is corrected, or until a parent or designee brings an acceptable change of clothing to the school.

Repeated offenses may result in more serious disciplinary action in accordance with the Student

Success Guide.

Telecommunications and Other Electronic Devices (All Grade Levels)

Possession and Use of Personal Telecommunications Devices, Including Cell

Phones, and Other Electronic Devices

The district permits students to possess personal cell phones for safety purposes; however,

these devices must remain turned off during the instructional day, including during all testing,

unless they are being used for approved instructional purposes. [For graphing calculator

applications on computing devices, see

Textbooks, Electronic Textbooks, Technological

Equipment, and Other Instructional Materials on page 100.]

A student must have approval to possess other personal telecommunications devices such as

laptops, tablets, or other portable computers.

Students are not permitted to possess or use personal electronic devices at school unless prior

permission has been obtained. Without such permission, teachers will collect the items and turn

them in to the principal’s office. The principal will determine whether to return items to students

at the end of the day or to contact parents to pick up the items.

The use of cell phones or any device capable of capturing images is strictly prohibited in locker

rooms or restroom areas while at school or at a school-related or school-sponsored event.

If a student uses a telecommunications device without authorization during the school day, the

device will be confiscated. See campus policy pertaining to who may pick up the confiscated

telecommunications device from the principal’s office.

Confiscated telecommunications devices that are not retrieved by the student or the student’s

parent will be disposed of after the notice required by law. [See policy

FNCE for more

information.]

In limited circumstances and in accordance with law, a student’s personal telecommunications

device may be searched by authorized personnel. [See

Searches on page 97 and policy FNF

for more information.]

Any disciplinary action will be in accordance with the Student Success Guide. The district is not

responsible for damaged, lost, or stolen telecommunications devices.

Instructional Use of Personal Telecommunications and Other Electronic Devices

Students must obtain prior approval to use personal telecommunications or other personal

electronic devices for instructional purposes while on campus. Students must also follow the

Austin ISD

user agreement that contains applicable rules for use (separate from this handbook).

All personal devices must be turned off during the instructional day when not in use for

approved instructional purposes. Violations of the user agreement may result in withdrawal of

privileges and other disciplinary action.

Acceptable Use of District Technology Resources

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District-owned technology resources may be issued to individual students for instructional

purposes. Use of the district’s network systems and equipment is restricted to approved

purposes only. Students and parents can find the Acceptable Use Policy

here. Violations of

the user agreement may result in withdrawal of privileges and other disciplinary action.

Unacceptable and Inappropriate Use of Technology Resources

Students are prohibited from possessing, sending, forwarding, posting, accessing, or displaying

electronic messages that are abusive, obscene, sexually oriented, threatening, harassing,

damaging to another’s reputation, or illegal. This prohibition also applies to conduct off school

property, whether on district-owned or personally owned equipment, if it results in a substantial

disruption to the educational environment.

Any person taking, disseminating, transferring, possessing, or sharing obscene, sexually

oriented, lewd, or otherwise illegal images or other content—commonly referred to as

“sexting”—will be disciplined in accordance with the Student Success Guide, may be required

to complete an educational program related to the dangers of this type of behavior, and, in

certain circumstances, may be reported to law enforcement.

This type of behavior may constitute bullying or harassment, as well as impede future

endeavors of a student. We encourage parents to review with their child the

"Before You Text"

Sexting Prevention Course, a state-developed program that addresses the consequences of

sexting.

In accordance with state law, the district prohibits the installation or use of TikTok or any

successor application or service on a district device, along with any other social media

application or service determined by the governor.

Any student who engages in conduct that results in a breach of the district’s computer security

will be disciplined in accordance with the Student Success Guide. In some cases, the

consequence may be expulsion.

End-of-Course (EOC) Assessments

[See Graduation on page 63 and Standardized Testing on page 99.]

Emergent Bilingual Students (All Grade Levels)

Note that the term “Emergent Bilingual” has replaced the term “English Learners” in Austin ISD

Board Policy (

EHBE Local, revised 5/29/2020) and in the Texas Education Code (effective

9/1/2021).

A student classified as Emergent Bilingual is entitled to receive specialized services from the

district. A Language Proficiency Assessment Committee (LPAC), consisting of both district

personnel and at least one parent representative, will determine whether the student qualifies

for services. The student’s parent must consent to any services recommended by the LPAC.

However, pending the receipt of parental consent or denial of services, an eligible student will

receive the services to which the student is entitled and eligible.

Austin ISD’s Bilingual/ESL programs include:

● Elementary Dual Language (Spanish/English, Mandarin/English, and

Vietnamese/English). If the student's elementary home campus does not have dual

language programming, the campus and district will facilitate a "bilingual transfer" to a

nearby campus that offers dual language programming.

● Secondary Dual Language (Spanish/English)

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● English as a Second Language (ESL) Content-Based and ESL Pull-Out

For more information about Dual Language programs and where they are offered, please visit the

Austin ISD Dual Language Program website. All Austin ISD Middle School and High School

campuses provide ESL services.

To determine a student’s level of proficiency in English, the LPAC will use information from the

state-wide language assessment as determined by TEA. If the student is identified as an

Emergent Bilingual learner based on the state-wide language assessment data, the LPAC will

designate instructional accommodations and program placement in Dual Language or ESL.

State assessment data determines a student’s continued eligibility for services as an Emergent

Bilingual learner each year.

The LPAC will also determine whether linguistic designated supports are necessary for any

state- mandated assessments. The STAAR Spanish, on page 92, may be administered to an

Emergent Bilingual student up to grade 5. In limited circumstances per TEA guidelines, a

student’s LPAC may exempt the student from an otherwise required state-mandated

assessment or may waive certain graduation requirements related to the English I

end-of-course (EOC) assessment. The Texas English Language Proficiency Assessment

System (TELPAS) will also be administered to Emergent Bilingual students who qualify for

services including students that have denied services.

If a student is considered an Emergent Bilingual and receives special education services

because of a qualifying disability, the student’s ARD committee will make instructional and

assessment decisions in conjunction with the LPAC.

Extracurricular Activities, Clubs, and Organizations (All Grade Levels)

Participation in school-sponsored activities is an excellent way for a student to develop talents,

receive individual recognition, and build strong friendships.

Some extracurricular activities may include off-campus events. Students are required to use

transportation provided by the district to and from the events. Exceptions may only be made

with the approval of the activity’s coach or sponsor. [See

Transportation on page 103.]

Eligibility for many of these activities is governed by state law and the rules of the University

Interscholastic League (UIL), a statewide association overseeing interdistrict competition. If a

student is involved in an academic, athletic, or music activity governed by UIL, the student and

parent are expected to know and follow all rules of the UIL organization. Students and parents

can access the UIL Parent Information Manual at

UIL Parent Information Manual. A hard copy

can be provided by the coach or sponsor of the activity on request.

To report alleged noncompliance with required safety training or an alleged violation of safety

rules required by law and the UIL, please contact the curriculum division of TEA at (512)

463-9581 or

[email protected].

[See UIL Texas for additional information on all UIL-governed activities.]

Student safety in extracurricular activities is a priority of the district. Parents are entitled to

review the district’s records regarding the age of each football helmet used by the campus,

including when a helmet has been reconditioned.

Generally, a student who receives a grade below 70 at the end of a grading period in any

academic class may not participate in extracurricular activities for at least three school

weeks.

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However, if a student receives a grade below 70 at the end of a grading period in an Advanced

Placement (AP) or International Baccalaureate (IB) course, or an honors or dual credit course in

English language arts, mathematics, science, social studies, economics, or languages other

than English, the student remains eligible with a grade of 60 and above in the class described

for participation in all extracurricular activities.

If a student is enrolled in a state-approved course that requires demonstration of the mastery of

an essential knowledge and skills in public performance and the student receives a grade below

70 in any course at the end of the grading period, the student may participate in a performance

so long as the general public is invited.

If a student is enrolled in a state-approved music course that participates in UIL Concert and

Sight-reading Evaluation, and the student receives a grade below 70 in any course at the end

of a grading period, the student may perform with the ensemble during the UIL evaluation

performance but is ineligible for other extracurricular activities for at least three weeks.

In addition, the following applies to all extracurricular activities:

● A student who receives special education services and who fails to meet the

standards in the individualized education program (IEP) may not participate for at

least three school weeks.

● An ineligible student may practice or rehearse but may not participate in

any competitive activity.

● An absence for participation in an activity that has not been approved will

be considered an unexcused absence.

Standards of Behavior

Sponsors of student clubs and performing groups such as the band, choir, and drill and athletic

teams may establish standards of behavior—including consequences for misbehavior—that are

stricter than those for students in general. If a violation is also a violation of school rules, the

consequences specified by the Student Success Guide or by board policy will apply in addition

to any consequences specified by the organization’s standards of behavior.

Offices and Elections

Certain clubs, organizations, and performing groups will hold elections for student officers.

Contact campus for these activity options.

Fees (All Grade Levels)

Basic educational program materials are provided at no charge to a student. However, a student

is expected to provide his or her own supplies, such as pencils, paper, erasers, and notebooks.

A student may also be required to pay certain other costs, fees, or deposits, including:

● Materials for a class project that the student will keep.

● Membership dues in voluntary clubs or student organizations.

● Admission fees to extracurricular activities.

● Security deposits.

● Personal physical education and athletic equipment and apparel.

● Voluntarily purchased pictures, publications, class rings, yearbooks,

graduation announcements, etc.

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● Voluntarily purchased student health and accident insurance.

● Musical instrument rental and uniform maintenance, when uniforms are provided

by the district.

● Personal apparel used in extracurricular activities that becomes the property of the

student.

● Parking fees and student identification cards.

● Fees for lost, damaged, or overdue library books.

● Fees for driver training courses.

● Fees for optional courses offered for credit that require use of facilities not

available on district premises.

● Summer school for courses that are offered tuition-free during the regular school

year.

● A reasonable fee for providing transportation to a student who lives within two

miles of the school. [See

Buses and Other School Vehicles on page 103.]

● A maximum fee of $50 for an educational program outside of regular school hours

for a student who has lost credit or has not been awarded a final grade because of

absences and whose parent chooses the program for the student to meet the 90

percent attendance requirements. The fee will be charged only if the parent or

guardian signs a district-provided request form.

● In some cases, a fee for a course taken through the Texas Virtual School Network

(TXVSN).

Any required fee or deposit may be waived if the student and parent are unable to pay.

Application for such a waiver may be made to the campus principal. [See policy

FP for more

information.]

Fundraising (All Grade Levels)

Student groups or classes and/or parent groups may be permitted to conduct fundraising

drives for approved school purposes in accordance with administrative regulations. [See

policies

FJ and GE for more information.]

Gang-Free Zones (All Grade Levels)

Certain criminal offenses, including gang-related crimes, will be enhanced to the next-highest

category of offense if they are committed in a gang-free zone. Gang-free zones include a school

bus and any location in, on, or within 1,000 feet of any district-owned or leased property or

campus playground.

Gender-Based Harassment

[See Dating Violence, Discrimination, Harassment, and Retaliation on page 51.]

Grade-Level Classification (Grades 9–12 Only)

After the ninth grade, students are classified according to the number of credits earned toward

graduation.

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Credits Earned

Classification

5 – 9.5

Grade 10 (Sophomore)

10 – 14.5

Grade 11 (Junior)

15

Grade 12 (Senior)

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Grading Guidelines (All Grade Levels)

Approved grading guidelines for each grade level or course will be communicated to students

and their parents by the classroom teacher. These guidelines establish:

● The minimum number of assignments, projects, and examinations required for

each grading period;

● How the student’s mastery of concepts and achievement will be communicated (i.e.,

letter grades, numerical averages, checklist of required skills, etc.);

● Circumstances under which a student will be allowed to redo an assignment or

retake an examination the student originally failed; and

● Procedures for a student to follow after an absence.

[See Report Cards/Progress Reports and Conferences on page 90 for additional information

on grading guidelines.]

Graduation (Secondary Grade Levels Only)

Requirements for a Diploma

A student must meet the following requirements to receive a high school diploma from the

district:

● Complete the required number of credits established by the state and any additional

credits required by the district;

● Complete any locally required courses in addition to the courses mandated by the

state;

● Complete and submit a free application for federal student aid (FAFSA) or a Texas

application for state financial aid (TASFA);

● Achieve passing scores on certain end-of-course (EOC) assessments or approved

substitute assessments, unless specifically waived as permitted by state law; and

● Demonstrate proficiency, as determined by the district, in the specific communication

skills required by the State Board of Education (SBOE).

Testing Requirements for Graduation

Students are required, with limited exceptions and regardless of graduation program, to perform

satisfactorily on the following EOC assessments:

● English I,

● English II,

● Algebra I,

● Biology, and

● U.S. History.

A student who does not achieve a sufficient score will have opportunities to retake an

assessment.

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Austin ISD Student Handbook

State law allows a student to meet EOC requirements by substituting satisfactory performance

on norm-referenced national standardized assessments or on the state-developed assessment

used for entrance into Texas public universities. [See the school counselor for more information

on the state testing requirements for graduation.]

If a student fails to perform satisfactorily on an EOC assessment, the district will provide

remediation in the applicable content area. This may require the student’s participation outside

normal school operating times.

In limited circumstances, a student who fails to demonstrate proficiency on two or fewer of the

required assessments may still be eligible to graduate if an individual graduation committee,

formed in accordance with state law, unanimously determines that the student is eligible to

graduate.

[See Standardized Testing on page 99.]

Foundation Graduation Program

Every Texas public school student will graduate under the foundation graduation program. The

foundation graduation program features endorsements, which are paths of interest that include:

● Science, Technology, Engineering, and Mathematics (STEM);

● Business and Industry;

● Public Service;

● Arts and Humanities; and

● Multidisciplinary Studies.

Endorsements earned by a student will be noted on the student’s transcript.

A student can complete the foundation graduation program with a “distinguished level of

achievement,” which reflects the completion of at least one endorsement and Algebra II as one

of the required advanced mathematics credits.

A Personal Graduation Plan will be completed for each high school student, as described on

page 67.

State law prohibits a student from graduating solely under the foundation graduation program

without an endorsement unless, after the student’s sophomore year, the student and student’s

parent are advised of the specific benefits of graduating with an endorsement and submit written

permission to the school counselor for the student to graduate without an endorsement. A

student who wishes to attend a four-year university or college after graduation must carefully

consider whether graduation under the foundation program without an endorsement will satisfy

the admission requirements of the student’s desired college or university.

A student graduating under the foundation graduation program can also earn performance

acknowledgments on his or her transcript. Performance acknowledgments are available for

outstanding performance in bilingualism and biliteracy, in a dual credit course, on an AP or IB

examination, on certain national college preparatory and readiness or college entrance

examinations, or for earning a license or certificate recognized at the state, national, or

international level. The school counselor can provide more information about these

acknowledgments.

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Austin ISD Student Handbook

A student is not required to complete an Algebra II course to graduate under the foundation

graduation program, and the district will annually notify a student’s parent of this fact. However,

not taking Algebra II will make a student ineligible for automatic admission to four-year public

universities and colleges in Texas and for certain financial aid and grants while attending those

institutions.

A school district will permit a student to satisfy the curriculum requirements for graduation under

the foundation program with the distinguished level of achievement, including an endorsement,

by successfully completing courses in the core curriculum of a public Texas institution of higher

education. Please see your counselor for more information.

Credits Required

The foundation graduation program requires completion of the following credits:

Course

Area

Number of Credits:

Foundation

Graduation Program

Number of Credits:

Foundation Graduation

Program with an

Endorsement

English/Language Arts

4

Mathematics

3

4

Science

3

4

Social Studies, including Economics

3

Physical Education

1

Languages other than English

2

Fine Arts

1

Electives

4.5

6.5

Total

22 credits

26 credits

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Austin ISD Student Handbook

Additional considerations apply in some course areas, including:

● Mathematics. To obtain the distinguished level of achievement under the foundation

graduation program, a student must complete an endorsement and take Algebra II

as one of the 4 mathematics credits. A student’s completion of the distinguished level

of achievement is a requirement to be considered for automatic admission to a Texas

four-year college or university and will be included on a student’s transcript.

● Physical education. A student who is unable to participate in physical activity due

to a disability or illness may be able to substitute a course in English language arts,

mathematics, science, social studies, or another locally determined credit-bearing

course for the required credit of physical education. This determination will be made

by the student’s ARD committee, Section 504 committee, or other campus

committee, as applicable.

● Languages other than English. Students are required to earn 2 credits in the same

language other than English to graduate.

● A student may satisfy one of the two required credits by successfully completing in

elementary school a dual language immersion program or a course in American

Sign Language.

● In limited circumstances, a student may be able to substitute this requirement with

other courses, as determined by a district committee authorized by law to make

these decisions for the student.

Available Endorsements

A student must specify an endorsement he or she wishes to pursue by the end of the 10th grade

year.

Financial Aid Application Requirement

Before graduating from high school, each student must complete and submit an application for

financial aid for post-secondary education. Students must complete and submit either a free

application for federal student aid (FAFSA) or a Texas application for state financial aid (TASFA).

A student is not required to complete and submit a FAFSA or TASFA if:

● The student’s parent submits a form provided by the district indicating that the parent

authorizes the student to opt out;

● A student who is 18 years of age or older or a legally independent minor submits a

form provided by the district indicating that the student opts out; or

● A school counselor authorizes the student to opt out for good cause.

Please contact the school counselor for more information.

To confirm that a student has completed and submitted a TASFA, the student must submit one of

the following:

● A screenshot that includes the processed date field of the FAFSA ApplyTexas

Counselor Suite

● Notification, such as a copy of an email, from the United States Department of

Education verifying completion of the FAFSA

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● A copy or screenshot of the FAFSA acknowledgment page

● A screenshot of the TASFA submission acknowledgment page (from those institutions

that offer an electronic form)

● An acknowledgment receipt from an institution of higher education (IHE)

● A copy of a financial aid award letter from an IHE

Personal Graduation Plans

A personal graduation plan will be developed for each high school student.

The district encourages all students to pursue a personal graduation plan that includes the

completion of at least one endorsement and to graduate with the distinguished level of

achievement. Attainment of the distinguished level of achievement is a requirement for a

student to be considered for automatic admission to a public four-year college or university

in Texas, depending on his or her rank in class.

The school will review personal graduation plan options with each student entering grade 9 and

his or her parents/caregivers. Before the end of grade 9, a student and his or her

parents/caregivers will be required to sign off on a personal graduation plan that promotes

college and workforce readiness, promotes career placement and advancement, and facilitates

the transition from secondary to postsecondary education.

The student’s personal graduation plan will outline an appropriate course sequence based on

the student’s choice of endorsement.

Please review the TEA Graduation Toolkit.

A student may, with parental permission, amend his or her personal graduation plan after

the initial confirmation.

Available Course Options for All Graduation Programs

Each spring, the district will update students on the courses required or offered in each

curriculum area so students can enroll for the upcoming school year.

Note: The district may require the completion of certain courses for graduation even if these

courses are not required by the state for graduation.

Not all courses are offered at every secondary campus in the district. A student who wants to

take a course not offered at his or her regular campus should contact the school counselor

about student sharing, a transfer or other alternatives. If the parents of at least 22 students

request a transfer for a course in the required curriculum other than fine arts or career and

technical education (CTE), the district will offer the course the following year either by

teleconference or at the school from which the transfers were requested.

Certificates of Coursework Completion

A certificate of coursework completion will not be issued to a student who has

successfully completed state and local credit requirements for graduation but has not yet

demonstrated satisfactory performance on the state-mandated tests required for

graduation.

Students with Disabilities

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Upon the recommendation of the admission, review, and dismissal (ARD) committee, a student

with a disability who receives special education services may be permitted to graduate under

the provisions of his or her individualized education program (IEP) and in accordance with

state rules.

A student who receives special education services and has completed four years of high

school but has not met the requirements of his or her IEP may participate in graduation

ceremonies and receive a certificate of attendance. The student may then remain enrolled to

complete the IEP and earn his or her high school diploma but will only be allowed to participate

in one graduation ceremony.

[See policy FMH(LEGAL) for more information.]

ARD committees will make instructional and assessment decisions for students with disabilities

who receive special education services in accordance with state law. A student who receives

special education services may earn an endorsement under the foundation program. If the

student’s curriculum requirements for the endorsement were modified, the student’s ARD

committee will determine whether the modified curriculum is sufficiently rigorous to earn the

endorsement. The ARD committee must also determine whether the student must perform

satisfactorily on any end-of-course assessment to earn an endorsement.

Participation in Commencement Ceremonies

Students must meet all state and local graduation requirements, including passing all exit-level

exams, to be eligible to participate in commencement ceremonies. Special Education students

who have completed academic requirements, but not their IEP can participate in the ceremony,

but will receive an attendance certificate instead of a diploma. A student who is subject to

mandatory removal for disciplinary reasons during the final three weeks of the school year

immediately preceding graduation shall not be allowed to participate in the graduation ceremony

and related graduation activities.

Graduation Speakers

Certain graduating students will be given an opportunity to speak at graduation ceremonies.

A student must meet local eligibility criteria, which may include requirements related to student

conduct, to have a speaking role. Students eligible for speaking roles will be notified by the

principal and given an opportunity to volunteer.

[See the Student Success Guide and policy FNA (LOCAL) for more information.] [For

student speakers at other school events, see

Student Speakers on page 100.]

Graduation Expenses

Because students and parents will incur expenses to participate in the traditions of graduation—

such as the purchase of invitations, senior ring, cap and gown, and senior picture—both the

student and parent should monitor progress toward completion of all requirements for graduation.

The expenses often are incurred in the junior year or first semester of the senior year. [See

Fees

on page 60.]

Scholarships and Grants

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Students who have a financial need according to federal criteria and who complete the

foundation graduation program may be eligible under the TEXAS Grant Program, Teach for

Texas Grant Program, and Future Texas Teachers Scholarship Program for scholarships and

grants toward tuition and fees to Texas public universities, community colleges, and technical

schools, as well as to private institutions. Certain students who graduate early may also be

eligible for the Texas First Scholarship Program.

Contact the school counselor for information about other scholarships and grants available to

students.

Harassment and Bullying

[See Dating Violence, Discrimination, Harassment, and Retaliation on page 51.]

The district believes that all students learn best in an environment free from dating violence,

discrimination, harassment and retaliation and that their welfare is best served when they are

free from this prohibited conduct while attending school. Students are expected to treat other

students and district employees with courtesy and respect, to avoid behaviors known to be

offensive and to stop those behaviors when asked or told to stop. District employees are

expected to treat students with courtesy and respect.

The board has established policies and procedures to prohibit and promptly respond to

inappropriate and offensive behaviors that are based on a person’s race, color, religion, sex,

gender, gender identity, gender expression, sexual orientation, national origin, disability, age,

immigration status or any other basis prohibited by law. [See policy

FFH.]

Upon receiving a report of prohibited conduct as defined by policy FFH, the district will

determine whether the allegations, if proven, would constitute prohibited conduct as defined by

that policy. If not, the district will refer to policy

FFI to determine if the allegations, if proven,

would constitute bullying, as defined by law and that policy. If the alleged prohibited conduct, if

proven, would constitute prohibited conduct and would also be considered bullying as defined

by law and policy

FFI, an investigation of bullying will also be conducted.

To the extent possible, the district will respect the privacy of the student; however, limited

disclosures may be necessary to conduct a thorough investigation and to comply with the law.

Allegations of prohibited conduct, which includes dating violence, discrimination, harassment

and retaliation, will be promptly investigated.

During the investigation and when appropriate, the district will take interim action to address the

alleged prohibited conduct.

If the district’s investigation indicates that prohibited conduct occurred, appropriate disciplinary

action and, in some cases, corrective action will be taken to address the conduct. The district

may take disciplinary and corrective action even if the conduct that is the subject of the

complaint was not unlawful.

Hazing (All Grade Levels)

Hazing is defined as an intentional, knowing, or reckless act, on or off campus, by one person

alone or acting with others, directed against a student for the purpose of pledging, initiation into,

affiliation with, holding office in, or maintaining membership in a student organization if the act

meets the elements in Education Code 37.151, including:

● Any type of physical brutality;

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Austin ISD Student Handbook

● An activity that subjects the student to an unreasonable risk of harm or that adversely

affects the student’s mental or physical health, such as sleep deprivation, exposure to

the elements, confinement to small spaces, calisthenics, or consumption of food, liquids,

drugs, or other substances;

● An activity that induces, causes, or requires the student to perform a duty or task

that violates the Penal Code; and

● Coercing a student to consume a drug or alcoholic beverage in an amount that

would lead a reasonable person to believe the student is intoxicated.

The district will not tolerate hazing. Disciplinary consequences for hazing will be in accordance

with the Student Code of Conduct. It is a criminal offense if a person engages in hazing; solicits,

encourages, directs, aids, or attempts to aid another in hazing; or has firsthand knowledge of an

incident of hazing being planned or having occurred and fails to report this to the principal,

superintendent, or law enforcement official.

[See Bullying on page 35 and policies FFI and FNCC for more information.]

Health—Physical and Mental

Illness (All Grade Levels)

When your child is ill, please contact the school to let us know he or she will not be

attending that day.

State rules require schools to exclude students with certain illnesses from school for certain

periods of time. For example, if a child has a fever over 100 degrees, he or she must stay out of

school until fever-free for 24 hours without use of fever-reducing medications. Students with

diarrheal illnesses must stay home until they are diarrhea-free without using diarrhea-vomiting

suppressing medications for 24 hours.

A full list of conditions for which the school must exclude children can be obtained from the

school nurse.

If a student becomes ill during the school day, and the school nurse determines that the child

should go home, the nurse will contact the parent.

The district is required to report certain contagious (communicable) diseases or illnesses to the

Texas Department of State Health Services (TDSHS) or our local/regional health authority. The

school nurse can provide information from TDSHS on these notifiable conditions.

The school nurse is available to answer any questions for parents who are concerned about

whether or not their child should stay home.

Immunization (All Grade Levels)

A student must be fully immunized against certain diseases or must present a certificate or

statement that, for medical reasons or reasons of conscience, including a religious belief, the

student will not be immunized.

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For exemptions based on reasons of conscience, only official forms issued by the Texas

Department of State Health Services (DSHS), Immunization Branch, can be honored by the

district. The form cannot be copied, the original document must be presented to the school

nurse, before admission to school. Parents/Guardians are encouraged to order the maximum

amount of forms, as different entities may request an original. This form may be obtained by

writing the DSHS Immunization Branch (MC 1946), P.O. Box 149347, Austin, Texas

78714-9347; or online at

Affidavit Request for Exemption from Immunization. The form must

be notarized and submitted to the principal or school nurse within 90 days of notarization. If the

parent is seeking an exemption for more than one student in the family, a separate form must

be provided for each student.

The immunizations required are:

● Diphtheria, tetanus, and pertussis;

● Rubeola (measles), mumps, and rubella;

● Polio;

● Hepatitis A;

● Hepatitis B;

● Varicella (chicken pox); and

● Meningococcal.

The school nurse can provide information on immunization requirements. Proof of immunization

may be established by personal records from a licensed physician or public health clinic with a

signature or rubber-stamp validation.

If a student should not be immunized for medical reasons, the student or parent must present a

certificate signed by a U.S. registered and licensed physician stating that, in the doctor’s

opinion, the immunization required is medically contraindicated or poses a significant risk to the

health and well-being of the student or a member of the student’s family or household. This

certificate must be renewed yearly unless the physician specifies a lifelong condition.

As noted at Bacterial Meningitis on page 76, entering college students must also, with limited

exception, furnish evidence of having received a bacterial meningitis vaccination within the five

years prior to enrolling in and attending classes at an institution of higher education. A student

wanting to enroll in a dual credit course taken off campus may be subject to this requirement.

[See the DSHS website: Texas School & Child Care Facility Immunization Requirements and

policy

FFAB(LEGAL) for more information.]

If immunizations are presented from a country outside the U.S, written in another language, they

must be transcribed by the public health or medical provider to show compliance with DSHS state

immunization laws to include dates with month/day/year and provider signature or stamp.

Lice (All Grade Levels)

Head lice is very common among children. Although not an illness or a disease, head lice

spread through head-to-head contact during play, sports, nap time, and when children share

things like brushes, combs, hats, and headphones.

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If careful observation indicates that a student has head lice, the school nurse will contact the

student’s parent to determine whether the student needs to be picked up from school and to

discuss a treatment plan. The nurse can also offer additional recommendations, including

subsequent treatments, how best to get rid of lice, and how to prevent their return.

The district will provide notice to parents of elementary school students in the affected

classroom without identifying the student with lice.

More information on head lice can be obtained from the DSHS website Managing Head Lice

in School Settings and at Home.

[See policy FFAA for more information.]

Medicine at School (All Grade Levels)

If a student must take medication during school hours, the student’s parent must provide the

medication. All medication, whether prescription or nonprescription, must be kept in the

nurse’s office and must be accompanied by a medical practitioner's written order and written

parent permission and be administered by the nurse or another authorized district

employee. A student may only self carry an asthma inhaler, EpiPen, or diabetic

supplies/medications. All other medications must be in the nurse’s office and accompanied

by written medical practitioners orders and parental consent. End of year medication return

policy is to notify parents to pick up any unused medications by the last day of school or

they will be disposed of.

The district will not purchase nonprescription medication to give to a student. District employees

will not give a student prescription medication, nonprescription medication, herbal substances,

anabolic steroids, or dietary supplements, except those authorized employees, in accordance

with policy

FFAC, may administer:

● Prescription medication in the original, properly labeled container, provided by the

parent, along with a written request. All medications must have a valid medical

practitioner's signed and dated medical order accompanying the medication.

● Nonprescription medication in the original, properly labeled container, provided by the

parent along with a written request. All medications must be accompanied by a U.S.

Medical Provider’s written order. Note: Insect repellant is considered a

nonprescription medication. All medications must have a valid medical practitioner's

signed and dated medical order accompanying the medication.

● Herbal or dietary supplements provided by the parent only if required by the student’s

individualized education program (IEP) or Section 504 plan for a student with

disabilities.

An elementary or secondary student may possess and self-apply sunscreen to avoid

overexposure to the sun. An elementary student’s teacher or other district personnel will apply

sunscreen to the student’s exposed skin if the student brings the sunscreen to school and asks

for help applying it. If a secondary student needs assistance with sunscreen application, please

address the need with the school nurse.

Whether a student is at the elementary or secondary level, if sunscreen needs to be

administered to treat any type of medical condition, this should be handled through

communication with the school nurse so that the district is made aware of any safety and

medical issues.

Asthma and Severe Allergic Reactions

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A student with asthma or severe allergic reaction (anaphylaxis) may possess and use

prescribed asthma or anaphylaxis medication at school or school-related events only if he or

she has written authorization from his or her parent and a physician or other licensed health

-

care provider. The student must also demonstrate to his or her health-care provider and the

school nurse the ability to use the prescribed medication, including any device required to

administer the medication.

If the student has been prescribed asthma or anaphylaxis medication for use during the school

day, the student and parents should discuss this with the school nurse or principal.

See also Food Allergies on page 77.

Unassigned Epinephrine Auto-injectors and Narcan

In accordance with Chapter 38, Subchapter E of the Education Code, the board has adopted a

policy to allow authorized school personnel who have been adequately trained to administer an

unassigned epinephrine auto-injector to a person who is reasonably believed to be experiencing

a severe allergic reaction (anaphylaxis), as well as Narcan for possible Fentanyl overdose.

An “unassigned epinephrine auto-injector” is an epinephrine auto-injector prescribed by an

authorized health-care provider in the name of the school issued with a non-patient-specific

standing delegation order for the administration of an epinephrine auto-injector.

Epinephrine auto-injectors include brand-name devices such as EpiPens®.

Authorized and trained individuals may administer an epinephrine auto-injector at any time to a

person experiencing anaphylaxis on a school campus.

The district will ensure that at each campus a sufficient number of school personnel are trained to

administer epinephrine and Narcan so that at least one trained individual is present on campus

during regular school hours and whenever school personnel are physically on site for

school-sponsored activities.

For additional information, see FFAC(LOCAL).

Unassigned Opioid Antagonists

In accordance with Chapter 38, Subchapter E of the Education Code, the board has adopted a

policy to allow authorized and trained school personnel and/or school volunteers at each campus

to administer an opioid antagonist, such as Narcan or Naloxone, to an individual who is

reasonably believed to be experiencing an opioid-related drug overdose.

One or more authorized and trained individuals will be present on each campus subject to this

policy during regular school hours.

Steroids (Secondary Grade Levels Only)

State law prohibits students from possessing, dispensing, delivering, or administering an

anabolic steroid. Anabolic steroids are for physician-prescribed medical use only.

Bodybuilding, muscle enhancement, or the increase of muscle bulk or strength through the use

of an anabolic steroid or human growth hormone by a healthy student is not a valid medical use

and is a criminal offense.

Mental Health Support (All Grade Levels)

The district has implemented programs to address the following mental health, behavioral

health, and substance abuse concerns:

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● Mental health promotion and early intervention;

● Building skills to manage emotions, establish and maintain positive relationships,

and engage in responsible decision-making;

● Substance abuse prevention and intervention;

● Suicide prevention, intervention, and post intervention (interventions after a

suicide in a community);

● Grief, trauma, and trauma-informed care;

● Positive behavior interventions and supports;

● Positive youth development; and

● Safe, supportive, and positive school climates.

If you have questions or concerns about your child’s mental health, contact your child’s school

counselor and ask for information about District and community resources; or dial 211 (United

Way Capital Area, available 24/7).

State-wide and national informational resources include the following:

● National Institute of Mental Health (NIMH).

● National Alliance on Mental Illness (NAMI), 512-693-2000; 1-800-633-3760. ·

● American Foundation for Suicide Prevention; crisis line: 1-800-273-TALK (8255); crisis

text line: Text “TALK” to 741741; information line: 1-888-333-AFSP (2377).

If a student has been hospitalized or placed in residential treatment for a mental health condition

or substance abuse, the district has procedures to support the student’s return to school. Please

contact your child’s school counselor for further information.

Teachers and other district employees may discuss a student’s academic progress or behavior

with the student’s parents or another employee as appropriate; however, they are not permitted

to recommend use of psychotropic drugs. A psychotropic drug is a substance used in the

diagnosis, treatment, or prevention of a disease or as a component of a medication that is

intended to alter perception, emotion, mood, or behavior.

A district employee who is a registered nurse, an advanced nurse practitioner, a physician, or a

certified or credentialed mental health professional can recommend that a student be

evaluated by an appropriate medical practitioner, if appropriate. [See policy

FFEB for more

information.]

For related information, see:

● Consent to Conduct a Psychological Evaluation or Provide a Mental Health Care

Service on

page 13 for the district’s procedures for recommending a mental health

intervention and the mental health liaison’s contact information.

● Counseling on page 45 for the district’s comprehensive school counseling program.

● Physical and Mental Health Resources on page 73 for campus and community mental

and physical health resources; and

● Policies and Procedures that Promote Student Physical and Mental Health on page

73 for board-adopted policies and administrative procedures that promote student

health.

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Physical Activity Requirements

Elementary School

The district will ensure that students in full-day prekindergarten–grade 5 engage in moderate or

vigorous physical activity for at least 30 minutes per day or 135 minutes per week. In addition,

students receive 30 minutes of unstructured time (Recess) daily with their classroom teacher.

Prekindergarten students will receive 30 minutes of daily physical education and 30 minutes of

recess which will be provided by their classroom teachers or PreK TAs. These physical activity

requirements are in accordance with policies at

EHAB, EHAC, EHBG, and FFA.

For additional information on the district’s elementary school student physical activity programs

and requirements, please see the principal or visit the Health and Physical Education Website at

Austin ISD PE Health.

Middle School

The district will ensure that students in middle or junior high school will engage in at least 225

minutes of moderate or vigorous physical activity within each two-week period for four

semesters. Students may substitute general physical education with Athletics, Dance, JROTC,

or Off-Campus PE. Students must enroll in one of these courses for two semesters in 6th grade

and at least one semester in 7th and 8th grade. These requirements are in accordance with

policies at

EHAB, EHAC, EHBG, and FFA.

For additional information on the district’s middle school student physical activity programs and

requirements, please see the campus principal.

Temporary Restriction from Participation in Physical Education

Students who are temporarily restricted from participation in physical education will not actively

participate in skill demonstration but must remain in class to learn the concepts of the lessons.

In addition, The Restricted Physical Activity Student Report Form must be completed by a

member of the healing arts licensed to practice in Texas. The form is located on the Health and

Physical Education website at

Austin ISD PE Health.

Physical Fitness Assessment (Grades 3–12)

Annually, the district will conduct a physical fitness assessment of students in grades 3–12 who

are enrolled in a physical education course or a course for which physical education credit is

awarded. Students complete this assessment one time per year or semester test.

Please contact your child’s Physical Education teacher if you have any additional questions.

Students may be exempted from one or all of the assessments. To be exempted, a member of

the healing arts licensed to practice in Texas must complete the Restricted Physical Active

Student Report. The form is located at

Austin ISD PE Health.

Physical Health Screenings / Examinations

Athletics Participation (Secondary Grade Levels Only)

For certain extracurricular activities, a student must submit certification from an authorized

health-care provider. The certification must state that the student has been examined and is

physically able to participate in the relevant program, including:

● A district athletics program.

● District marching band.

● District dance team and/or drill team

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● Any district extracurricular program identified by the superintendent. This examination is

required to be submitted annually to the district.

Students should be aware of the rare possibility of sudden cardiac arrest, which in athletes is

usually caused by a previously unsuspected heart disease or disorder. A student may request an

electrocardiogram (ECG or EKG) to screen for such disorders, in addition to his or her required

physical examination.

See the UIL’s explanation of sudden cardiac arrest for more information.

Spinal Screening Program

School-based spinal screening helps identify adolescents with abnormal spinal curvature at an

early stage, when the curve is mild and may go unnoticed. Early detection is key to controlling

spinal deformities. Spinal screening is non-invasive and conducted in accordance with the most

recent, nationally accepted and peer-reviewed standards. By signing acceptance of the Austin

ISD Student Handbook, the parent/guardian consents to these screening(s). Parents have the

right to refuse any health screening, and are required to notify the school nurse, and must

provide the results of the vision/hearing/spinal or acanthosis results from a medical practitioner.

All students who meet the Texas Department of State Health Services criteria will be screened

for abnormal spinal curvature before the end of the school year. As appropriate, students will be

referred for follow-up with their physician.

For information on spinal screening by an outside professional or exemption from spinal

screening based on religious beliefs, contact the superintendent or see policy

FFAA(LEGAL).

Other Examinations and Screenings (All Grade Levels)

Students are required to undergo a risk assessment of Acanthosis Nigricans (hyperinsulinemia)

at the same time the district screens students for hearing and vision issues or for abnormal spinal

curvatures. By signing acceptance of the Austin ISD Student Handbook, the parent/guardian

consents to these screening(s). Parents have the right to refuse any health screening, and are

required to notify the school nurse, and must provide the results of the vision/hearing/spinal or

acanthosis results from a medical practitioner.

[See policy FFAA for more information.]

Special Health Concerns (All Grade Levels)

Bacterial Meningitis (All Grade Levels)

Please see the district’s website for information regarding meningitis.

Note: The Texas Department of State Health Services (DSHS) requires at least one

meningococcal vaccination on or after a student’s 11th birthday, unless the student received the

vaccine at age 10. Also note that entering college students must show, with limited exception,

evidence of receiving a bacterial meningitis vaccination within the five-year period prior to

enrolling in and taking courses at an institution of higher education. Please see the school nurse

for more information, as this may affect a student who wishes to enroll in a dual credit course

taken off campus.

[See Immunization on page 70.]

Diabetes

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In accordance with a student’s individual health plan for management of diabetes, a student with

diabetes will be permitted to possess and use monitoring and treatment supplies and equipment

while at school or at a school-related activity. See the school nurse or principal for information.

[See policy

FFAF(LEGAL) for more information.]

Food Allergies (All Grade Levels)

Parents should notify the district when a student has been diagnosed with a food allergy,

especially an allergy that could result in dangerous or life-threatening reactions either by

inhalation, ingestion, or skin contact with the particular food. It is important to disclose the food

to which the student is allergic as well as the nature of the allergic reaction. Please contact the

school nurse or campus principal if your child has a known food allergy or as soon as possible

after any diagnosis of a food allergy.

The district has developed and annually reviews a food allergy management plan, based on the

Texas Department of State Health Services’ (DSHS) “Guidelines for the Care of Students with

Food Allergies At-Risk for Anaphylaxis” found on the DSHS website at

Allergies and

Anaphylaxis.

When the district receives information that a student has a food allergy that puts the student at

risk for anaphylaxis, individual care plans will be developed to assist the student in safely

accessing the school environment. The district’s food allergy management plan can be

accessed using this

link.

[See Celebrations on page 39 and policy FFAF for more information.]

Seizures (All Grade Levels)

To address the care of a student with a seizure disorder while at school or participating in a

school activity, a parent may submit a seizure management and treatment plan to the district

before the beginning of the school year, upon enrollment of the student, or as soon as

practicable following diagnosis of a seizure disorder.

[See A Student with Physical or Mental Impairments Protected under Section 504 on

page 29 and contact the school nurse for more information.]

Tobacco and E-Cigarettes Prohibited (All Grade Levels and All Others on School

Property)

Students are prohibited from possessing or using any type of tobacco product, electronic

cigarette (e-cigarette), or any other electronic vaporizing device while on school property or

while attending an off-campus school-related activity.

The district and its staff strictly enforce prohibitions against the use of all tobacco products, e-

cigarettes, or any other electronic vaporizing device by students and all others on school

property and at school-sponsored and school-related activities. [See the Student Success

Guide and policies

FNCD and GKA for more information.]

Health-Related Resources, Policies, and Procedures

Physical and Mental Health Resources (All Grade Levels)

Parents and students in need of assistance with physical and mental health concerns may

contact the following campus and community resources:

● The district or campus nurse,

● Each campus professional school counselor,

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● The district or campus police 512-414-1703,

● The campus administration.

Policies and Procedures that Promote Student Physical and Mental Health (All Grade

Levels)

The district has adopted board policies that promote student physical and mental health.

(LOCAL) policies on the topics below can be found in the district’s policy manual, available by

searching the policies below using this

link.

● Food and nutrition management: CO, COA, COB

● Wellness and Health Services: FFA

● Physical Examinations: FFAA

● Immunizations: FFAB

● Medical Treatment: FFAC

● Communicable Diseases: FFAD

● School-Based Health Centers: FFAE

● Care Plans: FFAF

● Crisis Intervention: FFB

● Trauma-informed Care: FFBA

● Student Support Services: FFC

● Student Safety: FFF

● Child Abuse and Neglect: FFG

● Freedom from Discrimination, Harassment, and Retaliation: FFH

● Freedom from Bullying: FFI

In addition, the Austin ISD Strategic Plan details the district’s strategies to improve student

performance through evidence-based practices that address physical and mental health.

Please visit our website at Austin ISD Strategic Plan for further information regarding these

procedures and access to the Austin ISD Strategic Plan.

School Health Advisory Council (SHAC) (All Grade Levels)

During the preceding school year, the district’s School Health Advisory Council (SHAC) holds

meetings. Additional information regarding the district’s SHAC is available from the SHAC

website.

[See Human Sexuality Instruction on page 16 and policies BDF and EHAA for more

information.]

Student Wellness Policy/Wellness Plan (All Grade Levels)

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To encourage healthy habits in our students, the district has developed a board-adopted

wellness policy at

FFA(LOCAL) and corresponding plans and procedures to implement it. You

are encouraged to contact the

Austin ISD Department of Health Services at

[email protected] with questions about the content or implementation of the district’s

wellness policy and plan.

Homework (All Grade Levels)

Teachers may assign homework for students to complete as part of their coursework and may

grade the work to include it in the calculation of the grade for the class. Homework is typically

assigned after a standard is taught to reinforce or extend learning, provide extra practice or as a

form of assessment. However, homework may also be assigned before a standard is taught to

generate interest in the topic for the student. Concerns about the length, content or purpose of a

homework assignment should be directed to the teacher. After consultation with the teacher,

additional concerns about homework assignments should be addressed with the principal.

Law Enforcement Agencies (All Grade Levels)

Questioning of Students

When law enforcement officers or other lawful authorities wish to question or interview a student

at school, the principal will cooperate fully regarding the conditions of the interview, including

without parental consent, if necessary, if it is part of a child abuse investigation. In other

circumstances, the principal will:

● Verify and record the identity of the officer or other authority and ask for an

explanation of the need to question the student at school.

● Ordinarily make reasonable efforts to notify the parents, unless the interviewer

raises what the principal considers to be a valid objection.

● Ordinarily be present for the questioning or interview, unless the interviewer raises

what the principal considers to be a valid objection.

Students Taken into Custody

State law requires the district to permit a student to be taken into legal custody:

● To comply with an order of the juvenile court.

● To comply with the laws of arrest.

● By a law enforcement officer if there is probable cause to believe the student

has engaged in delinquent conduct or conduct in need of supervision.

● By a law enforcement officer to obtain fingerprints or photographs for comparison

in an investigation.

● By a law enforcement officer to obtain fingerprints or photographs to establish a

student’s identity where the child may have engaged in conduct indicating a need for

supervision, such as running away.

● By a probation officer if there is probable cause to believe the student has violated

a condition of probation imposed by the juvenile court.

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● By an authorized representative of Child Protective Services (CPS), Texas

Department of Family and Protective Services (DFPS), a law enforcement officer, or

a juvenile probation officer, without a court order, under the conditions set out in the

Family Code relating to the student’s physical health or safety.

● To comply with a properly issued directive from a juvenile court to take a student

into custody.

Before a student is released to a legally authorized person, the principal will verify the person’s

identity and, to the best of his or her ability, will verify the person’s authority to take custody of

the student.

The principal will immediately notify the superintendent and will attempt to notify the parent,

unless the legally authorized person raises what the principal considers to be a valid objection

to notifying the parents. Because the principal does not have the authority to prevent or delay a

student’s release to a legally authorized person, any notification will most likely be after the fact.

Notification of Law Violations

The district is required by state law to notify:

● All instructional and support personnel who have responsibility for supervising a student

who has been taken into custody, arrested, or referred to the juvenile court for any felony

offense or for certain misdemeanors.

● All instructional and support personnel who have regular contact with a student who is

thought to have committed certain offenses or who has been convicted, received

deferred prosecution, received deferred adjudication, or was adjudicated for delinquent

conduct for any felony offense or certain misdemeanors.

● All appropriate district personnel regarding a student who is required to register as a

sex offender.

[See policy FL(LEGAL) for more information.]

Leaving Campus (All Grade Levels)

Student attendance is crucial. Appointments should be scheduled outside of school hours if

possible. Absent extenuating circumstances, students will not regularly be released before

the end of the school day.

Parental consent is required before any student leaves campus for any part of the school

day.

For students in elementary and middle school, a parent or authorized adult must come to the

office and show identification to sign the student out. A campus representative will ask the

student to report to the office. For safety purposes and stability of the learning environment, we

cannot allow any unescorted adult to go to the classroom or other area to pick up the student.

If the student returns to campus the same day, the parent or authorized adult must sign the

student back in through the main office upon the student’s return. Documentation regarding the

reason for the absence will also be required.

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The same process applies to students in high school. If the student’s parent authorizes the

student to leave campus unaccompanied, a note provided by the parent must be submitted to

the main office no later than two hours prior to the student’s need to leave campus. A phone

call from the parent may be accepted, but the school may ultimately require a note for

documentation purposes. The student must sign out through the main office and sign in upon

his or her return if the student returns the same day.

If a student becomes ill during the school day and the school nurse or other district personnel

determines that the student should go home, the nurse will contact the student’s parent and

document the parent’s wishes regarding release from school.

Unless the parent directs district personnel to release the student unaccompanied, the parent or

other authorized adult must follow the sign-out procedures listed above. If a student is permitted

by his or her parent to leave campus unaccompanied, the nurse will document the time of day

the student was released. Under no circumstances will a student in elementary or middle school

be released unaccompanied.

If a student is 18 years of age or is an emancipated minor, the student may sign him- or herself

out of school. Documentation regarding the reason for the absence will be required.

At Any Other Time during the School Day

Students are not authorized to leave campus during regular school hours for any other reason,

except with the permission of the principal.

Students who leave campus in violation of these rules will be subject to disciplinary action in

accordance with the Student Success Guide.

Lost and Found (All Grade Levels)

A lost and found collection box is located in the campus office. A student who loses an item

should check the lost and found box. The district discourages bringing personal items of high

monetary value to school, as the district is not responsible for lost or stolen items. The campus

will dispose of lost and found items at the end of each semester.

Makeup Work

Makeup Work Because of Absence (All Grade Levels)

A teacher may assign makeup work to a student who misses class based on instructional

objectives and the needs of the student in mastering the essential knowledge and skills

or meeting subject or course requirements.

The student will be responsible for obtaining and completing the makeup work within the time

specified by the teacher. [See Policy

FEC(LOCAL).]

The student is encouraged to speak with his or her teacher if the student knows of an absence

ahead of time so that the teacher and student may plan any makeup work. Please remember

the importance of student attendance at school and that, even though absences may be

excused or unexcused, all absences account for the 90 percent threshold regarding the state

laws surrounding “attendance for credit or final grade.” [See

Attendance for Credit or Final

Grade on page 33.]

A student involved in an extracurricular activity must notify his or her teachers ahead of time

about any absences.

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A student will be permitted to make up tests and turn in projects due in any class missed

because of absence. Teachers may assign a late penalty to any long-term project in accordance

with timelines approved by the principal and previously communicated to students.

DAEP Makeup Work

Elementary and Middle/Junior High School Grade Levels

Grades 9–12

If a high school student is enrolled in a foundation curriculum course at the time of removal to a

disciplinary alternative education program (DAEP), he or she will have an opportunity to

complete the course before the beginning of the next school year. The district may provide the

opportunity to complete the course through an alternative method, including a correspondence

course, another distance learning option, or summer school. The district will not charge the

student for any method of completion provided by the district. [See policy

FOCA(LEGAL) for

more information.]

In-School Suspension (ISS) and Out-of-School Suspension (OSS) Makeup Work (All

Grade Levels)

Alternative Means to Receive Coursework

While a student is in ISS or OSS, the district will provide the student with all course work for the

student’s foundation curriculum classes that the student misses as a result of the suspension.

Opportunity to Complete Courses

A student removed from the regular classroom to ISS or another setting, other than a DAEP, will

have an opportunity to complete before the beginning of the next school year each course the

student was enrolled in at the time of removal from the regular classroom. The district may

provide the opportunity by any method available, including a correspondence course, another

distance learning option, or summer school. The district will not charge the student for any

method of completion provided by the district. [See policy

FO(LEGAL) for more information.]

Nondiscrimination Statement (All Grade Levels)

In its efforts to promote nondiscrimination and as required by law, the district does not

discriminate on the basis of race, color, religion, sex, gender, gender identity, gender

expression, sexual orientation, national origin, age, disability, immigration status, or any other

basis prohibited by law in providing education services, activities, and programs, including

Career and Technical Education (CTE) programs. The district provides equal access to the Boy

Scouts and other designated youth groups.

In accordance with Title IX, the district does not and is required not to discriminate on the basis

of sex in its educational programs or activities. The requirement not to discriminate extends to

admission and employment. Inquiries about the application of Title IX may be referred to the

district’s Title IX Coordinator (see below), to the Assistant Secretary for Civil Rights of the

Department of Education, or both.

Other federal laws that prohibit discrimination include Title VI, Section 504, the Age

Discrimination Act, the Boy Scouts Act, and Title II.

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The district has designated and authorized the following employee as the Title IX Coordinator to

address concerns or inquiries regarding discrimination on the basis of sex, including sexual

harassment, sexual assault, dating violence, domestic violence, stalking, or gender-based

harassment: Julianne Gula, 4000 S. I-H 35 Frontage Rd., Austin, TX 78704; 512-414-5216.

Reports can be made at any time and by any person, including during non-business hours, by

mail, phone, or email (Complaint Form can be found

here). During district business hours,

reports may also be made in person. Upon the district receiving notice or an allegation of

sex-based harassment, the Title IX Coordinator will promptly respond in accordance with the

process described at

FFH(LOCAL).

The following district representative has been designated to address concerns or inquiries about

other kinds of discrimination:

● For concerns regarding discrimination on the basis of disability, see the

ADA/Section 504 Coordinator: Cherry Lee, 4000 S. I-H 35 Frontage Rd., Austin, TX

78704. 512-414-6620.

● For all other concerns regarding discrimination, see the campus principal or program

director.

[See policies FB, FFH, and GKD for more information.]

Non-traditional Academic Programs (All Grade Levels)

Diversified Education through Leadership, Technology and Academics (DELTA)

DELTA is an academic program available to students enrolled in each Austin ISD high school.

DELTA is an open-entry, open-exit program available at all traditional and alternative high

schools in the district. It employs individualized and self-paced instruction through the use of an

online web-based curriculum program. Its goal is to help students accrue or recover academic

credits and graduate from high school. Students are scheduled into a DELTA class by their

campus counselor

. Contact the school counselor for additional information on the program.

Homebound Program

Homebound Program provides home-based instructional services for students confined to home

or a hospital for medical reasons. A student qualifies if he/she is expected to be confined at

home or hospital bedside for four weeks and has a medical condition documented by a

physician licensed to practice in the U.S.

Pregnancy Related Services (PRS)

PRS provides a student, during pregnancy and after delivery, instructional support in order to

stay on track in their academic courses. Services are provided when a student is: (1) pregnant

and attending classes on a campus; (2) confined to home due to medical complications; and (3)

confined during the six weeks postpartum period.

Twilight Credit Recovery Program

Twilight provides all Austin ISD secondary students, grades 6 through 12, options for regaining

lost credits/grades/attendance. This program assists students who are at risk of dropping out, not

meeting grade promotion standards, and/or graduation requirements. Through Twilight, students

have the option to participate in a range of academic offerings either

virtually or on their home campus. Students may attend before school or after school on

Monday through Thursday or on Saturdays. For more information, contact the student's home

school counselor.

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Nutrition

District Nutrition Policy

All district campuses participate in the U.S. Department of Agriculture's (USDA) child nutrition

programs, including the National School Lunch Program (NSLP) and the School Breakfast

Program (SBP). Federal law requires that the district establish nutrition guidelines for foods and

beverages sold to students during the school day on each campus that promote student health

and reduce childhood obesity.

The district's nutrition guidelines are to ensure all foods and beverages sold or marketed to

students during the school day adhere to all federal regulations and guidance and are

designed to promote student health and reduce childhood obesity.

Foods and Beverages Sold

The district will comply with federal requirements for reimbursable meals. For other foods and

beverages sold to students during the school day, the district will comply with the federal

requirements for competitive foods. Competitive foods and beverages are not part of the regular

meal programs and occur through sales such as a la carte options or vending machines. For

purposes of this plan, these requirements will be referred to as "Smart Snacks" standards or

requirements. The following websites have information regarding meals and Smart Snacks

requirements:

● Nutrition Standards

● Smart Snacks

● Square Meals

No sale of competitive foods from any organization or vendor other than the district food service

department or approved vending machine contracts is permitted during the school day.

The district has also incorporated the following stricter standards that are not prohibited by

federal or state law:

● The sale of sodas or other caffeinated beverages to students is prohibited, with the

exception of coffee or tea provided at meal services on high school campuses.

● No preparation of food by deep-fat frying.

Exception

All campuses, prekindergarten–grade 12, will not be involved in the sale of food or beverages

for any fundraising activity during the school day. Fundraising activities that involve the sale of

food and/or beverages will take place outside the school day, which is defined as 30 minutes

before the first bell and after the last bell.

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Foods and Beverages

There are no federal or state restrictions for foods or beverages provided, but not sold, to

students during the school day. However, each school district must set its own standards.

The district will comply with state law, which allows a parent or grandparent to provide a food

product of his or her choice to classmates of the person's child or grandchild on the occasion of

the student's birthday or to children at a school-designated function. [See CO(LEGAL)]. Birthday

and/or school celebrations will not occur in the cafeteria during meal serving time. Such events

may take place at the end of the school day after the last scheduled class or after school. A

campus may develop additional guidelines concerning birthday celebrations, such as the

number of celebrations per month and certain time to celebrate, so as not to interfere with

instructional time.

In addition, the district has established the following local standards for foods and beverages

made available to students:

● All food and beverages provided to students will meet Smart Snack standards.

Healthy options—fruits, vegetables and water, for example—are preferred and

should be offered.

● Elementary school campuses may not allow food or beverages to be provided to

students at any time during the school day with the exception of a healthy snack

and water.

● Middle school campuses may not allow food or beverages to be provided to

students anywhere on campus 30 minutes before to 30 minutes after meal serving

times.

● High school campuses may not allow food or beverages to be provided to

students during mealtimes where meals are served or consumed.

● Foods and/or beverages will not be used as rewards for academic performance,

except when provided in a specific student's individualized education program (IEP)

or behavior intervention plan (BIP).

● Food should not be used for instructional purposes, unless the food is required for

teaching students about nutrition, gardening, the food system, or foods of different

cultures. If foods are used for instructional purposes, the foods may not be foods of

minimal nutritional value (FMNV) or candy at any time (including chocolate). Food

given during a classroom lesson is to be for a taste only, and not be in the place of a

meal provided during the student's breakfast or lunch period.

● Students may consume any food or beverage item that is provided by his/her

parent/guardian. [See policies

CO, FFA(LOCAL), and FFA(EXHIBIT).]

Vending Machines (All Grade Levels)

Capps Vending machines are provided by Healthy Vending by Helping Unite Mankind and

Nutrition (HUMAN). Healthy foods are provided in all vending machines district-wide for student

and staff access. There are no student accessible vending machines in elementary schools;

however, campuses may request a vending machine for the staff lounge by contacting the

vendor. In middle school, vending machines must be turned off during mealtimes. In high

school, vending machines located in areas where reimbursable meals are served and/or

consumed must be turned off during meal periods. [See policies at

CO and FFA.]

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Questions Related to Austin ISD’s Nutrition Policy

Can we have pizza parties and/or parties in which food is served during the school day?

Elementary schools may not allow food or beverages to be provided to students at any time

during the school day, with the exception of a healthy snack and water. Middle schools may not

allow food or beverages to be provided to students anywhere on campus 30 minutes before to

30 minutes after meal serving times. High schools may not allow food or beverages to be

provided to students during mealtimes where meals are served or consumed.

Are campuses required to adhere to the Wellness Policy for fundraising?

Yes. All campuses must adhere to the Wellness Policy as it relates to fundraising. No food or

beverages can be sold during the school day to raise funds. Campuses may have a non-food

fundraiser during the school day.

Can parents bring food to celebrate their child’s birthday?

Parents may bring items to celebrate their child's birthday; however, they cannot be provided to

students in the cafeteria during meal service times. Birthday food items may only be shared

after the last scheduled class of the day. Parents are encouraged to provide healthy snacks for

birthday celebrations.

Can a parent bring food for other students to consume during the school day?

No. A parent can only bring food and/or beverages for consumption by their child. A

parent cannot bring any food item to another child even with parent permission. A parent

can only provide food and/or beverage for their child.

Parent and Family Engagement (All Grade Levels)

Working Together

Experience and research tell us that a child succeeds in education with good communication

and a strong partnership between home and school. A family's involvement and engagement

in this partnership may include:

● Encouraging your child to put a high priority on education and working with your child

on a daily basis to make the most of the educational opportunities the school

provides.

● Ensuring that your child completes all homework assignments and special projects

and comes to school each day prepared, rested, and ready to learn.

● Becoming familiar with all your child’s school activities and with the academic

programs, including special programs, offered in the district.

● Discussing with the school counselor or principal any questions you may have about

the options and opportunities available to your child.

● Reviewing the requirements and options for graduation with your child in

middle school and again while your child is enrolled in high school.

● Monitoring your child’s academic progress and contacting teachers as needed. [See

Academic Counseling on page 48.]

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● Attending scheduled conferences and requesting additional conferences as needed.

To schedule a telephone or in-person conference with a teacher, school counselor,

or principal, please contact the school for an appointment. The teacher will usually

return your call or meet with you during his or her conference period or before or

after school. [See

Report Cards/Progress Reports and Conferences on page 90.]

● Becoming a school volunteer. [See Volunteers on page 105 and policy GKG for

more information.]

● Participating in campus parent organizations.

● Serving as a parent representative on the district-level or campus-level planning

committees that develop educational goals and plans to improve student

achievement. For further information, see policies

BQA and BQB, and contact

your school principal.

● Serving on the School Health Advisory Council (SHAC) and assisting the district in

aligning local community values with health education instruction and other

wellness issues. [See policies

BDF, EHAA, FFA for more information.]

● Being aware of the school’s ongoing bullying and harassment prevention efforts.

● Contacting school officials if you are concerned with your child’s emotional or mental

well-being.

● Attending board meetings to learn more about district operations. [See policies BE

and BED for more information.]

Parking and Parking Permits (Secondary Grade Levels Only)

A student must present a valid driver’s license and proof of insurance to be eligible for a parking

permit. Students must request a parking permit from the school to park in a school parking lot.

So long as space is available, parking permits may be issued throughout the year.

Students will not be permitted to:

● Speed.

● Double-park.

● Park across a white or yellow line.

● Park in a fire lane.

● Sit in parked cars during school hours.

Students may be subject to disciplinary action for violation of these rules. The district may tow

cars that are parked in violation of these rules.

Pledges of Allegiance and a Minute of Silence (All Grade Levels)

Each school day, students will recite the Pledge of Allegiance to the U.S. flag and the Pledge of

Allegiance to the Texas flag. Parents may submit a written request to the principal to excuse

their child from reciting a pledge. [See

Reciting the Pledges to the U.S. and Texas Flags on

page 17.]

State law requires that one minute of silence follow recitation of the pledges. Each student may

choose to reflect, pray, meditate, or engage in any other silent activity during that minute so long

as the silent activity does not interfere with or distract others.

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In addition, state law requires that each campus provide for the observance of one minute of

silence in remembrance of those who lost their lives on September 11, 2001, at the beginning of

the first class period when September 11 falls on a regular school day.

[See policy EC for more information.]

Participation in Surveys

District Surveys

District surveys support planning and the ongoing needs of students and families. The district

administers several district-wide surveys throughout the year. Special considerations are

provided for the two surveys below.

The Student Climate Survey is administered each spring to students in grades 3-12. The

survey is confidential and voluntary. Parents will be provided with an opportunity to review the

contents of the Student Climate Survey prior to administration and, if desired, opt their student

out of participation. Additional notification, survey previews, and opt out instructions will be

made available at least two weeks prior to administration. The district will continue to provide

principals with notification to be shared with parents, including a survey preview and opt out

instructions.

The Students Substance Use and School Safety Survey is administered to middle and high

school students in grades 6-12 in the spring of alternating school years. The survey is

anonymous and voluntary. Parents will be emailed a survey preview and an opportunity to opt

their student out of participation in the survey at least two weeks prior to administration.

If you have questions regarding district surveys, please contact the Office of Intergovernmental

Relations & Board Services at 512-414-2462.

Non-District Surveys and Research

The district monitors external research and evaluation activities that make use of district

resources including data, facilities, time, and access to students. As a parent, you have a right

to deny permission for your student’s participation in any research or evaluation activities that

are conducted by parties external to the school district and that request student participation or

disclosure of identifiable student data. Student participation or disclosure of identifiable student

data require active permission from the parent and assent from the student. Consent forms will

provide information about what the student will be asked to do, a description of the data that

will be shared, and a place for the parent to sign agreement for participation. A student may

only participate if the parent has first agreed to participation.

Prayer (All Grade Levels)

Each student has a right to pray individually, voluntarily, and silently or to meditate in school in a

manner that does not disrupt school activities. The school will not encourage, require, or coerce

a student to engage in or refrain from such prayer or meditation during any school activity.

Promotion and Retention

A student will be promoted only on the basis of academic achievement or proficiency. In

making promotion decisions, the district will consider the following:

● Teacher recommendation,

● Grades,

● Scores on criterion-referenced or state-mandated assessments, and

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● Any other necessary academic information as determined by the district.

Elementary and Middle/Junior High Grade Levels

In kindergarten, promotion to grade one shall be based on a comprehensive assessment of

academic indicators, as well as other areas of development.

In grades one and two, promotion is based on the level of reading in the language of instruction

and mastery of sufficient mathematics to be successful at the next grade level.

In grades three through five, promotion is based on an overall average of 70 (C-) on a scale of

100 for language arts, mathematics, science, and social studies. In addition, the student shall be

required to maintain an average of 70 (C-) in language arts and mathematics.

If a student in grades 3–8 is enrolled in a class or course intended for students above his or her

current grade level in which the student will be administered a state-mandated assessment, the

student will be required to take an applicable state-mandated assessment only for the course

in which he or she is enrolled, unless otherwise required to do so by federal law.

A student in grades 3-8 shall be assessed at least once in high school with the ACT or the SAT if

the student completes the high school end-of-course assessments in mathematics,

reading/language arts, or science prior to high school.

[See Standardized Testing on page 99.]

A student at or above grade 3 who does not perform satisfactorily on his or her state-mandated

examinations will participate in special instructional programs designed to improve performance.

The district will notify the parent of their child’s participation in this program. The student may be

required to participate in this instruction before or after normal school hours or outside of the

normal school year. Failure of a student to attend these programs may result in violations of

required school attendance as well as the student not being promoted to the next grade level.

For a middle-school student who does not perform satisfactorily on his or her state-mandated

examinations, a school official will prepare a personal graduation plan (PGP). School officials

will also develop a PGP for a middle-school student who is determined by the district to be

unlikely to earn a high school diploma within five years of high school enrollment. The plan will,

among other items, identify the student’s educational goals, address the parent’s educational

expectations for the student, and outline an intensive instruction program for the student. [See

the school counselor and policy

EIF(LEGAL) for more information.] For a student receiving

special education services, the student’s IEP may serve as the student’s PGP and would

therefore be developed by the student’s ARD committee.

[See Personal Graduation Plans on page 67 for information related to the development of

personal graduation plans for high school students.]

High School Grade Levels

To earn credit in a course, a student must receive a grade of at least 70 based on course-level

standards.

A student in grades 9–12 will be advanced a grade level based on the number of course credits

earned. [See

Grade-Level Classification on page 61.]

Students will also have multiple opportunities to retake EOC assessments. [See Graduation on

page 63 and

Standardized Testing on page 99.]

Repeating a High-School Credit Course

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A parent may request in writing that a student repeat a high-school credit course in which the

student was enrolled during the previous school year unless the district determines that the

student has met all requirements for graduation.

Before granting the request, the district may convene a retention committee to meet and discuss

the request and will invite the parent to participate.

Release of Students from School

[See Leaving Campus on page 80.]

Remote Instruction

The district may offer remote instruction in accordance with TEA guidelines.

All district policies, procedures, guidelines, rules, and other expectations of student behavior will

be enforced as applicable in a remote or virtual learning environment.

Report Cards/Progress Reports and Conferences (All Grade Levels)

Report cards with each student’s performance and absences in each class or subject are issued

at least once every nine weeks in secondary schools and once every nine weeks in elementary

schools.

During the fourth week of a nine-week grading period, parents will receive a progress report if

their child’s performance in any course/subject area is near or below 70 or is below the

expected level of performance. If a student receives a grade lower than 70 in any class or

subject at the end of a grading period, the parent will be asked to schedule a conference with

the teacher. [See

Working Together on page 86 for how to schedule a conference.]

Teachers follow grading guidelines that have been approved by the superintendent pursuant to

the board-adopted policy. Grading guidelines are designed to reflect each student’s relative

mastery of each assignment. State law provides that a test or course grade issued by a teacher

cannot be changed unless the board determines that the grade was arbitrary or contains an

error, or that the teacher did not follow the district’s grading policy. [See

Grading Guidelines on

page 63 and policy

EIA(LOCAL) for more information.]

Questions about grade calculation should first be discussed with the teacher. If the question is

not resolved, the student or parent may request a conference with the principal in accordance

with

FNG(LOCAL).

The report card or unsatisfactory progress report will state whether tutorials are required for a

student who receives a grade lower than 70.

The district may communicate academic information about a student electronically, including for

progress reporting purposes.

Retaliation

[See Dating Violence, Discrimination, Harassment, and Retaliation on page 51.]

Required State Assessments

STAAR (State of Texas Assessments of Academic Readiness) for Grades 3-8

In addition to routine tests and other measures of achievement, students at certain grade levels

are required to take the state assessment, called STAAR, in the following subjects:

● Mathematics, annually in grades 3-8

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● Reading, annually in grades 3-8

● Science in grades 5 and 8

● Social Studies in grade 8

Standardized Testing for a Student Enrolled Above Grade Level

If a student in grades 3-8 is enrolled in a class or course intended for students above his or her

current grade level in which the student will be administered a state-mandated assessment, the

student will be required to take an applicable state-mandated assessment only for the course in

which he or she is enrolled, unless otherwise required to do so by federal law.

A student in grades 3-8 shall be assessed at least once in high school with the ACT or the SAT if

the student completes the high school end-of-course assessments in mathematics,

reading/language arts, or science prior to high school.

High School Courses End-of-Course (EOC) Assessments

STAAR end-of-course (EOC) assessments are administered for the following courses:

● Algebra I

● English I and English II

● Biology

● U.S. History

Satisfactory performance on the applicable assessments is required for graduation, unless

waived or substituted as allowed by state law and rules.

There are three testing windows during the year in which a student may take an EOC

assessment. The windows occur in the fall, spring, and summer months. If a student does not

meet satisfactory performance, the student will have opportunities to retake the assessment.

Requesting Administration of STAAR/EOC in Paper Format (All Grade Levels)

STAAR and EOC assessments are administered electronically.

A parent or teacher may request that a STAAR or EOC be administered to a student in paper

format. The district may grant this request for any single administration for up to three percent of

the number of students enrolled in the district. Requests will be granted in the order in which they

are received.

Requests for paper format for a fall administration of a STAAR or EOC must be submitted no

later than September 15 each school year.

Requests for paper format for a spring administration of a STAAR or EOC must be submitted no

later than December 1 each school year.

Standardized Testing for a Student in Special Programs

Certain students — some with disabilities and some classified as emergent bilingual students —

may be eligible for exemptions, accommodations, or deferred testing. For more information, see

the principal, school counselor, or special education director.

STAAR Alternate 2 is available for eligible students receiving special education services who

meet certain criteria established by the state as determined by the student’s ARD committee.

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An admission, review, and dismissal (ARD) committee for a student receiving special education

services will determine whether successful performance on the EOC assessments will be

required for graduation within the parameters identified in state rules and the student’s personal

graduation plan (PGP). [See

Graduation on page 63.]

STAAR Spanish is available for eligible students for whom a Spanish version of STAAR is the

most appropriate measure of their academic progress.

For more information, see the principal, school counselor, or special education director

Failure to Perform Satisfactorily on STAAR or EOC

If a student does not perform satisfactorily on a required state assessment in any subject, the

district will provide accelerated instruction for the student in the subsequent school year by:

● Assigning the student to a teacher who is certified as a master, exemplary, or

recognized teacher if one is available in the grade and subject matter of the state

assessment on which the student did not perform satisfactorily, or

● Providing supplemental instruction.

A student may be required to attend any assigned supplemental instruction program before or

after school or during the summer.

When a student fails to perform satisfactorily on a required state assessment in the same subject

area for two or more years, the district shall develop an accelerated education plan. Parents are

encouraged to participate in developing this plan.

Safety (All Grade Levels)

Student safety on campus, at school-related events, and in district vehicles is a high priority of

the district. The cooperation of students is essential to ensuring school safety. A student is

expected to:

● Avoid conduct that is likely to put the student or others at risk.

● Follow all behavioral standards in this handbook and the Student Success Guide or

set by district employees.

● Help secure the campus by keeping all exterior doors closed, latched, and locked

unless the door is actively monitored by a district employee.

● Follow instructions from teachers and other district employees regarding classroom

doors.

● Remain alert to any safety hazards, such as intruders on campus or threats made by

any person toward a student or staff member, and promptly report any incidents to a

district employee. A student may make anonymous reports about safety concerns by

visiting the

Anonymous Reporting page on the Austin ISD website.

● Know emergency evacuation routes and signals. Participate in Standard Response

Protocol drills. Follow immediately the instructions of teachers, bus drivers, and other

district employees who are overseeing the welfare of students.

Accident Insurance

Soon after the school year begins, parents will have the opportunity to purchase low-cost

accident insurance that would help meet medical expenses in the event of injury to their child.

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Insurance for Career and Technical Education (CTE) Programs

If the board purchases accident, liability, or automobile insurance coverage for students or

businesses involved in the district’s CTE programs, the district will notify the affected students

and parents.

Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies

Periodically, the school will conduct emergency preparedness drills. When the command is

given or alarm is sounded, students need to follow the direction of teachers or other staff

members in charge quickly, quietly, and in an orderly manner.

Preparedness Training: CPR and Stop the Bleed

The district will offer instruction in CPR and the use of an automated external defibrillator (AED)

at least once to students enrolled in in grades 7-12. The instruction can be provided as part of

any course and is not required to result in CPR or AED certification.

The district will annually offer students in grades 7–12 instruction on the use of bleeding control

stations to respond to traumatic injury. For more information, see

Homeland Security’s Stop the

Bleed and Stop the Bleed Texas.

Emergency Medical Treatment and Information

If a student has a medical emergency at school or a school-related activity when the parent

cannot be reached, the school may have to rely on previously provided written parental consent

to obtain emergency medical treatment, and information about allergies to medications, foods,

insect bites, etc. Therefore, all parents are asked each year to complete an emergency care

consent form. Parents should contact the school nurse to update emergency care information

(name of doctor, emergency phone numbers, allergies, etc.). Emergency treatment will not be

delayed due to the inability to reach the parent/guardian. Austin ISD is not responsible for any

costs associated with emergency medical treatment.

Emergency School Closing Information

Each year, parents are asked to complete an emergency release form to provide contact

information in the event that the district needs to notify parents of early dismissal, delayed

opening, or restricted access to a campus because of severe weather, a security threat, or

another emergency cause.

The district will rely on contact information on file with the district to communicate with parents in

an emergency situation, which may include real-time or automated messages. It is crucial to

notify your child’s school when a phone number changes.

If the campus must close, delay opening, or restrict access to the building because of an

emergency, the district will attempt to contact parents through SchoolMessenger (for this

reason, it is important to maintain current phone numbers with your child’s school). In addition,

please listen to announcements from the local media (television, radio, etc.), via social media

and watch Austin ISD Cable Channel 22. If public safety officials require that a school building

be evacuated, students and staff members will be safely transported to a designated parent-

student reunification center. Parents will be informed of the reunification location via the local

media. At the reunification center, students will be released to their parents upon presentation

of proper identification. Children will not be released to individuals who are not authorized on

the student’s emergency care/contact card or who do not have written parent authorization. The

district will make every effort to ensure the safety of students and assist them in returning to

their homes.

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[See Automated Communications on page 45.]

SAT, ACT, and Other Standardized Tests

[See Standardized Testing on page 99.]

Schedule Changes (Middle High and High School Grade Levels)

If you need to change a course—transfer from one course to another—read the following

guidelines carefully and make an appointment with your counselor to discuss your needs. It is

strongly recommended that students and parents carefully select courses to be taken the

following year in order to minimize the need for schedule changes. Seek the advice of current

teachers and the counselor to best determine the appropriate courses that are aligned with

post-secondary plans.

● Students may not withdraw from a semester course after the fourth week of the

semester. For a yearlong course, a student may not withdraw from a course after the

fourth week of the first nine weeks of the fall semester. However, to meet individual

student needs, the principal may use his or her discretion to approve a course change.

● Students who withdraw from a course before the deadlines stated above will have the

grade from the dropped course applied to the grade average for the new course. It is

highly recommended that students transfer from one course to another in the same

discipline.

● For UIL eligibility, a student can withdraw with no penalty regardless of grade in a course

before the end of the fourth week of the semester and remain eligible. A student who

withdraws with a passing grade at any time and maintains the minimum number of

required course enrollments remains eligible. Dropping an honors (weighted) class that

is exempted for no pass no play does not cause loss of eligibility at any time if the

student has a grade of 60 or above. Please see a counselor for a list of exempted

courses.

● Receiving teachers will describe the knowledge and skills essential for success in the

course and suggest ways to learn them. Students who request and receive a course

change assume responsibility for the content of the entire course on the final exam.

● A middle school student may withdraw from a high school credit course for which a

state EOC exam is required by the end of the fourth week of the third nine weeks of the

course. A middle school student may withdraw from any other high school credit course

by the end of the fifth week of the last nine weeks of the course. The final semester

report card must reflect the new course to which the student transferred.

School Facilities

Asbestos Management Plan (All Grade Levels)

The district works diligently to maintain compliance with federal and state law governing

asbestos in school buildings. A copy of the district’s asbestos management plan is available in

the library. If you have any questions or would like to examine the district’s plan in more detail,

please contact the district’s designated person, Louis Zachary, at 512-414-2209.

Food and Nutrition Services (All Grade Levels)

The district participates in the School Breakfast Program and National School Lunch Program

and offers students nutritionally balanced meals daily in accordance with standards set forth in

state and federal law.

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Some students are eligible for free and reduced-price meals based on financial need. Information

about a student’s participation is confidential. The district may share information such as a

student’s name and eligibility status to help enroll eligible children in Medicaid or the state

children’s health insurance program (CHIP) unless the student’s parent requests the student’s

information not be disclosed.

Participating students will be offered the same meal options as their peers and will not be treated

differently from their peers.

[See policy CO for more information.]

Parents should continually monitor their child’s meal account balance. When a student’s meal

account is depleted, the district will notify the parent. The student may continue to purchase

meals according to the grace period set by the school board. The district will present the parent

with a schedule of repayment for any outstanding account balance and an application for free or

reduced meals.

If the district is unable to work out an agreement with the student’s parent on replenishment of

the meal account and payment of any outstanding balance, the student will receive a meal. The

district will make every effort to avoid bringing attention to the student.

The following information is published as required by the USDA for participation in the National

School Lunch Program:

“In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights

regulations and policies, this institution is prohibited from discriminating on the basis of race,

color, national origin, sex (including gender identity and sexual orientation), disability, age, or

reprisal or retaliation for prior civil rights activity.

“Program information may be made available in languages other than English. Persons with

disabilities who require alternative means of communication to obtain program information (e.g.,

Braille, large print, audiotape, American Sign Language), should contact the responsible state or

local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice

and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.

“To file a program discrimination complaint, a Complainant should complete a Form AD-3027,

USDA Program Discrimination Complaint Form which can be obtained online at:

https://www.usda.gov/sites/default/files/documents/ad-3027.pdf, from any USDA office, by calling

(866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the

complainant’s name, address, telephone number, and a written description of the alleged

discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR)

about the nature and date of an alleged civil rights violation. The completed AD-3027 form or

letter must be submitted to USDA by:

1. mail:

U.S. Department of Agriculture

Office of the Assistant Secretary for Civil Rights

1400 Independence Avenue, SW

Washington, D.C. 20250-9410; or

2. fax:

(833) 256-1665 or (202) 690-7442; or

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3. email:

[email protected]

“This institution is an equal opportunity provider.”

The responsible state agency that administers the program is the Texas Department of

Agriculture (https://www.texasagriculture.gov/Home/Contact-Us), which can be reached at (800)

TELL-TDA (835-5832) or (800) 735-2989 (TTY).

The local agency that administers the program is the district. See Nondiscrimination Statement

on page 82 for the name and contact information for the Title IX coordinator, ADA/Section 504

coordinator, and superintendent for other concerns about discrimination.

Contracted Service Vending Machines (All Grade Levels)

The district has adopted and implemented the state and federal policies for food service,

including guidelines to restrict student access to vending machines. For more information

regarding these policies and guidelines, [see policy

FFA for more information.]

Pest Management Plan (All Grade Levels)

The district is required to follow integrated pest management (IPM) procedures to control pests

on school grounds. Although the district strives to use the safest and most effective methods to

manage pests, including a variety of non-chemical control measures, periodic indoor and

outdoor pesticide use is sometimes necessary to ensure a safe, pest-free school environment.

All pesticides used are registered for their intended use by the U.S. Environmental Protection

Agency and are applied only by certified pesticide applicators. Pest control signs shall be posted

at least 48 hours prior to pesticide applications inside school buildings. Pesticide applications will

not be made within a school building or grounds if such an application will expose students to

unnecessary physical drift within a 4-hour period. All outdoor applications will be posted at the

time of treatment, and signs will remain until it is safe to enter the area. There are no scheduled

regular pest control treatments.

Parents who have questions or who want to be notified of the times and types of

applications prior to pesticide application inside their child’s school assignment area may

contact the district’s IPM Coordinator, Jason Hawkins, at 512-414-4405.

Conduct Before and After School (All Grade Levels)

Teachers and administrators have full authority over student conduct at before- or after-school

activities. Whether a school activity is on or off district premises, students are subject to the

same rules of conduct that apply during the instructional day. Misbehavior will be subject to

consequences established by the Student Success Guide, or any stricter standards of

behavior established by the sponsor for extracurricular participants.

Use of Hallways during Class Time (All Grade Levels)

During class times, loitering or standing in the halls is not permitted, and a student must have a

hall pass to be outside the classroom for any purpose. Failure to obtain a pass will result in

disciplinary action in accordance with the Student Success Guide.

Use by Students Before and After School (All Grade Levels)

Certain areas of the school will be accessible to students before and after school for specific

purposes. Students are required to remain in the area where their activity is scheduled to take

place.

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Unless the teacher or sponsor overseeing an activity gives permission, a student will not be

permitted to go to another area of the building or campus.

Students must leave campus immediately after dismissal from school in the afternoon, unless

the student is involved in an activity under the supervision of a teacher or other authorized

employee or adult.

Meetings of Noncurriculum-Related Groups (Secondary Grade Levels Only)

Student-organized, student-led non curriculum-related groups are permitted to meet during

the hours designated by the principal before and after school. These groups must comply

with the requirements of policy

FNAB(LOCAL).

A list of these groups is available in the principal’s office.

School-Sponsored Field Trips (All Grade Levels)

The district periodically takes students on field trips for educational purposes.

A parent must provide permission for a student to participate in a field trip.

The district may ask the parent to provide information about a student’s medical provider and

insurance coverage and may also ask the parent to sign a waiver allowing for emergency

medical treatment in the case of a student accident or illness during the field trip.

The district may require a fee for student participation in a field trip to cover expenses such as

transportation, admission, and meals; however, a student will not be denied participation

because of financial need.

Searches

Searches in General (All Grade Levels)

In the interest of promoting student safety and drug-free schools, district officials may

occasionally conduct searches.

District officials may search students, their belongings, and their vehicles in accordance with law

and district policy. Searches of students will be conducted without discrimination, based on, for

example, reasonable suspicion or voluntary consent or pursuant to district policy providing for

suspicion less security procedures, including the use of metal detectors.

In accordance with the Student Success Guide, students are responsible for prohibited items

found in their possession, including items in their personal belongings or in vehicles parked on

district property.

If there is reasonable suspicion to believe that searching a student’s person, belongings, or

vehicle will reveal evidence of a violation of the Student Success Guide, a district official may

conduct a search in accordance with law and district regulations.

District police will be notified and assist in matters of criminal allegations such as where a

weapon is alleged or assistance from District Police will be utilized when the safety of students

and faculty are in question.

District Property (All Grade Levels)

Desks, lockers, district-provided technology, and similar items are the property of the district

and are provided for student use as a matter of convenience. District property is subject to

search or inspection at any time without notice. Students have no expectation of privacy on

district property.

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Students are responsible for any item found on district property provided to the student that is

prohibited by law, district policy, or the Student Success Guide.

Metal Detectors (All Grade Levels)

To maintain a safe and disciplined learning environment, the district reserves the right to subject

students to metal detector searches when entering a district campus and at off-campus, school-