2018-19 Handbook Communication Council for Booster Clubs & Parent

2018-19 Handbook Communication Council for Booster Clubs & Parent-Teacher Organizations Communication Council for Booster Clubs & Parent-Teacher Organizations

What is the purpose of this annual meeting? We want to provide information for you, and answer your questions. The purpose of any Booster Club or Parent-Teacher organization is to support their school or their program. We are here to support you in that work. NOTE: The District does not provide legal or professional advice but can assist in finding those services to help you.

What is in this booklet? This contains Ector County ISD policies and forms that are pertinent to Booster Clubs & Parent-Teacher organizations, and information about background checks, financial responsibilities, and UIL guidelines that can help direct your activities.

Some Frequently Asked Questions

How do we get our P-T or Booster organization started? The first thing to do is go to www.irs.gov and apply for a federal identification number for your organization. Also known as an EIN – Employer Identification Number – this will allow you to open a banking account under the name of your organization. PLEASE NOTE: Having an EIN does not establish your organization as a nonprofit, tax-exempt organization. There is a separate process to become a 501 C-3 charitable organization. The process can take several months and cost several hundred dollars. We recommend finding a non-profit attorney or certified public accountant to guide you through that process.

What is required of our organization?  Get and maintain your EIN  Create your Constitution and/or by-laws; file copy with ECISD Communications Department and your school principal  Keep financial records; report to your membership quarterly  Use “Request for Approval of Campus Fundraising Activity” form (GE, Exhibit-A) to get your fundraiser approved by the principal  Use “Recommendation to Accept Donation/Gift” form (CDC, Exhibit A)  File “Financial Activity Overview” form with the Communications Department within 30 days of the end of your organizations’ fiscal year o If gross receipts for the year are less than $25,000 only page one of the report is necessary (GE, Exhibit B) o If gross receipts for the year are more than $25,000 pages 1 & 2 must be filled out o If gross receipts for the year are more than $250,000 records must be audited by a an independent auditor; the District will pay for that audit, and a copy of the completed audit must be turned in to the ECISD director of finance

What other recommendations do you have?  Executive board members (or at least the president and treasurer) should have background checks done through our ECISD Volunteers & Partners office. Any parents/volunteers who will be working directly with or traveling with students MUST have a background check completed.  Issue written receipts for ALL gifts and donations.  Communicate continually with your coach, director, and/or principal about all activities and fundraisers.  When it comes to athletics, booster clubs can buy items for the team/program, individuals cannot. Even as a club do not give anything of value directly to student-athletes – donations of money, merchandise, and meals can be made to the program in accordance with UIL rules.  There is no amateur rule for fine arts programs so booster clubs have more freedom when it comes to funding lessons, trips, camps, etc. for students.  Remember when it comes to food sales – fundraisers or concession stands – only foods that meet nutritional standards can be sold between midnight and 30 minutes after the final bell of the school day.

Can booster clubs give money to coaches? An athletic booster club can give the coaches in its program a maximum of $500 per calendar year. It can be given as cash or it can be in the form of paying for a conference or professional development opportunity. For example: The booster club pays $350 to register a coach for a coaching clinic in November, it can also give that coach another $150 in cash at the end of the year. That is $500 per coach in the program. Important: If a coach is involved with multiple sports he/she is limited to a total of $500. Please talk with other booster clubs to make sure UIL regulations are followed.

Can we hold raffles? Texas law allows qualified charitable organizations to hold raffles. We ask you to make sure you qualify.

Do we have to file a tax return? Yes. As IRS regulations can change based on your annual income, we recommend you talk with an accountant to make sure you are filing the correct form(s).

As questions come up, please contact any of the following people for guidance:

If you need Department Phone Contact E-mail help with… General Info Communications 456-9019 Mike Adkins [email protected] Background Volunteer & 456-9012 Debbie Lieb [email protected] checks Partners Finance & Director of 456-9709 Albessa [email protected] Reporting Finance Chavez Internal Audit 456-7049 Uva [email protected] Valenzuela UIL Fine Arts 456-8619 Mark Lyon [email protected] Athletics 456-9059 Bruce [email protected] McCrary Nutritional School Nutrition 456-9019 Katy Taylor [email protected] Guidelines General Communications 456-9019 Jed Duesler [email protected] Information 456-9019 Cynthia [email protected] McNabb Policies & Forms Contact: Mike Adkins Public Information Officer 432-456-9019 Ector County ISD 068901

RELATIONS WITH PARENT ORGANIZATIONS GE (LOCAL)

District-affiliated school-support organizations and booster organizations, and other parent groups, shall organize, fundraise or solicit donations, and function in a way that is consistent with the District’s philosophy and objectives, Board policies, District administrative regulations, applicable UIL or other governing association guidelines, and financial and audit regulations. [See also CDC and CFC] Before engaging in fundraising or soliciting gifts, an organization or group shall notify the principal or other appropriate administrator identified in administrative regulations. [See CDC(LOCAL) for Dis- trict acceptance of gifts and solicitations]

USE OF DISTRICT District-affiliated school-support or booster organizations may use FACILITIES District facilities with prior approval of the appropriate administrator. Other parent groups may use District facilities in accordance with policy GKD.

DATE ISSUED: 2/18/2017 ADOPTED: 1 of 1 UPDATE 107 GE(LOCAL)-A

Ector County ISD 068901

RELATIONS WITH PARENTS OR GE PARENTS’ ORGANIZATIONS (REGULATION)

Parent-teacher and booster organizations and similar groups that may be formed are considered to be adjuncts of the District and are to be accorded willing and active cooperation by school personnel in all matters. Such organizations are to be guided by Board policies in their activities. Any such organization, club, or group that promotes, participates in, or receives the benefit of any lottery or raffle as defined in Article 47.01 (6) of the Texas Penal Code shall not be considered or recognized as an adjunct or support personnel and shall not have its offers of financial or other support of the District or any of its programs or goals accepted.

PARENT-TEACHER Citizens are encouraged to participate in determining educational goals and ORGANIZATIONS objectives that will meet the needs of students in the community. The Board recognizes parent-teacher organizations as a medium through which District personnel, parents, and other citizens may discuss educational concerns and problems and work together toward solutions. Representatives and members of these organizations shall in all circumstances be treated by District personnel as interested friends of the schools and as supporters of public education in the District. Each parent-teacher organization shall have a written constitution and/or bylaws governing its operations, and a copy of the same shall be filed with the communications department. The organization shall also apply for and maintain its own federal identification number. Any changes in said organization shall be filed with the District within 30 days of said change. Clubs operating within the schools with connections to parent organizations shall operate within the general regulations for local groups, subject to the approval of the Superintendent. All parent-teacher organizations shall keep financial records of their receipts and disbursements and shall report said finances no less than quarterly to their membership. Each organization shall submit to the communications department an organization financial activity overview [see GE(EXHIBIT)–B] no later than the 30th day after the organization’s calendar/fiscal year end. Section A of GE(EXHIBIT) is for organizations with less than $25,000 per year. Sections A and B of GE(EXHIBIT) are for organizations with over $25,000 per year. If an organization’s assets or gross revenues or assets exceed $250,000 per year, accounting documents and records must be audited by an independent auditor. The certified audit of organizations with assets or gross revenues over $250,000 shall be delivered to the communications department no later than the 60th day after the organization’s calendar/fiscal year end adopted by that organization. The associated costs of a required audited financial report of a student organization shall be reimbursed by the District.

DATE ISSUED: 04/19/2017 GE(REGULATION) Page 1 of 3

Ector County ISD 068901

RELATIONS WITH PARENTS OR GE PARENTS’ ORGANIZATIONS (REGULATION)

PURCHASES Before parent groups or other groups working with the school purchase FOR THE equipment for the schools, including computer hardware and software, they shall notify the principal of their plans. The principal shall consult with the executive SCHOOL directors of finance and instructional technology to determine the type or brand of equipment to buy to ensure compatibility with current District equipment School-related booster organizations shall organize and function in a way that is consistent with the District’s philosophy and objectives, within adopted Board policies, and in accordance with University Interscholastic League (UIL) guidelines and all applicable state and federal laws. Every booster organization shall have a written constitution and/or bylaws governing its operations, and a copy of the same shall be filed with the director of development. The organization shall also apply for and maintain its own federal identification number. Any changes in said organization shall be filed with the District within 30 days of said change. Clubs operating within the schools shall operate within the general regulations for local groups, subject to approval of the Superintendent. All booster organizations shall keep financial records of their receipts and disbursements and shall report said finances no less than quarterly to their membership. Each organization shall submit to the communications department an organization financial activity overview [see GE(EXHIBIT)–B] no later than the 30th day after the organization’s calendar/fiscal year end. Section A of GE(EXHIBIT) is for organizations with less than $25,000 per year. Sections A and B of GE(EXHIBIT) are for organizations with over $25,000 per year. If an organization’s assets or gross revenues or assets exceed $250,000 per year, accounting documents and records must be audited by an independent auditor. The certified audit of organizations with assets or gross revenues over $250,000 shall be delivered to the communications department no later than the 60th day after the organization’s calendar/fiscal year end adopted by that organization. The associated costs of a required audited financial report of a student organization shall be reimbursed by the District. The principal or designee and director of the activity in question shall be made aware of the time and place of all meetings of any booster organization. The executive director of athletics and executive director of fine arts, respectively, shall meet annually with the new officers of any athletic or music booster organization to discuss and review all regulations and requirements pertaining to the operation of said organizations. These meetings shall include explanations by the director of communications of District policies, including criminal history record releases. The internal auditor shall explain record keeping and IRS issues. Said officers shall acknowledge having received those instructions. Parent-teacher and booster organizations and similar groups shall be exempt from the payment of royalties for the use of District trademarks for so long as the product in question is being manufactured and marketed solely by the

DATE ISSUED: 04/19/2017 GE(REGULATION) Page 2 of 3 Ector County ISD 068901

RELATIONS WITH PARENTS OR GE PARENTS’ ORGANIZATIONS (REGULATION)

organization and is solely for the benefit of the organization, and a current trademark royalty agreement is on file in the office of the chief business officer

FAILURE TO Any parent-teacher organization or booster club not filing any yearly activity report or audited financial report shall be removed from school property, and REPORT donations shall not be accepted from those organizations or clubs or for those organizations or clubs. Any organization or club removed shall have to seek Board approval for reinstatement to the District. The District shall establish a communication council for parent-teacher/booster COMMUNICATI organizations to provide a process to enhance communication. The ON COUNCIL communication council shall in no way infringe upon, limit, or affect the Board’s FOR PARENT- exclusive power to manage and govern the schools of the District. TEACHER/ The communication council shall in no way be restricted to or inhibited by BOOSTER membership in any organization. The communication council shall not replace or ORGANIZA- TIONS circumvent other District policies and procedures providing for resolution of parent grievances or for a hearing by individual employees before the Board. The following definitions shall apply in this policy:

DEFINITIONS 1. “Communication council for parent-teacher/booster (CCPTB) organizations” shall mean the advisory group described in this policy. 2. “Parent or booster” shall mean any individual who is a member of a school’s student-support organization.

SCOPE The CCPTB shall function within a defined scope. In cases of disagreement regarding the applicability of any topic of consideration within this definition, final determination shall be made by the Superintendent or designee. REPRESEN- The Superintendent shall designate a representative to the CCPTB from each TATION school parent-teacher group and booster organization.

MEETINGS The CCPTB shall meet annually. Provisions shall be made to notify all designees and organizations of the date, time, and location of these meetings. The chairman of the CCPTB shall be the director of communications.

DATE ISSUED: 04/19/2017 GE(REGULATION) Page 3 of 3

Ector County ISD 068901 GE RELATIONS WITH PARENTS OR PARENTS' ORGANIZATIONS (EXHIBIT)

REQUEST FOR APPROVAL OF CAMPUS FUND-RAISING ACTIVITY

(No contracts may be entered into before approval from Principal)

Organization ______

Campus ______

Project ______

Vendor

Vendor's address ______

Name of representative ______

Starting date of project ______

Length of project ______

Expected net profit ______Purpose of this project/use of these funds: ______

Scope of solicitations ______

This is the (number) ______fund-raising activity for this organization or club this school year.

Sponsor's signature Date Submitted

Principal's signature Date Approved

DATE ISSUED: 12/13/99 APPROVED: 11/16/99 1 OF 1 LDU 12-13-99 GE (EXHIBIT)-RRM Ector County ISD 068901

RELATIONS WITH PARENTS OR PARENTS’ ORGANIZATIONS GE (EXHIBIT)A

ACTIVITY FUND FUND RAISER/ACKNOWLEDGEMENT OF RESPONSIBILITY

Sponsor: Club Name: Account #:

Beginning sale date:

Ending sale date:

What purpose(s) will the proceeds be used?

Description of product to sell:

Vendor: Representatives Name:

This is the 1st 2nd 3rd fund raiser this year for this club.

This is the 1st 2nd tax free day this calendar year for this club.

Sponsor: Date: Signature

Principal: Date: Signature

Asst. Supt: Date: Signature (if necessary)

As the sponsor of this fundraiser:  I agree to conduct this fundraiser in compliance with district policies.  I understand that I am personally responsible for all funds collected and for keeping accurate records.  I will exercise strict control over all products in my possession.  I will provide all money received along with the name and amount turned in by student (parent) to the financial secretary daily for deposit.  I will have all expenditures paid through the financial secretary.  I am responsible for completing the Operating Report for this fundraiser and will turn in all records to the bookkeeper within one week of the projected end date of the fundraiser.  I understand that failure to comply with all district policy and practices may result in disciplinary action.

DATE ISSUED: 08/19/2011 Page 1 of 2 GE(EXHIBIT)A Ector County ISD 068901

RELATIONS WITH PARENTS OR PARENTS’ ORGANIZATIONS GE (EXHIBIT)A

INVENTORY: Beginning inventory Number of items sold or serviced Number of items returned to vendor Number of items unaccounted for (attach explanation) Ending inventory SALES: Number of items sold or serviced Selling price per item Total sales Total expenditures Net profit Total sales * Less: non‐taxable sales Less: one‐day tax‐free sales Net taxable sales TAX DUE: (net taxable sales x .0825)

Sponsor: Date: Signature (after form is completed)

Principal: Date: Signature (after form is completed)

* If total sales include sales tax, divide total sales by 1.0825.

DATE ISSUED: 08/19/2011 Page 2 of 2 GE(EXHIBIT)A Ector County ISD 068901

RELATIONS WITH PARENTS OR PARENTS’ GE ORGANIZATIONS (EXHIBIT)B PARENT-TEACHER AND BOOSTER ORGANIZATION FINANCIAL ACTIVITY OVERVIEW Organization Name: ______School Affiliations: ______Report of Activities for the School Year Ended ______(Date)

SECTION A (THIS SECTION MUST BE COMPLETED)

President: ______Telephone #: ______

Vice President: ______Telephone #: ______

Treasurer: ______Telephone #: ______

Federal Identification Number: ______(This number must not be the School District’s tax identification number.)

Cash given by the Parent-Teacher Organization or Booster Club to the School or Student Group: ______Market Value of gifts given by the Parent-Teacher Organization or Booster Club to School or Student Group: ______Total contributions from Parent – Teacher Organization or Booster Club: ______

PLEASE LIST INDIVIDUALS AND AMOUNTS ON A SEPARATE SHEET

Total Gross Receipts for the Year Ended: $______(This amount should reflect all revenue and all funds received before any expenses were paid.) Note: If gross receipts are in excess of $25,000, complete Section B of this report.

The above organization has complied with the District’s Board Policies, UIL rules, and applicable Federal and State requirements.

Approved: President ______Date ______Approved: Treasurer ______Date ______Approved: Principal ______Date ______

File this report with the Communications office, ECISD, Administration Building.

DATE ISSUED: 07/01/2015 GE(EXHIBIT)B - 1 - Ector County ISD 068901

RELATIONS WITH PARENTS OR PARENTS’ GE ORGANIZATIONS (EXHIBIT)B

Organization Name: ______

School Affiliation: ______report of Activities for the School Year ended: ______

SECTION B (THIS SECTION MUST BE COMPLETED IF THE ORGANIZATION HAD GROSS RECEIPTS IN EXCESS OF $25,000)

Cash at the beginning of the Year: $______Total amount of money raised/received during the year: $______Total amount of money spent during the year: $______Cash at the end of the year: $______Schedule A (Income) $______Activities completed during the Year: ______$______

______$______

Were all deposits made intact? (Without cash paid out’s) _____Yes _____ No

Schedule B (Expenditures)

------$______

______$______

Were all expenditures made by check: _____ Yes _____ No

DATE ISSUED: 07/01/2015 GE(EXHIBIT)B - 2 - Ector County ISD 068901

OTHER REVENUES CDC GRANTS FROM PRIVATE SOURCES (LOCAL)

GIFTS FROM THE The Board may accept any bequest or gift of money or property on PUBLIC behalf of the District. The gift shall become the sole property of the District for its use and disposition. All gifts shall be given to the Di strict and not to a part icular school. At the discretion of the S u- perintendent or designee, the gift may be used in a particular school.

CRITERIA FOR The Superintendent shall examine and evaluate offers of gifts to ACCEPTANCE the District and may recommend acceptance to the Bo ard when the gifts: 1. Have a purpose consistent with District purposes. 2. Place no restrictions on the school program. 3. Do not require the endorsement of a business product. 4. Do not conflict with policies or actions of the Board or public law. 5. Do not require ex tensive District maintenance.

DATE ISSUED: 7/31/1985 ADOPTED: 1 of 1 UPDATE 2 5 CDC(LOCAL) -A Ector County ISD 068901

OTHER REVENUES: CDC GRANTS FROM PRIVATE SOURCES (EXHIBIT)A

ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT Odessa, Texas

TO: Chief Financial Officer

FOR: Recommendation to Accept Donation/Gift

FROM: / Principal OR Director

/ School OR Department

Name of Donor (if organization, please include name of president)

Mailing address City State Zip Code

has offered a donation or gift in the following category: Donation/Gift (describe below)

Description of Donation/Gift Value* Purpose of Donation $ $ $ *Values assigned for donation of equipment or services is for internal reporting purposes only. This value may not be used as an appraisal value for IRS purposes.

Permission is requested to accept this donation/gift for our school/department. The donor understands that the donation/gift will become the property of the Ector County Independent School District and will be under the jurisdiction of the school/department in accordance with School Board Policy and administrative rules and regulations. Approved donation/gift should be added to fixed assets inventory if applicable.

REMARKS:

( ) Approval ( ) Disapproval PRINCIPAL / DIRECTOR Date

( ) Approval ( ) Disapproval CHIEF FINANCIAL OFFICER Date

( ) Approval ( ) Disapproval SUPERINTENDENT OF SCHOOLS Date

The following approval required for a single donation/gift of $1,000 or more:

( ) Approval ( ) Disapproval PRESIDENT, BOARD OF TRUSTEES Date

1025‐05‐950 Original to: Internal Auditor

DATE ISSUED: 2/18/04 REVISED: 6-2013 1 OF 1 Ector County ISD 068901

LOCAL REVENUE SOURCES CC (LOCAL)

TRADEMARKS The District may secure trademarks for various names and logos of Permian High School and Odessa High School. Parties desiring to make use of said trademarks shall enter into the appropriate l i- cen sing agreement with the District.

USE OF REVENUE S All revenues derived from the licensing of the trademarked sy m- bols of Permian High School and Odessa High School shall be placed in a designated account for the purpose of awarding annual scholarships to current District graduates who are pursuing voc a- ti onal licensure or certification in an accredited institution of higher education. Scholarships shall be awarded in amounts of no less than $500, payable to the institution in the name of the recipient, and shall be paid on or about August 1 of each year. The financial needs of the applicant will be the initial criteria with other criteria to be established by the Board as deemed appropriate. A committee comprised of each high school principal and the Superintendent or designee shall evaluate applications and make recommendations to the Board regarding the awarding of the scholarships.

EXEMPTION FROM Parent -teacher organizations, booster clubs and similar groups PAYMENT OF shall be exempt from the payment of royalties for the use of District ROYALTIES trad emarks for so long as the product in question is being man u- factured and marketed solely by the organization and is solely for the benefit of the organization. Prior to the manufacture and ma r- keting of such product, the organization in question shall reque st in writing this exemption and the basis of the request from the Supe r- intendent or designee.

DATE ISSUED: 1/2/1997 ADOPTED: 1 of 1 LDU -01 -97 CC(LOCAL) -X Ector County ISD 068901

COMMUNITY RELATIONS GKB ADVERTISING AND FUND RAISING IN THE SCHOOLS (LEGAL)

OUTDOOR A person commits an offense if the person erects or maintains out- ADVERTISING door advertising or a sign in violation of Transportation Code Chap- ters 391 through 395 and the relevant provisions of the Administra- tive Code. Trans. Code 391.003, .0031, .061, .067, 392.032, 393.005, 394.021; 43 TAC Chapter 21

GENERAL “Outdoor advertising” means an outdoor sign. Trans. Code DEFINITIONS 391.001(10) “Sign” means a sign, display, light, device, figure, painting, drawing, message, plaque, poster, or other thing designed, intended, or used to advertise or inform. Trans. Code 392.001, 393.001, 394.001, 395.002 “Electronic sign” means a sign, display, or device that changes its message or copy by programmable electronic or mechanical processes. 43 TAC 21.251 “Directional sign” means a sign that contains only a message that identifies an attraction or activity and provides directional information, such as mileage, route number, or exit number, useful to the traveler in locating the attraction or activity. 43 TAC 21.941

INTERSTATE OR A district that wishes to erect or maintain outdoor advertising that is PRIMARY SYSTEM visible from the main-traveled way of the interstate or primary system shall comply with Transportation Code Chapter 391 and 43 Administrative Code Chapter 21, Subchapter I. “Interstate system” means that portion of the national system of interstate and defense highways that is located in this state and is designated officially by the Texas Transportation Commission and approved under Title 23, United States Code. “Primary system” means that portion of connected main highways located in this state that is designated officially by the Texas Trans- portation Commission and approved under Title 23, United States Code. Trans. Code 391.001

STATE HIGHWAY A district that wishes to place or maintain a sign on a state highway RIGHT-OF-WAY right-of-way shall comply with Transportation Code Chapter 392. “State highway right-of-way” means the right-of-way of a highway designated as part of the state highway system. Trans. Code 392.001

PUBLIC ROAD A district that wishes to place a sign on the right-of-way of a public road shall comply with Transportation Code Chapter 393.

DATE ISSUED: 5/18/2011 1 of 2 UPDATE 90 GKB(LEGAL)-P

Ector County ISD 068901

COMMUNITY RELATIONS GKB ADVERTISING AND FUND RAISING IN THE SCHOOLS (LEGAL)

RURAL ROAD A district that wishes to erect or maintain an outdoor sign that is visible from the main-traveled way of a rural road shall comply with Transportation Code Chapter 394 and 43 Administrative Code Chapter 21, Subchapter K. “Rural road” means a road, street, way, or bridge: 1. That is located in an unincorporated area; 2. That is not privately owned or controlled; 3. Any part of which is open to the public for vehicular traffic; and 4. That is under the jurisdiction of the state or a political subdivision. Trans. Code 394.002

TOLL ROAD A district that wishes to erect or maintain an outdoor sign that is visible from the main-traveled way of a toll road and erected for the purpose of having the message seen from the main-traveled way shall comply with any rules adopted by the governing body of the toll road authority under Transportation Code Chapter 395. This provision applies only to a toll road located in a county with a population of 3.3 million or more; or that is adjacent to a county with a population of 3.3 million or more and in which a municipality with a population of more than 60,000 is located. Trans. Code 395.001

ELECTRONIC SIGN A district that wishes to erect an electronic sign shall comply with 43 Administrative Code Subchapter J.

DIRECTIONAL SIGN A district that wishes to erect a directional sign shall comply with 43 Administrative Code Subchapter Q.

CHARITABLE RAFFLES A raffle is the awarding of one or more prizes by chance at a single occasion among a pool or group of persons who have paid or promised a thing of value for a ticket that represents a chance to win a prize. Occupations Code 2002.002(6) A “qualified nonprofit organization” for purposes of the Charitable Raffle Enabling Act may conduct raffles in accordance with the Act to benefit the District or school. A parent-teacher organization may be qualified to hold such raffles if it meets the requirements of the Act. Occupations Code 2002.003, 2002.051; Atty. Gen. Op. JM- 1176 (1990) [See also FJ]

DATE ISSUED: 5/18/2011 2 of 2 UPDATE 90 GKB(LEGAL)-P Ector County ISD 068901

COMMUNITY RELATIONS GKB ADVERTISING AND FUND RAISING IN THE SCHOOLS (LOCAL)

PROMOTIONAL School facilities shall not be used to advertise, promote, sell tick- ACTIVITIES ets, or collect funds for any nonschool-related purpose without prior approval of the Superintendent or designee. [For information relating to nonschool use of facilities, see GKD.]

ADVERTISING For purposes of this policy, “advertising” shall mean a communication designed to attract attention or patronage by the public or school community and communicated through means under the control of the District in exchange for consideration to the District. “Advertising” does not include public recognition of donors or sponsors who have made contributions, financial or otherwise, to the District or school support organizations. Advertising shall be accepted solely for the purpose of generating revenue for the District and not for the purpose of establishing a forum for communication. The District shall retain final editorial authority to accept or reject submitted advertisements in a manner consistent with the First Amendment. The District shall retain the authority to determine the size and location of any advertising. The District shall also reserve the right to reject advertising that is in- consistent with federal or state law, Board policy, District or campus regulations, or curriculum, as well as any content the District determines has a reasonable likelihood of exposing the District to controversy, litigation, or disruption. Acceptance of advertising shall not constitute District approval or endorsement of any product, service, organization, or issue referenced in the advertising, nor shall acceptance of advertising from a vendor determine whether the District will purchase goods or services from the vendor through the District’s formal procurement process. [For information relating to school-sponsored publications, see FMA.]

BOOSTER Booster organizations shall be authorized by the District to sell ad- ORGANIZATIONS vertising.

DATE ISSUED: 8/14/2014 ADOPTED: 1 of 1 UPDATE 100 GKB(LOCAL)-X Ector County ISD 068901

COMMUNITY RELATIONS GKB ADVERTISING AND FUND RAISING IN THE SCHOOLS (EXHIBIT)

INSTRUCTIONS FOR EXTERIOR MOUNTED SIGNAGE

1. GENERAL a. All designs must be submitted to the District for approval before production begins. All submittals shall include the following: (1) Company name, number, and contact person; (2) Clear representation of the graphic design of the sign; (3) Size; and (4) Material including weight of sign. b. Approved Method: (1) Booster organization or designee shall submit advertising proposal (including above submittal information) to the appropriate head coach. (2) After review by the head coach, the proposal will be submitted to the campus athletic director and then to the campus principal. (3) After review by the campus athletic director and principal, the proposal will be submitted to the District athletic director for final approval. c. The sign supplier/manufacturer shall review the drawing and specifications for the given applications and determine that the proposed sign and accessories will be suitable. d. Any damage or destruction of the sign, once mounted, will be the responsibility of the advertiser to replace or repair. e. The District shall remove the sign at the request of the advertiser, district, or for any negligence in the payment of appropriate fees. The advertiser may claim their sign at the campus’ athletic department. f. Spaces per sport per school will be made available for purchase at each of the following athletic venues: (1) High school and middle school exterior fields and courts (2) Ratliff Stadium fields and courts g. The general location of signs shall be determined by the executive director of athletics. 2. PRODUCTS a. All banner signs shall meet the specifications contained herein and subject to final approval as stated above. b. The size shall be 4’ x 8’ unless otherwise specified and approved.

DATE ISSUED: 2/26/2015 1 of 2 LDU 2015.01 GKB(EXHIBIT)-X Ector County ISD 068901

COMMUNITY RELATIONS GKB ADVERTISING AND FUND RAISING IN THE SCHOOLS (EXHIBIT)

3. EXECUTION a. All furnished signs shall be mounted on existing fencing or structure by District athletic staff. b. Final location of all signs shall be determined by the District. c. The District reserves the right to reject any sign at any review level due to design, content, sign material, sign construction or any other reason deemed inappropriate for the displaying of advertising at a District facility. d. Any preexisting contract with the District will be honored.

DATE ISSUED: 2/26/2015 2 of 2 LDU 2015.01 GKB(EXHIBIT)-X Background Checks Contact: Debbie Lieb Community Liaison (Volunteers & Partners) 432-456-9012 Volunteers & Partners ECTOR COUNTY INDEPENDENT SCHOOL DISTRICT Volunteers & Partners offer a wide variety of volunteer opportunities for parents and community members by assisting the staff and students. As a volunteer, you will receive an orientation and on the job training. Join our volunteer team today by filling out and returning the application packet at the school. You may begin volunteering following approval after a background check. Every person must be approved following a background check before beginning to volunteer.

Date VOLUNTEER APPLICATION Volunteer's Name Birth date

Mailing Address Zip

Email Address Home Phone

Cell Phone

Name of Student(s) Homeroom Teacher Grade (Please indicate if more than one child in the same school)

How many years have you been an ECISD volunteer? Where Have you attended the District-Wide Orientation? Yes No Date Attended Have you completed the consent to perform background check and DPS forms? Yes No Please check job preferences for volunteer placement. Number your preferences in the order in which you would like to be assigned. Number "1" is your first choice; number "2" is your second choice, etc. You will be assigned your first choice if at all possible.

CLASSROOM ASSISTANT - Assists the classroom teacher in such areas as individual help or tutoring (such as with math or reading), preparing bulletin boards, record keeping, checking papers, storytelling and other assignments suggested by the teacher.

SCHOOL OFFICE ASSISTANT - Assists personnel with such duties as answering the telephone, typing, registering new students and other assignments suggested by office personnel.

WORKROOM ASSISTANT - Assists teachers in various departments with such things as typing, laminating, copying and other assignments.

LIBRARY ASSISTANT - Works with the librarian in processing books for circulation, typing, laminating, and other duties as needed.

MONITOR - Assists in areas where adult supervision is needed, such as cafeteria, playground, and hall.

OCCASIONAL VOLUNTEER - A volunteer who cannot volunteer on a regular basis but is available to volunteer occasionally for special events such as field trips, book fair, etc.

NO PREFERENCE - Will work wherever needed.

GRADE LEVEL PREFERRED, if any.

M T W T F Please check the times when you are available for volunteer service. AM PM KIDS ON THE BLOCK PUPPET TROUPE

Please check if you are interested. You will be mailed additional information and dates of training.

KIDS ON THE BLOCK - Educational puppet shows designed to teach second and third graders about accepting differences in others and themselves. The fourth and fifth grade program teaches gangs and violence prevention. Training is provided. Rehearsals and performances are on Thursdays of the fall semester unless otherwise notified. **PLEASE RETURN THIS APPLICATION TO SCHOOL AS SOON AS POSSIBLE** DPS Computerized Criminal History (CCH) Verification (AGENCY COPY)

I, , acknowledge that a Computerized Criminal APPLICANT or EMPLOYEE NAME (Please print) History (CCH) check may be performed by accessing the Texas Department of Public Safety Secure Website and may be based on name and DOB identifiers. (This is not a consent form, but serves as information for the applicant.) Authority for this agency to access an individual’s criminal history data may be found in Texas Government Code 411; Subchapter F. Name-based information is not an exact search and only fingerprint record searches represent true identification to criminal history record information (CHRI), therefore the organization conducting the criminal history check is not allowed to discuss with me any CHRI obtained using the name and DOB method. The agency may request that I also have a fingerprint search performed to clear any misidentification based on the result of the name and DOB search. In order to complete the fingerprint process I must make an appointment with the Fingerprint Applicant Services of Texas (FAST) as instructed online at www.txdps.state.tx.us /Crime Records/Review of Personal Criminal History or by calling the DPS Program Vendor at 1-888-467-2080, submit a full and complete set of fingerprints, request a copy be sent to the agency listed below, and pay a fee of $25.00 to the fingerprinting services company. Once this process is completed the information on my fingerprint criminal history record may be discussed with me.

(This copy must remain on file by this agency. Required for future DPS Audits)

______Signature of Applicant or Employee (optional) Please: Check and Initial each Applicable Space

Date CCH Report Printed: ECISD POLICE DEPARTMENT YES NO initial Agency Name (Please print) Purpose of CCH: KIMBERLEY JONES Agency Representative Name (Please print) Empl Vol/Contractor initial

______Date Printed: initial Signature of Agency Representative Destroyed Date: initial 2018 Retain in your files Date Rev. 09/2015 CONSENT TO PERFORM BACKGROUND CHECK

Volunteers Please Note: All volunteers who work in direct contact with ECISD students must fill out the same consent form that employees fill out for a background check. Your personal information will be not be shared with any outside organization.

Last Name First Name Middle Name

Maiden and/or Other Names Used

Date of Birth Social Security Number Sex Race

City State County

I, , am an applicant to volunteer within the Ector County Independent School District and have been advised that as a part of the application process, ECISD shall conduct a background check. I do hereby consent to ECISD’s use of any information provided during the application process in performing the criminal check. ECISD has informed me that I have the right to review and challenge any negative information that would adversely impact a decision to offer a volunteer assignment. In addition, I have been informed that I will have a reasonable opportunity to clear up any mistaken information reported within a reasonable time frame established within the sole discretion of ECISD.

The following are my responses to questions about my background (if any) with explanations to any questions with a YES answer:

1. Have you ever been convicted of or charged with a felony or misdemeanor or received probation or deferred adjudication? YES NO If YES, please provide an explanation:

2. Have you ever been convicted of any criminal offense in a county outside the jurisdiction of the United States? YES NO If YES, please provide an explanation:

3. As of the date of this authorization, do you have any pending criminal charges against you? YES NO If yes, please provide an explanation:

This section is to be used to list all counties and states of residence since age 18 or high school graduation. You must be specific about dates of residence. Even if you’ve only resided in Ector County, this section must be completed. City/Town County State Date From Date To

I hereby certify that all information provided in this authorization is true, correct and complete. I understand that if any information proves to be incorrect or incomplete that grounds for the canceling of any and all offers of volunteering will exist and may be used at the discretion of ECISD.

Date Applicant Signature

Applicant Mailing Address Zip Code

Applicant Email Address Applicant Phone

School(s) where you are wishing to volunteer:

Program(s) you are wishing to be involved: (please check all that applies)

Volunteers Partners Parent-Teacher/Booster Club Organization(s)

Thank you for your interest in volunteering within ECISD. Please submit your completed application to: Debbie Lieb ECISD Volunteers & Partners 802 N. Sam Houston P.O. Box 3912 Odessa, Texas 79760 (432) 456-901233 Voluntarios Y Socios DISTRITO ESCOLAR INDEPENDIENTE DEL CONDADO ECTOR

Voluntarios y Socios ofrece una gran variedad de oportunidades de servicios voluntarios para padres y miembros de la comunidad ayudando al personal y estudiantes. Como voluntario, usted recibirá orientaciones y entrenamiento en el trabajo. Inscríbase con nuestro grupo voluntario por llenar y devolver esta solicitud en la escuela. Usted puede comenzar a ser voluntario tras la aprobación de una verificación de antecedentes penales. Cada persona debe ser aprobado a raíz de una verificación de antecedentes criminal antes de comenzar a ser voluntario.

Fecha SOLICITUD PARA SERVICIOS VOLUNTARIOS

Nombre de Voluntario Feche de nacimiento Teléfono Correo electrónico Teléfono celular

Teléfono celular ______Dirección de correo Código Postal Correo Electrónico

Teléfono Celular______Nombre de estudiante(s) Nombre de maestra(o)______Grado (Por favor de indicar si más de un niño asiste a la misma escuela)

¿Cuántos años ha participado como voluntario en las escuelas públicas? ¿Dónde?

¿Ha asistido alguna orientación del distrito? Si No Fecha

¿Ha llenado una forma de consentimiento de chequeo y DPS? Sí No

Por favor indique el área de trabajo de su preferencia. Numere su preferencia en el orden que le gustaría ser asignado. Numero "1" indica su primera preferencia, numero "2" indica su segunda preferencia, etc. Trataremos de asignarlo en su primera preferencia si es posible.

ASISTENTE DE SALON DE CLASE - Asiste al maestro(a) en tales áreas como, asistencia individual o preceptoril (tal como matemáticas o lectura), preparación de tableros de boletín, archivar, revisar papelas de tareas, cuentos, y otras asignaciones sugeridas por el maestro.

ASISTENTE DE OFICINA DE ESCUELA - Asiste al personal de la oficina en tales tareas como responder el teléfono, matriculación de estudiantes nuevos, y otras asignaciones sugeridas por el personal de la oficina.

ASISTENTE DE SALON DE TALLER - Asiste a los maestros en varios departamentos con tales tareas como, escribir en máquina, laminar, hacer copias y otras asignaciones.

ASISTENTE DE BIBLIOTECA - Asiste al bibliotecario a procesar libros para circulación, archivar cartas de catálogo, y varias otras tareas cuando se presente la necesidad.

MONITOR - Asiste en tales áreas como la cafetería, patio de recreo, corredor, etc. donde se necesita la supervisión de un adulto.

VOLUNTARIO OCASIONAL - Un voluntario quien no puedo dar sus servicios regularmente, pero ocasionalmente en áreas especiales que se presenten, tal como feria de libros, de jardín de niños, viajes de campo, etc.

NO TENGO PREFERENCIA - Trabajare donde me necesiten.

GRADO PREFERIDO, si tiene.

Por favor indique los días y horas que usted puede dar sus servicios voluntarios. M T W T F La mayoría de los voluntarios regulares sirven aproximadamente de una a dos AM horas por semana. PM ______

KIDS ON THE BLOCK PUPPET TROUPE Información sobre las feches del entrenamiento y servicio será enviada a los interesados. *Indica que se requiere hablar inglés para esta actividad.

*"KIDS ON THE BLOCK" - Recibirá instrucción para trabajar con títeres inválidos y sanos en espectáculos de títeres en todas las escuelas elementales en grados tercero y quinto. Este programa ayudara a los niños en el tercer grado entender a sus amigos inválidos. El programa para los niños en el quinto grado enseñará prevención contra las pandillas y la violencia. Se imparte formación.

**POR FAVOR REGRESE ESTA SOLICITUD A LA ESCUELA LO MAS PRONTO POSIBLE**

Verificación Computarizada de Antecedentes Penales (CCH por sus siglas en inglés) del DPS (Departamento de Servicio Público) (COPIA DE LA AGENCIA)

Yo, ______, reconozco de que se realizará una verificación NOMBRE DEL SOLICITANTE o EMPLEADO (Por favor imprima) Computarizada de antecedentes penales (CCH) por medio de la Página red del Departamento de Texas de Seguridad Pública y se basará en el nombre y fecha de nacimiento que yo proporcione. (Esta forma no es un consentimiento). Autoridad para esta agencia accesar la información historial criminal del individuo puede ser encontrado en el código del Gobierno del Texas 411; subcapítulo F. Debido a que la información basada del nombre no es una búsqueda exacta, y que sólo la búsqueda de registros de huellas dactilares representa una identificación verdadera de antecedentes penales, la organización (que se nombra abajo), la cual está dirigiendo la verificación de antecedentes penales, no tiene autorización para discutir ninguna información obtenida conmigo través de este método. Por lo tanto, la agencia puede solicitar una búsqueda mediante huellas dactilares para aclarar cualquier duda en la identificación basada en la búsqueda por nombre y fecha de nacimiento. Una vez que se haya completado este proceso y que la agencia reciba los datos del DPS, la información en mi registro de antecedentes penales a través de huellas dactilares se podrá discutir conmigo.

Para completar el proceso yo tengo que hacer una cita con el Fingerprint Applicant Services of Texas (FAST) [Departamento de Texas de Seguridad Pública AFIS] como instruido en la rede www.txdps.state.tx.us [seleccionar Español] o llamando DPS (Departamento de Servicio Público) al vendedor del programa al 188-467-2080, someter una colección completa de mis huella dactilares, solicitar que se envié una copia a la agencia nombrada abajo y pagar una cuota de $24.95 dólares a la compañía de servicios de huellas dactilares L1Enrollment Services.

(Esta copia debe permanecer en el archivo de su agencia. Requerida para auditorias futuras del DPS)

Por favor: Verifique y oponga sus iniciales en cada espacio ______pertinente Firma del solicitante o empleado

______Reporte de imprenta de CCH: Fecha SÍ NO _____ iniciales

_District Police Department_ ___ Propósito del CCH: ______Nombre de la agencia (letra de imprenta)

_Kimberley Jones ______Contratado No contratado _____ iniciales Nombre del representante de la agencia (letra de imprenta) Fecha impremido: ______iniciales ______Firma del representante de la agencia Fecha destruído:______iniciales __2018______Fecha Conserve en su archivo CONSENTIMIENTO PARA REALIZAR UNA REVISION DE ANTECEDENTES PENALES

Voluntarios, favor observar que: Todos los voluntarios que trabajan en contacto directo con alumnos del Distrito Escolar del Condado Ector deben llenar el mismo consentimiento para realizar una revisión de antecedentes penales que los empleados del distrito. Su información personal no será compartida con ninguna organización exterior.

Apellido Nombre Segundo Nombre

Apellido de soltera u otro que ha usado

Fecha de Nacimiento Número de Seguro Social Sexo Raza

Ciudad Condado Estado

Yo, , soy un candidato(a) a participar como voluntario con el Distrito Escolar Independiente del Condado Ector (ECISD). Se me ha comunicado que como parte del proceso de solicitud, ECISD llevará a cabo una revisión de antecedentes penales. Por este medio consiento a que ECISD utilice la información provista durante el proceso de solicitud para realizar dicha revisión. Se me ha informado que tengo el derecho de revisar y/o disputar cualquier información perjudicial que pudiese afectar negativamente la decisión de ofrecer una plaza como voluntario. De igual manera, he sido informado (a) que tengo la oportunidad de clarificar cualquier información errónea que haya sido reportada, durante un tiempo razonable establecido a discreción del distrito escolar.

Las siguientes son respuestas a las preguntas sobre mis antecedentes penales (si existen) con explicación a cualquier pregunta que tenga una respuesta afirmativa:

1. ¿Alguna vez se le han hecho cargos o ha sido declarado convicto con un delito mayor o menor o ha estado bajo libertad condicional o sentencia postergada? SI NO Si contesta SI, por favor explique abajo:

2. ¿Alguna vez ha sido declarado culpable de alguna ofensa criminal en un país fuera de la jurisdicción de los Estados Unidos? SI NO Si contesta SI, por favor explique abajo:

3. Hasta la fecha de este consentimiento, ¿Tiene usted algún cargo criminal pendiente en su contra? SI NO Si contesta SI, por favor explique abajo:

33a En esta sección deben documentarse todos los países, condados, y estados en los que haya residido a partir de los 18 años o graduación de la escuela preparatoria (High School). Por favor sea específico sobre las fechas de residencia en dichos lugares. Aun si usted solo ha residido en el condado Ector, debe completar esta sección. Ciudad Condado Estado De esta fecha A esta fecha

Yo, por medio de la presente certifico que toda la información proporcionada en esta autorización es correcta, verdadera y completa. Entiendo que si cualquier información es comprobada como incorrecta o incompleta provee motivos suficientes para la cancelación de cualquier o todas las ofertas para otorgar una plaza como voluntario y puede ser usada a la discreción de ECISD.

Fecha Firma del solicitante

Dirección de Correo Código Postal

Dirección de Correo Electrónico Número de Teléfono

Escuela(s) en las que desea participar como voluntario:

Programa(s) en los que desea participar: (Favor de marcar todos los que apliquen)

Voluntarios Socios Organizaciones de Padres y Maestros

Gracias por su interés en participar como voluntario con el Distrito Escolar Independiente del Condado Ector. Favor de enviar su solicitud completa a: Debbie Lieb ECISD – Volunteers & Partners 802 N. Sam Houston P.O. Box 3912 Odessa, Texas 79760 (432) 456-9012 33a Reporting & Record- keeping Contacts: Uva Valenzuela Internal Auditor 432-456-7049 PARENT-TEACHER & BOOSTER ORGANIZATIONS

Reporting and Recordkeeping Requirements The District CANNOT offer financial or tax advice. The purpose of this meeting is to give organizations a direction of where to locate necessary information.

1. Internal Revenue Service – www.irs.gov • Application for Employer Identification Number (EIN) – Form SS-4 • Application for tax-exempt status – 501(c)(3) – Form 1023 • Annual Return – Form 990, 990EZ, or 990N (also known as the e-Postcard)

2. Texas Comptroller of Public Accounts – www.window.state.tx.us • Sales Tax Permit – sale of taxable items • Sales Tax Exemption-for purchases

3. Ector County Independent School District – www.ectorcountyisd.org • At the beginning of the year submit the following items to the principal and to the Communication Department:  copies of the organization’s by-laws  budgets  plan of annual activities and fund-raisers  current list of officers

• Also for each fund-raising activity submit a Request for Approval (GE-Exhibit A) to the principal at least 15 work days prior to the proposed activity, regardless if activity will be on or off campus  If food is sold on campus, during the school day – midnight to 30 minutes after the last bell – receive approval from Director of School Nutrition

• No later than 30 days after the organization’s year end submit the annual Financial Activity Overview report (GE-Exhibit B) to the Communication Department  For organizations with less than $25,000 in receipts for their fiscal year complete only section A of the report  For organizations with $25,000 or more in receipts for their fiscal year complete both sections A and B of the report

1  If the organization’s assets at the end of the fiscal year are more than $250,000 or if receipts for the fiscal year are more than $250,000 the organization must have an independent audit performed and the audited financial statements submitted to the Communication Department within 60 days of the organization’s fiscal year end . The District will pay for the audit

4. It is very important to keep all the documentation related to the organization’s activity including the items listed there: • Bank statements • Cancelled checks – Payment of all expenditures by check is encouraged • Paid invoices • Receipt books- Issuance of a receipt for all funds collected is also encouraged • Ticket stubs for ticket sales • Approved fundraiser forms • Copies of any handouts or advertisement • Accounting ledgers • Financial reports • Minutes of meetings • IRS information reports (Form 990’s) • Any IRS correspondence including the letters of determination of exemption *If you do not keep accurate and detailed records of your organization’s activities, you will not have the information to complete the District and IRS filing requirements or documentation will not be available if the organization is audited. *Keep all documentation for as long as it may be needed for the administration of any provision of the Internal Revenue Code. *Ensure that there is an appropriate handover of all the documentation and knowledge from the officers to the next set of officers. *Report financial activity quarterly to the members of the organization.

2 Note: Form SS-4 begins on the next page of th is document. Change to Domestic Employer Identification Number (EIN) Assignment by Toll-Free Phones Beginning January 6, 2014, the IRS will refer all domestic EIN requests received by toll-free phones to the EIN Online Assistant. You can access the Assistant by going to www.irs.gov, entering "EIN" in the "Search" feature and following instructions for applying for an EIN online. Attention Limit of one (1) Employer Identification Number (EI ) Issuance per Business Day Effective May 21 , 2012, to ensure fair and equitable treatment for all taxpayers, th e Internal Revenue Service (IRS) will limit Employer Identification Number (EIN) issuance to one per responsible party per day. For trusts, the limitation is applied to the grantor, owner, or trustor. For estates, the limitation is applied to the decedent (decedent estate) or th e debtor (bankruptcy estate). This limitation is applicable to all requests fo r EINs whether online or by phone, fax or mail. We apologize for any inconvenience this may cause. Change to Where to File Address and Fax-TI umber There is a change to the Instructions for Form SS-4 (Rev. January 2011). On page 2, under the "Where to Fi le or Fax" table, th e address and Fax TIN number have changed. If you are applying for an Employer Identification Number (EIN), and you have no legal residence, principal place of business, or principal office or agency in any state or th e District of Columbia, file or fax your application to : Internal Revenue Service Center Attn: EIN International Operation Cincin nati, OH 45999 Fax-TIN: 859-669-5987

This change will be included in the next revision of the Instructions for Form SS-4.

Form SS-4 (Rev. 1-201 0) Page 2 Do I Need an EIN? File Form SS-4 if the applicant entity does not already have an EI N but is required to show an EIN on any retum, statement, or other document. ' See also the separate instructions for each line on Form SS-4.

IF the applicant... AND ... THEN... Started a new business Does not currently have (nor expect to have) Complete lines 1, 2, 4a-8a, 8b--c (if applicable), 9a, employees 9b (if applicable), and 10--14 and 16--1 8. Hired (or will hire) employees, Does not already have an EI N Complete lines 1, 2, 4a---B, 7a-b (if applicable), 8a, including household employees 8b-c (if applicable), 9a, 9b (if applicable), 10--18. Opened a ban k account Needs an EIN for banking p urposes only Complete lines 1-5b, 7a-b (If app!fca ble), 8a, 8b-c (if applicable), 9a, 9b (if applicable), 10, and 18.

Changed type of organization Either the legal character of the organ ization or its Complete lines 1-18 (as applicable). ownership changed (for example, you in corporate a sale proprietorship or form a partnership) 2

Purchased a goin g b usiness J Does not already have an EI N Complete lines 1-18 (as ap plicable). Created a trust The trust is other than a grantor trust or an IRA Complete lines 1- 18 (as applicable). trust 4

Created a pension flan as a Needs an EIN for reporting purposes Complete lines 1, 3, 4a-5b, 9a , 10, and 18. plan administrator Is a foreign person needing an Needs an EIN to complete a Form W-8 (other than Complete lines 1-5b, 7a-b (SSN or ITI N optional), EI N to comply with IRS Form W-8ECI), avoid withholding on portfolio assets, 8a, 8b-c (if applicable), 9a, 9b (if applicable), 1O, withholding regulations or claim tax treaty benefits 6 and 18.

Is administering an estate Needs an EIN to report estate income on Form 1041 Complete lines 1-6, 9a, 10--12, 13-17 0f applicable) , and 18. Is a withholding agent for Is an agent, broker, fiduciary, manager, tenant, or Complete lines 1, 2, 3 (if applicable), 4a-5b, 7a-b (if taxes on non-wage income spouse who is required to fi le Form 1042, An nual applicable), 8a. 8b-c (if applicable), 9a, 9b (if paid to an alien ~ .e., Withholding Tax Retum for U.S. Source Income of applicable), 10, and 18. individual, corporation, or Forei gn Persons partnership, etc.) Is a state or local agency Serves as a tax reportin g agent for public assistance Complete lines 1, 2, 4a-5b, 9a, 10, and 18. reCipien ts under Rev. Proc. 80-4, 1980-1 C. B. 581 7

Is a single-member LLC Needs an EIN to file Forn1 8832, Class ification Complete lines 1-1 8 (as appl icable). Election, for fili ng employment tax retums and excise tax returns, or for state reportin g purposes 8

Is an S corporation Needs an EIN to file Form 2553, Election by a Small Complete lines 1-18 (as applicable). Business Corpora tion 9

1 For example, a ole proprietorship or self-employed fanTler who establIShes a quah/led retirement plan, or Is requIred to file excise, employment, alcohOl, tobacco, or firearms retums, must have an EJN. A partnership, corporat on, REMIC (real estate mortgage Investment conduit) , nonprofit organization (Church, club, etc.), or farmers' cooperative must use an EJN for any tex-related purpose even If the entity does not have employees.

2 However, do not apply for a new EIN if the eXIsting entity only (a) changed its business name, (b) elected on Form 8832 to change the way ~ is taxed (or is covered by the default t\lIes) , or (c) terminated Its partnership status because at lea.sl 50% of the total interests In partnership capital and profits were sold or exchanged With in a 12-month penod. The EIN of the terminated partnershIp Should conllnue to be used. See RegulatIOns section 30 1.61 QS-l (d)(2)(III). 3 Do not use the EIN of the p 'or business unless you became the ' owner" of a corporation by acquiring jts stock. • However, grantor trusts that do not tile using Optional Method 1 and IRA trusts that are reqUired to fde Form 990-T. Exempt Organization Bus

6 Entities applying to be a Qual ified Intermediary (01) need a QI-EIN even jf they already have an EN See Rev. Proc. 2000- 12 .

7 See also Household employer on page 4 of the instructions. Note. State or local agencies may need an EIN for other reasons, fo r example. hired employees. ~ See Disregarded em,ties on page 4 of th e instructions for detal!s on completJng Form SS for an LLC. • An existing corporation that Is electing or revoking S corporation status shoufd use lis prevlously-asstgned EIN.

UIL Booster Club Guidelines Contacts: Mark Lyon Executive Director of Fine Arts 432-456-8619

Bruce McCrary Executive Director of Athletics 432-456-9059

Subchapter M. ELIGIBILITY Section 402: ELIGIBILITY - MUSIC Section 4 00: STUDENT’S ELIGIBILITY FOR ALL Subject to the other sections of this subchapter, an indi- UIL CONTESTS vidual is eligible to participate in a UIL varsity music contest Subject to the other sections of this subchapter, an indi- as a representative of a member school if that individual: vidual is eligible to participate in a UIL varsity contest as a (a) meets all the requirements of Section 400; and representative of a member school if that individual: (b) did not change schools for the purpose of participating in a UIL music contest. (a) is not a high school graduate (See Section 405); (b) is a full-time, day student in the member high school the student represents (See Section 406, Section 403: ELIGIBILITY - ATHLETICS academic exception, Section 906 and Official Subject to the other sections of this subchapter, an indi- Interpretations 08-09-10, 99-04-20, 10-03-12 and vidual is eligible to participate in a UIL varsity athletic con- 00-99-13, Appendix I); test as a representative of a member school if that individual: (c) has been in regular attendance at the member (a) meets all the requirements of Section 400; school since the sixth class day of the present (b) is less than 19 years old on September 1 preceding school year or has been in enrolled and in regular the contest, or has been granted eligibility based attendance for 15 or more calendar days before on a disability which delayed his or her education the contest or competition (student becomes eli- by at least one year (See Section 446); gible on the fifteenth day) (See Section 407 and (c) did not change schools for athletic purposes (See Official Interpretation 95-11-09, Appendix I); Sections 5 and 443); (d) is in compliance with rules of the State Board (d) is an amateur (See Section 441); of Education; (See Section 404 and state law (e) was eligible according to Section 400 (c) (fifteen regarding credit requirements and grades (the calendar day rule) and Section 403 (f) (residence school shall verify a student’s grades on the basis rule) at the member school the student wishes to of the official grade report and independently of represent prior to the deadline for district certifi- involvement by the student); cation (non-compliance results in ineligibility only (e) has the required number of credits for eligibility in post-district competition in that sport); and (f) is a resident of the member school district (See during the first six weeks of school (See Section Section 442), and a resident of the attendance 411); zone in which the member school being attended is enrolled in a four-year program of high school is situated, courses (See Section 408); (1) or has been continuously enrolled in and (g) initially enrolled in the ninth grade not more than regularly attending the school for at least four years ago nor in the tenth grade not more the previous calendar year if his or her than three years ago (See Section 408 and Official parents do not reside within the school Interpretation 07-04-18, Appendix I); district’s attendance zone; see (5) (B) below (h)(f) was not recruited (See Section 5 and section 409); for exception. Note: A student who has (i) is not in violation of the Awards Rules (See Sec- changed schools for athletic purposes may tion 480); and be declared ineligible for more than one cal- (j) meets the specific eligibility requirements for endar year. See Section 443 (f) (3). For stu- UIL academic competition in Section 401, for dents placed on a waiting list for admittance music competition in Section 402, and/or for ath- to an open enrollment charter school that is letic competition in Section 403. a member school, the earlier of the first day of enrollment or the first day of school for Section 401: ELIGIBILITY - ACADEMICS the school year following the date of applica- Subject to the other sections of this subchapter, an tion begins the time frame for compliance individual is eligible to participate in a UIL varsity aca- with the exception noted in this section. demic contest as a representative of a member school if that individual: (a) meets all the requirements of Section 400; and (b) did not change schools for the purpose of participating in a UIL academic contest. (2) or the student is attending a school out- in compliance with varsity eligibility side the attendance zone where the parents requirements, are eligible. reside because the school board or other (B) Students whose parents live within appropriate authority changed district or the independent school district where attendance zone lines. the charter school is located, who do (3) or is a transfer student from a public 8-grade not select the charter high school at ISD not containing a high school, who trans- their first opportunity, are ineligible for ferred at the first opportunity: varsity athletic competition unless they (A) to select a high school with geographi- have been enrolled in and regularly cal boundaries contiguous to his or her attending the charter high school for at K-8 school; least the previous calendar year. (B) to a high school for which the K-8 (C) Students whose parents reside outside school attended receives state trans- the boundaries of the independent portation funds; or school district where the charter (C) to the high school located nearest the school is located are ineligible for student’s residence. varsity athletic competition unless they (4) Intra-District Transfers. A student who has have been enrolled in and regularly an option to attend more than one high attending the charter school for at least school within a school district, rather than the previous calendar year. being assigned to a school according to attendance zones, is eligible at the school Section 404: STATE LAW first selected if he/she transfers at the first (a) INTERPRETATION OF STATE LAW. The opportunity. If a student subsequently trans- Commissioner of the Texas Education Agency del- fers to another school, the student is not egated hearing authority over matters pertaining eligible for varsity athletic competition until to the enforcement of applicable state law to the he/she has been in and regularly attended UIL. UIL staff opinions should be requested on that school for at least the previous calendar all state laws relating to UIL eligibility, and rules year. and regulations promulgated by the State Board of (5) Foreign Exchange Students. Education or the Texas Education Agency regard- (A) Foreign exchange students are ing the following as they apply to UIL eligibility: ineligible for varsity athletic contests (1) grades; the first year they attend a member (2) credit requirements; school unless they are granted a waiver (3) number of contests per school week; of the parent residence rule as outlined (4) limit on practice and performance per school in Sections 465 and 468. week; and (B) Foreign exchange students who receive (5) limit on school year absences for extracur- a Foreign Exchange Waiver and par- ricular activities. ticipate in UIL varsity athletic contests (b) SOURCES OF INFORMATION. In addition to during their first year in the host school calling or writing UIL staff, the UIL publishes may not participate in those same con- a manual available to member schools entitled tests if they return for a second year TEA-UIL Side By Side that contains interpreta- to the host school. The student may, tions and answers to frequently asked questions. It however, participate in any other UIL is available on request, and is on the UIL website. varsity sport. (c) VENUE. In accordance with Texas Education See Official Interpretations 01-09-18 and 10-03- Code 67.26, any lawsuit filed against the UIL shall 12, Appendix I be filed in Travis County. (6) Charter Schools: (A) Students whose parents live within the Section 405: HIGH SCHOOL GRADUATE boundaries of an independent school district where a charter high school is (a) COMPLETION OF HIGH SCHOOL. A person located and opt to attend the charter is considered a high school graduate if that person high school at their first opportunity to received a diploma or other certificate signifying select a high school and are otherwise successful completion of high school from a high school or other institution of equal or higher rank, (e) A student participating in UIL activities at a participated as a graduate in the graduation exer- member school under (d) above or official State cises of a high school, or complied with the require- Executive Committee Interpretation 10-03-12 ments for graduation during a four-year program, or 00-09-13 could do so by completing and filing whether or not the student participated in the the Non-Disciplinary Alternative School Student graduation exercises. However, a student who has Participation Form with the applicable school, accumulated enough credits to satisfy graduation District Executive Committee and the UIL office requirements prior to the end of four years, but prior to said participation. remains in school as a full time student, is not considered a high school graduate under this rule. Section 407: REGULAR ATTENDANCE (b) GED TESTING PROGRAM. A student who (a) A student is in regular attendance even though receives an equivalency credential based on the he or she is absent for 10 class days or less after General Education Development Testing Pro- enrolling in school because of illness or other gram is not considered a high school graduate, if unavoidable cause, if the parent or guardian that student remains in or returns to high school, submits a written statement certifying this as the and has not otherwise met the requirements for reason for the absence and the principal approves high school graduation. the absence. (c) This section shall not disqualify a contestant who (b) Except for an otherwise eligible student who is a is eligible in all other respects at the time of spring dependent of a parent or guardian who is active graduation. This exception refers only to contes- duty military, a student who does not enroll in tants whose UIL competition extends into the and attend school within the first six class days is summer from the end of the school year. ineligible to participate until the 15th day after enrollment and attendance. In each case where Section 406: FULL-TIME DAY STUDENT applicable, the superintendent or their designee A person is considered a full-time day student if that shall certify to the appropriate District Executive person: Committee that, based on reasonable evidence, (a) is enrolled and attends classes in a member school the active duty military exception noted above for which the current year’s membership fee has applies. been paid, or is enrolled in the ninth grade or (c) Students who are in an alternative program under tenth grade on a campus separate from the high TEC Section 37.006 may resume UIL participa- school, and who will, by school district policy and tion on the first day they return to regular classes, not by choice, attend a specific high school (See with local school district approval. Official Interpretation 05-09-01, Appendix I); (b) is enrolled in the number of courses required by Section 408: FOUR-YEAR PROGRAM OF HIGH state law and by rules of the State Board of Educa- SCHOOL COURSES tion; and (a) A student may participate in UIL contests during (c) is in compliance with written transfer and admis- a program of high school courses over a period of sion policies of the local school district. four consecutive calendar years after the student (d) Subject to local school district discretion, students first enrolls in the ninth grade. A student is con- attending non disciplinary ‘alternative’ schools sidered to be enrolled in the ninth-grade the day such as magnet or ISD charter schools within the of that student’s registration as a 9th grader and same independent school district that do not offer attendance in a full class period at the ninth grade UIL participation opportunities, may be in com- level. pliance with this section and eligible to participate (b) Students who never entered the ninth grade in the division (Academics, Athletics, Music) of but were placed into the tenth grade have UIL activities not offered at the non disciplinary three consecutive years from their first entry ‘alternative’ school. A student’s eligibility under into tenth grade to complete their high school these circumstances would be at the school the eligibility. student would attend based on the residence of (c) Over-age eighth grade students who participate on the parent’s of the student and/or the school the the high school varsity athletic team have four con- student would attend by school district policy if secutive years, including grade 8, to complete their they were not enrolled in the non disciplinary high school athletic eligibility. See Section 1478 (b). ‘alternative’ school. Section 409: RECRUITING Section 441: AMATEUR ATHLETIC STATUS Recruiting is not only a violation by the student who has The amateur rule starts the first class day of a student’s been recruited, but it is also a violation by the school and/ 9th grade year, and is in continuous effect during the or the school district personnel who recruited the student. school year and summer months until all athletic com- It is a violation to recruit at all grade levels. petitions completed in the 12th grade. The student at all times (whether in school or outside school) shall abide Section 410: BURDEN OF PROOF by the letter and intent of amateurism. As set forth in (a) ELIGIBILITY. If a student’s eligibility to compete this section. Schools are charged with the responsibility in a UIL contest is questioned, the student has the of informing students of all applicable subsections of this burden in any proceeding to establish by the pre- rule and enforcing this rule. Administrators and coaches ponderance of the evidence that he or she is eligible. must ensure that athletes receive only services specifically (b) ALLEGATIONS OF VIOLATIONS. If a District permitted by written rule. Any breach of the rule under- Executive Committee or the State Executive mines the educational goals of interscholastic athletics. Committee determines that a complaint or report (a) NOT AN AMATEUR. For purposes of competing of a violation has enough validity or substance to in an athletic contest, a student in grades 9-12 is hold a hearing, the burden by the preponderance not an amateur if that individual, within the pre- of the evidence to disprove the allegations at issue ceding 12 months: rests with the member school, member school dis- (1) except as provided otherwise in this section, trict or covered school district personnel charged received money or other valuable consider- with the violation. ation for participating in a UIL sponsored school sport; Section 411: CREDIT REQUIREMENTS FOR ELI- (2) received valuable consideration for allowing GIBILITY DURING FIRST SIX WEEKS his or her name to be used in promoting a product, plan or service related to a UIL The standards below determine academic eligibility for sport or contest; or the first six weeks of the school year. Students in non-compliance may request a hardship appeal of their academic (3) accepted money or other valuable consider- eligibility through the UIL. ation from school booster club funds for any (a) GRADES NINE AND BELOW. Students must non-school purpose. have been promoted from the previous grade. (4) For the purposes of this section, “participat- (See Official Interpretation 01-09-18 Appendix I). ing” means taking part or playing any role (b) SECOND YEAR OF HIGH SCHOOL. Five in the covered sport or otherwise being accumulated credits that count toward state grad- involved in any practice, game or contest uation requirements. of the covered sport, as a coach, player, (c) THIRD YEAR OF HIGH SCHOOL. Ten accu- manager, assistant, or any other involvement mulated credits that count toward state gradua- besides that of a spectator. A game or activity tion requirements or student must have earned involving chance not sponsored by the UIL at least five credits within the last twelve months but that may also involve a student using that count toward state graduation requirements. some athletic skill or ability does not consti- (d) FOURTH YEAR OF HIGH SCHOOL. Fif- tute “participating” under this section. Such teen accumulated credits that count toward a game or activity would be a “half-court state graduation requirements or student must shot” contest as part of a marketing program have earned at least five credits within the last or throwing balls at a target for a prize. twelve months that count toward state gradua- “Teaching” and ‘coaching” are synonymous tion requirements. terms. (5) For the purposes of this section a “UIL Section 412: ACCOMODATIONS FOR DISABILITY sponsored school sport” is any sport that is Students with disabilities as defined by section 504 of the sponsored by the UIL as either a regular Rehabilitation Act and/or Title II of the Americans With Dis- approved UIL activity or pilot program and abilities Act, who are currently being served under either or that is made available through the school the those acts, may apply to the UIL staff for accommodations student attends. For example, baseball is a to applicable contest rules or playing rules. Contact the UIL UIL sponsored sport and is covered by this office or visit the UIL website for details and an application. rule, regardless of the level of competition involved or organization that is administer- informed of the violation, that student may regain ing the game in which the sport is played. athletic eligibility as of the date the valuable con- (b) EXCEPTIONS: sideration is returned. If a student fails to return it (1) Students may accept reasonable fees that do within 30 days, that student remains ineligible for not exceed local prevailing rates for teaching one year from when he or she accepted it. During or coaching activities. the period of time a student is in possession of (2) Students may accept reasonable fees that do valuable consideration, he or she is ineligible for not exceed local prevailing rates for officiat- varsity athletic competition in the sport in which ing athletic contests. the violation occurred. Any games or contests in which the student participated during that time (3) Seniors may sign a letter of intent or schol- would be forfeited as the minimum penalty. arship agreement which contains the condi- (d) TEAM VIOLATION. If the team violates this sections of a scholarship with a postsecondary tion, the penalty shall be assessed against the team institution. and not against each individual. (4) For purposes of competing in an athletic contest, the member school, school district Section 442: RESIDENCE IN SCHOOL DISTRICT or a student’s parent(s) may provide medi- AND ATTENDANCE ZONE cal examination and services, athletic insur- This section applies to the first calendar year of atten- ance, transportation and other travel expenses dance in grades 9-12. Parent(s) in the context of this rule incurred in competing away from home, or means parents or adoptive parents who adopted the stu- supplies and services during and in connec- dent prior to the student’s first entry in the ninth grade. tion with a game or practice period. Jerseys or (a) PRESUMPTION OF RESIDENCE OF STU- game shirts may be worn on game day as well DENT, PARENT(S), SPOUSE. The residence of a as during practice or competition, with school single, divorced or widowed student is presumed district approval. to be that of the parents of the student. The resi- (5) Participant schools and member school dis- dence of a married student is presumed to be that tricts may permit student athletes to attend of his or her spouse. contests by permit admission through a pass (b) GUARDIAN OF PERSON. If a student’s parents gate. are alive but a guardian of his or her person was (6) A student-athlete in grades 9-12 may accept appointed by appropriate authority and recorded funds that are administered by the United in the county clerk’s office more than one year ago, States Olympic Committee (USOC) or other the residence of the student is presumed to be that national governing body. of the guardian if the student has continuously (7) Student athletes may accept small “goodie resided with the guardian for a calendar year or bags” consisting of cookies, candy and sym- more. If no legal guardianship has been taken bolic gifts from their classmates, if allowed out, three years’ residence with and support of by local school policy. a contestant establishes guardianship within the (8) Student athletes may accept travel expenses meaning of this rule. and attend free banquets in connection with (c) GUARDIAN. If a student’s parents are dead and a an awards ceremony to accept a national guardian of his or her person has been appointed and/or state-wide award, after completing by appropriate authority, the residence of the stu- their eligibility in that sport. dent is presumed to be that of the guardian. (9) Meals. The local school district determines (d) RELATIVE; SUPPORTER. If a student’s parents when, how and from whom student athletes are dead and a guardianship of his or her person can receive meals and snacks. has not been appointed, the residence of the student is presumed to be that of the grandparent, (10) This rule is sport-specific. For example if a aunt, uncle, adult brother or sister or other person student violates the rule in one sport that with whom the student is living and by whom the student would be ineligible for that sport student is supported. only. (e) CUSTODIAL. The residence of a student assigned (c) STATUS REGAINED. If a student did not real- by appropriate authority to a foster home or a ize that accepting the valuable consideration was home licensed by the state as a childcare boarding a violation of the amateur rule and returns the facility, or placed in a home by the Texas Youth valuable consideration within 30 days after being Commission, is presumed to be at the home. If a student’s parent(s) move the student to a foster (5) Do the parents or guardians regularly live in home in another school district, the student is not the district and attendance zone and intend eligible, but may apply for a waiver. to live there indefinitely? The new residence (f) DIVORCED PARENTS. The residence of a stu- should accommodate the entire family. The dent whose parents are divorced is presumed to former house should be on the market at a be that of either parent. reasonable market price or sold, or the lease (g) SEPARATED PARENTS. or rental agreement terminated. All utilities (1) If a student’s parents separate (and are not and telephone service should be discon- divorced), and if one parent remains in the nected or no longer in the family’s name. All attendance zone where the student has been licensed drivers in the household should have attending school, the student’s residence is complied with DPS regulations for changing presumed to be that of the parent who did their address. not move. (6) Are the parents or guardians required to live (2) If a student transfers to a new school with in the district and attendance zone for the a separated (but not divorced) parent, the first calendar year? If the parents or guard- student is ineligible for one calendar year, ians of a contestant move from the district but may apply for a waiver. or school zone before the student has been (h) CRITERIA OF RESIDENCE. The intent of this in attendance for one year, the student loses section is to ensure that unless circumstances fit athletic eligibility in the school district from one of the exceptions above, any relocation of which the parents or guardians move, and residence is a complete and permanent move for remains ineligible there for varsity athletics the family. The residence shall be the domicile until a year is up. which is a fixed, permanent and principal home for legal purposes. The residence is not bona fide Section 443: CHANGING SCHOOLS FOR ATHLETIC under UIL rules unless it complies with all of the PURPOSES following criteria. (a) DETERMINATION BY DISTRICT EXECU- (1) Does the student’s parent, guardian or TIVE COMMITTEE. The District Executive other person whose residence determines Committee is to determine whether or not a stu- the student’s residence own a house or dent changed schools for athletic purposes, when condominium or rent a house, apartment or considering each student who changed schools other living quarters in the school district and and has completed the eighth grade, whether or attendance zone? Parents or guardians must not the student has represented a school in grades provide documentation to verify the purchase, nine through twelve. lease or rental of a home located in the (b) COMMON INDICATORS. District Executive new attendance zone. A lease agreement or Committees should look closely to determine rental agreement should be for a reasonable if a student is changing schools for any athletic duration. purpose. Some common indicators committees (2) Does the student and the parent or guard- should include in their considerations include, ian have their furniture and personal effects but are not limited to: checking to see if a student in the district and attendance zone? There was recruited; ascertaining whether a student was should be no personal effects or furniture in good standing in the previous school, either belonging to the family in the previous residence. academically or in a sports program; determining (3) Does the student and the parent or guardian if a student was unhappy with a coach in the pre- receive their mail (other than office mail) in vious school; determining if a student played on a the district and attendance zone? The family non-school team and is transferring to the school should have submitted a change of mailing where members of the non-school team attend; address to the Post Office. determining if a student played on a non-school (4) Are the parents or guardians registered to team and is transferring to the school where the vote in the district and attendance zone? If non-school team coach or a relative of the non- either of the parents or guardians was reg- school team coach, is the school coach; and deter- istered to vote at the previous address, they mining if a student received individual or team should have applied for a new voter registra- instruction from a school coach and is transferring tion card at the new address. to the school of that coach. (c) INELIGIBLE. A student who changes schools (f) ELIGIBILITY DETERMINATION BY DIS- for athletic purposes is not eligible to compete TRICT EXECUTIVE COMMITTEE. in varsity UIL athletic contest(s) at the school to (1) If the District Executive Committee where which he or she moves for at least one calendar the student attends school finds that the year, even if both parents move to the new school student did not change schools for athletic district attendance zone. See (e) below. purposes and meets all the criteria listed (1) Exception: in Section 442, it shall declare the student (A) One time only, intra-district transfer eligible if he/she meets all other eligibility students are eligible for one varsity requirements. athletic activity that was not offered at (2) If the District Executive Committee where their previous school. The student must the student now attends school finds that the wait one calendar year before gain- student did not change schools for athletic ing eligibility for any other varsity ath- purposes, it may declare that student eligible letic contest. If a student who has been even though the school district from which granted participation under this section he or she moved refused to sign the PAPF. returns to the school in the attendance (Extreme caution should be used in granting zone where the parents reside, a Previ- eligibility under this condition.) ous Athletic Participation Form shall (3) If the District Executive Committee where be furnished to the District Executive the student now lives finds at any time that Committee, who will rule on the stu- the change was made for athletic purposes, dent’s eligibility at that school. it shall declare that student ineligible to par- (d) LENGTH OF INELIGIBILITY. The District ticipate in athletic contests for one year. This Executive Committee for the district into which may include a student who did not compete at the student moves shall determine when or if a the previous school. If the committee decides student who moves for athletic purposes becomes that the period of ineligibility should be longer eligible. See (c) above and (f) (3) below. than one year, the committee shall transfer the (e) PREVIOUS ATHLETIC PARTICIPATION case to the State Executive Committee. FORM (PAPF). An individual is presumed to (4) When officials from both the sending and have changed schools for athletic purposes if he receiving schools agree that a student or she participated with his or her former school changed schools for athletic purposes, the in any UIL athletic contest or practice in grades State Executive Committee will not hear or eight through twelve during any previous school grant an appeal. year until: (g) MINIMUM PENALTY. If a Previous Athletic (1) the student’s parents change their residence Participation Form was not filed prior to com- to the new school or attendance zone; (See petition and it was an inadvertent error and the Section 442 (g) for a student who changes student is actually eligible under Subchapter M of residence with a separated parent); the Constitution, the District Executive Commit- (2) the superintendent (or designated admin- tee is not required to demand forfeiture or to rule istrator) and principal and/or coach of the the student ineligible. The committee may assess previous school sign a PAPF stating that the the minimum penalty of reprimand. student was not recruited to the new school (h) NO PREVIOUS ATHLETIC PARTICIPATION and did not change schools or attendance FORM REQUIRED. The Previous Athletic zones for athletic purposes; Participation Forms are not required if the (3) the superintendent (or designated adminis- student did not practice or participate with his or trator) of the new school signs a PAPF stating her former school in grades eight through twelve that the student was not recruited and is not or if the student was required to change schools changing schools for athletic purposes; because the school district or attendance zone (4) the District Executive Committee approves lines were changed by the school board or other the completed PAPF. appropriate authority. NOTE: The District Executive Committee is not NOTE: (d) and (f) above speak to the applicability bound to determining only the status of students of the Previous Athletic Participation Form as who participated at another school the previous or it relates to students who have or have not current year, as it relates to changing schools for represented another school in grades nine through athletic purposes. twelve in either varsity or sub varsity competition. Section 403 (c) prohibits students from changing (A) The following must be submitted to schools for athletic purposes. the superintendent of the school district for eligibility determination: (i) Special education students Section 4 45: REPEATING GRADES FOR ATHLETIC must provide documentation of PURPOSES a special education status and (a) LOSS OF ELIGIBILITY. A student held back documentation that a disability in the seventh or eighth grade for athletic pur- delayed their education by at poses shall lose one of his or her four years of high least one year. school eligibility for each year he or she is held (ii) Students with a history of a dis- back for athletic purposes. ability must provide documen- (b) LOSS OF FOURTH YEAR. A student held back tation from a 504 committee one year in the seventh or eighth grade for athletic proving the existence and length purposes shall lose his or her fourth year of eligi- of time of the disability that bility after entering the ninth grade. caused the delay of at least one (c) LOSS OF THIRD AND FOURTH YEARS. A year in their education. student held back for two years in the seventh or (B) The superintendent must certify that eighth grade for athletic purposes shall lose both the student has met eligibility require- the third and fourth years of eligibility after enter- ments on a form prepared by the UIL ing the ninth grade. office, and submit the completed form to the chair of the District Executive Section 446: AGE Committee. If a student is unable to obtain the required certification from (a) PROOF OF AGE. Age shall be determined based the superintendent, the student may on a student’s birth certificate. In cases where appeal the matter to the UIL Waiver a student’s birth certificate is unavailable, other Officer for disposition. See Section similar government documents used for the pur- 463. pose of identification may be substituted. (3) District Executive Committee. (b) NINETEEN ON SEPTEMBER 1. (A) The chair of the District Executive (1) Eligibility. A student who is nineteen on Committee will accept only completed September 1 preceding the contest, and who certification forms. The following will initially enrolled in the ninth grade no more be returned to the superintendent by than four calendar years ago, and who prior the chair of the committee with eligi- to the end of his or her second year in high bility denied: school was in special education, under the (i) forms that do not certify that the auspices of an ARD committee or identi- student meets the requirements fied as a 504 student by a 504 committee, is for eligibility; eligible to participate in a UIL varsity ath- (ii) forms that indicate that the letic contest as a representative of a member student is not in compliance school if: with the four-year rule and a (A) the student has or had a disability waiver for that rule has not been which delayed his or her education for granted, or a year or more; (iii) forms that contain any missing (B) the student is currently in special edu- information or missing signa- cation and under the auspices of an tures. ARD committee or is currently identi- (B) The District Executive Committee will fied as a 504 student by a 504 commit- verify completed certification forms tee, and and declare the student eligible for (C) the student has not already participat- varsity competition. ed one extra year under this exception. (C) The student remains ineligible for (2) Requirements. The requirements below are varsity athletics unless and until all to be met by the superintendent. A student eligibility is verified by the District may apply for a waiver as outlined in Section Executive Committee. 463 only if the superintendent does not submit proper verification. DEPARTMENT OF ATHLETICS

ATHLETIC MEALS PURCHASED BY BOOSTER CLUB

This form MUST be accompanied by a Recommendation to Accept Donation/Gift https://www.ectorcountyisd.org/cms/lib/TX01000975/centricity/domain/29/pdfs/Donation%20Form.pdf

STUDENT TRAVEL IS NOT PAID FOR BY BOOSTER CLUBS - Booster clubs may pay for meals but must have prior approval in writing of the principal and the Athletic Department.

Date of trip Location $$ Method Documentation upon Reconciliation [Check to Coach, Credit Return Complete Card, Gift Card, etc.]

______Coach Responsible Sport

______Principal School

______Athletic Director Date Approved

802 N. Sam Houston, Odessa Texas 79762 (432) 456-9059 FAX (432) 456-9058 Booster Club Guidelines Updated July 2016

ROLE OF BOOSTER CLUBS Neighborhood patrons form booster clubs to help enrich the ROLE OF THE SUPERINTENDENT school’s parcipaon in extracurricular acvies. The fundraising Member schools make UIL rules and determine policies role of booster clubs is parcularly crucial in today’s economic regarding penales to schools, school district personnel and climate. Posive and direct communicaon can prevent most student parcipants. The superintendent is solely responsible problems. Keep the superintendent informed of all acvies. for the enre UIL program. All school acvies, organizaons (including the booster club), events and personnel are under the • Have a chain of command for communicaon with the jurisdicon of the superintendent. Booster clubs must recognize administraon. this authority and work within a framework prescribed by the • Clear all acvies through your administraon. school administraon. • The superintendent or a designee who does not coach or direct a UIL contest but has approval authority over booster clubs should be invited to all meengs. All meengs should be open to PARENTS the public. • Remember: The classroom comes first! • Booster clubs should apprise school administrators of all club • Help conduct fair and equitable compeon: adhere to rules, acvies. Make sure your local administraon has a copy of all uphold the law and respect authority. booster club publicaons. Invite administrators to all booster • Remember that officials are human. Respect their decisions. club meengs. Have an officer meet with the school • Delegate authority to the school, and then support its administraon regularly. decisions. • School administraon should apprise booster clubs of all school • Set standards by which you expect children to conduct acvies. themselves, and live by those standards yourself. • Booster clubs do not have authority to direct the dues of a • Be aware of capabilies and limitaons of young people. school district employee. The scheduling of contests, rules for Don’t have unrealisc expectaons. parcipaon, methods of earning leers and all other criteria • Allow your children to live their own lives. dealing with inter-school programs are under the jurisdicon of • Be involved in areas in which your own child is not involved, the local school administraon. thus contribung to school unity and spirit. • Minutes should be taken at each meeng and kept on file at the • Show respect to the opponents of your children. school. • Praise. Don’t cricize. Urge others to do the same. • Periodic financial statements itemizing all receipts and • Help your children and their friends develop integrity expenditures should be made to the general club membership through the intensity of compeve acvity. and kept on file at the school.

WRITTEN POLICIES COACHES AND DIRECTORS Booster clubs should develop and annually review policies to cover: • Be sure your booster club wish list has been approved by • how to obtain administrave approval before beginning projects; your supervisor before it goes to the booster club. • how to plan and publicize meengs; • Work with your administraon to determine what your club • bookkeeping and fund administraon including process to obtain can provide. superintendent’s approval prior to raising or spending funds; • Make your request to the club benefit as many students as • elecon of officers (suggeson: one president; one secretary; one possible. treasurer; and three vice-presidents: one vice-president to oversee • Aend the booster club meengs and/or know what the club fall, winter and spring sports); is doing. • taking, distribung and filing minutes; • Understand that your advisory role to the boosters is • public communicaon; without vote. • proper interacon with music and theatre directors and academic • Support other programs within your district. and athlec coaches through the lines of authority as established by • Meet with parents regularly and make them aware of the school board; relevant rules. • a sportsmanship code governing behavior of booster club members • Involve your staff with your booster club. Let the booster and fans at contests, treatment of officials, guests, judges, etc.; and club know who your staff is and what dues they perform. • plans to support the school regardless of success in compeon, keeping the educaonal goals of compeon at the forefront of all policies. 2

CLUB FINANCES Fundraising | Spending | Spends | Gis to Coaches

Fund-raising projects maybe subject to state law. Be sure that your club is in compliance with applicable law. For example, Texas has a law governing raffles. Also, consider seeking nonprofit or tax-exempt status. Consult the Texas Secretary of State’s website as well as the IRS to determine if seeking designaon as a non-profit that is tax exempt is appropriate for your booster club. hp://www.sos.state.tx.us/corp/nonprofit_org.shtml

Generally speaking, earnings by a properly organized booster club may not benefit any private shareholder or individual. • Community-wide sales campaigns should be coordinated through the school administraon to minimize simultaneous sales campaigns. • Sales campaigns should be planned carefully to insure that the projects provide dollar value for items sold, and that most of the money raised stays at home. Otherwise donaons are oen more rewarding than leng the major part of the money go to outside promoters. • Fund-raising acvies should support the educaonal goals of the school and should not exploit students. Acvies and projects should be invesgated carefully before comming the school’s support. • Individuals who acvely coach or direct a UIL acvity should serve in an advisory capacity only to the booster club and should not have control or signature authority over booster club funds, including pey cash or miscellaneous discreonary funds. • Coach’s wish lists should have received prior approval from school administraon before submission to boosters. • Coaches and directors of UIL academics, athlecs and fine arts may not accept more than $500 in money, product or service from any source in recognion of or appreciaon for coaching, direcng or sponsoring UIL acvies. The $500 limit is cumulave for a calendar year and is not specific to any one parcular gi. See Secon 481, UIL Constuon and Contest Rules. • Schools shall not pay to coaches, and coaches shall not accept, funds gathered by a high school booster club or other sources within the school district. See Secon 1202(b), UIL Constuon and Contest Rules. • Funds are to be used to support school acvies. To provide such funding for non-school acvies could violate UIL rules and the public trust through which funds are earned.

ATHLETIC BOOSTERS Individuals should be informed of the seriousness of violang the athlec amateur rule found in Secon 441 and the awards rule found in Secon 480 of the UIL Constuon and Contest Rules. Check with school administrators before giving anything to a student, school sponsor or coach. The penalty to a student-athlete is forfeiture of varsity athlec eligibility in the sport for which the violaon occurred for one calendar year from the date of the violaon. If a team violates the amateur rule, the penalty shall be assessed against the team and not against each individual. See Secon 441(d), UIL Constuon and Contest Rules. All fans, not just members of the booster club, should be aware of these rules. It affects the enre community. • Athlec booster club funds shall not be used to support athlec camps, clinics, private instrucon or any acvity outside of the school. • The local school district determines when, how and from whom student athletes can receive meals and snacks. See Secon 441(b)(9), UIL Constuon and Contest Rules. • Schools must give prior approval for any banquet or get-together given for students. • Students may not accept money or other valuable consideraon from school booster club funds for any non-school purpose. See Secon 441(A)(3), UIL Constuon and Contest Rules. • Student athletes are prohibited from accepng valuable consideraon for parcipaon in school athlecs - anything that is not given or offered to the enre student body on the same basis that it is given or offered to an athlete. See Secon 441(a), UIL Constuon and Contest Rules. Valuable consideraon is defined as tangible or intangible property or service including anything that is usable, wearable, salable or consumable. • Booster groups or individuals may donate money or merchandise to the school with prior approval of the administraon. These kinds of donaons are oen made to cover the cost of commercial transportaon and to cover costs for meals. It would be a violaon for booster groups or individuals to pay for such costs directly, without prior approval from the local school administraon. See Secon 441(b)(9) and Secon 840 (a)(2)(A)(iv). • Student athletes may accept small “goodie bags” consisng of cookies, candy and symbolic gis from their classmates, if allowed by local school policy. See Secon 441(B)(7), UIL Constuon and Contest Rules. 3 ACADEMIC BOOSTERS We encourage academic booster clubs, whether they cover UIL academic compeon in general or specific programs such as theatre, speech/debate, journalism or math/ science. A great need exists for parental involvement and support.

The rules for athlecs are diﬀerent than the rules for academics and music. Athletes are restricted by the athlec amateur rule, which states that athletes cannot accept money or valuable consideraon for parcipang in a UIL sport or for allowing their names to be used in promong a product, plan or service related to a UIL contest. Academics has no amateur rule. Journalism parcipants may work for a newspaper and be paid. Actors may work summer stock and be paid. Students may win calculators and soware for parcipang in invitaonal math contests.

UIL academic students are restricted by the awards rule. See Secon 480, UIL Constuon and Contest Rules. So, as a general pracce, booster clubs should not give gis or awards to students for their parcipaon in UIL contests that count toward district, region or state standing without prior school district approval. School booster clubs may raise money to purchase leer jackets, provided the funds are given to the school without designaon to buy jackets for parcular students and the school determines criteria for awarding the jackets. Parents may purchase jackets for their own children provided the school designates the student as being qualiﬁed to receive the jacket.

Booster Clubs may raise money to provide an annual banquet for academic parcipants and coaches.

EXAMPLES OF ACADEMIC BOOSTER CLUB CONTRIBUTIONS THAT ARE NOT PROHIBITED BY UIL RULE, WITH LOCAL ADMINISTRATIVE APPROVAL, ARE: • Purchase equipment for programs such as computers or soware for yearbook or computer science. • Organize and chaperone trips and assist with expenses for travel to academic compeons or educaonal trips such as journalism convenons or speech tournaments. Booster club funds may be used to provide food and refreshments for students on these trips. A purely recreaonal trip would not meet the definion of an educaonal field trip and could be considered a violaon of the Awards Rule. See Secon 480(2)(d), UIL Constuon and Contest Rules. • Run tournaments, organize fund-raising efforts, recruit corporate donors, raise money for scholarships and arrange for tutors and professional trainers to work with students. • Fund academic workshop scholarships provided selecon of the recipients is not based solely on their success in interscholasc compeon. Selecon could be based on grade point average or the student’s selecon of high school courses. All students meeng the condions for scholarship assistance should be nofied and eligible for financial assistance. Funds should be monitored to ensure that they are expended for camp or workshop purposes.

MUSIC BOOSTERS In addion to the general procedures outlined, the following guidelines apply to Music Booster Club acvies. • Be mindful of the fact that there is no Music Amateur Rule. Therefore, limitaons established in athlecs intended to ensure compliance with the Athlec Amateur Rule do not apply to music programs and related acvies. • Some music booster clubs assist with expenses for travel to various music-related acvies such as UIL contests and performances at away athlec events. Such financial support violates no UIL rules provided that it is approved and coordinated by the local school district. • Many music groups schedule educaonal field trips with the approval of the local school administraon and under local school district policies. For such trips, specific educaonal components must be included such as performing for a music fesval, an adjudicated contest or a concert tour. Marching performances such as the Macy’s Thanksgiving Day Parade, the Rose Bowl Parade or other similar ceremonial appearances also qualify. However, educaonal components need not be limited to performances. Concert aendance, vising university/conservatory music facilies and other music related, non-performing opportunies would also be appropriate if approved by the local school district. • A recreaonal trip, on the other hand, would not meet the definion of an educaonal field trip as provided in Secon 480(f) of the UIL Constuon and Contest Rules. Students receiving the benefits of a purely recreaonal trip would likely be in violaon of the Awards Rule. • Booster Clubs may also fund scholarships for private lessons and summer music camps provided the selecon of the recipients is not based on success in interscholasc compeon. Funds for such acvies should be carefully monitored to ensure that they are expended for educaonal rather than recreaonal acvies. • The awarding of patches, T-shirts or other items for achievement in interscholasc compeon would be subject to the UIL Awards Rule. See Secon 480(2)(A), UIL Constuon and Contest Rules. In order to protect all music students’ eligibility, such awards should be approved and administrated by the local school district in accordance with school district policies.

Purpose • UIL publishes this document to provide member schools notice of Texas Education Agency regulations which relate to UIL and all other extracurricular activities sponsored or sanctioned by the school district. Texas Education Agency staff does not answer questions for UIL activities concerning the issues set forth in this document. That authority was delegated to the UIL by the Commissioner of Education effective June 1, 1994. This document provides explanations and interpretations of SBOE rules, Commissioner of Education rules, UIL Constitution and Contest Rules and statute. There are numerous interpretations of statute and rules that are continually under review. In some instances, further review of an issue due to additional information or unusual circumstances may result in a modified response, depending on the individual case. Local district officials may impose stricter standards than those cited in rule or statute, but shall not impose more lenient standards. Distribution of this document • This material should be made available to elementary, middle school and junior high school princi- pals, to counselors, UIL academic coordinators and sponsors/coaches, directors of UIL music activities and one-act play, and athletic administrators, coaches, and others who sponsor extracurricular activities. You can either duplicate the material or inform your staff how to access it via the UIL web site. The UIL web site is the best source for the most recent changes. The UIL Constitution and Con- test Rules may also be found on the UIL web site. Who to call For questions regarding UIL activities, you may contact the following: • Policy: Dr. Jamey Harrison or Dr. Kevin Jones; [email protected] • Compliance: Dr. Mark Cousins, Director of Compliance; [email protected] • Athletics: Dr. Susan Elza, Director of Athletics; [email protected] • Music: Dr. Bradley Kent, Diretor of Music; [email protected] • Academics: Dr. David Stevens, Director of Academics; [email protected] Please do not call the Texas Education Agency, as the Commissioner of Education has instructed Agency staff to refer calls to UIL. For questions related to stock shows, FFA, 4-H, FHA and other career/technical student organizations, refer to “Other Non-UIL Activities.” If you still have questions, contact the Texas Education Agency at 512-463-9734. Compliance • Please remember that all participants in school extracurricular activities must comply with TEA provisions cited within this document. For other activities sanctioned by the school district, see the section titled “Other Non-UIL Activities.” www.uiltexas.org able ontents

Limits on Practice and Performance Academic Requirements (No Pass No Play) 12 • Commissioner of Education Regulations Limiting Contests Per School Week 3 • Eligibility for UIL Participants for the First Six Weeks • Activities Preceding Administration of Statewide • Eligibility for All Extracurricular Participants after Student Assessment Program the First Six Weeks of the School Year • Eight Hour Limitation 4 • Semester Grades • Practice by Ineligible Students • Identification of Honors Courses under TAC §74.30 14 • UIL Regulations Limiting Contests Per Calendar 5 • Exempting Locally Adopted Honors Classes Week • Refusing to Exempt Students Who Fail Honors • Sunday Prohibition and Exceptions Classes 14 • School Attendance on Day of Contest • Dropping a Course Eligible for Exemption • Make-up Days Affect School Week Limitation • Dropping a Class with a Failing Grade • Unrelated Activities Treated Separately • Physical Education Credits • UIL Academic Spring Meet Considered Tournament • Elementary/Junior High Subject to No Pass No Play • Rules Governing Activities During School Week • Credit for Summer School, Correspondence and School Day Courses, or Credit by Exam • Activities During Finals Week • Holding Back Seventh and Eighth Graders • Band Contests vs. Band Performances • Impact of Student Success Initiative on Eligibility • Missing Class for Practice Post-District Activities 6 • Entering Grade Nine at Second Semester • Special Education Students • Regaining Eligibility Through the School Year • Reporting Ineligible Students on Eligibility Blanks Definition of Extracurricular Activities • Regaining Eligibility at 3-Week Evaluation Period • TAKS Review Courses • Incomplete Grade 7 • Changing Grades for Eligibility Purposes Extracurricular Absences • College Courses • Minimum Attendance Requirements • Determining Grading Requirements • Social Functions First Aid/CPR/AED Certification Requirement • Travel by Ineligible Students Prohibited • Participation in Scrimmages • Travel on School Designated Educational Trips • Ineligible Students Prohibited from Assisting with Cheerleading and Drill Teams Activities 17 • Try Outs/Selection Procedures 8 • Grading Based on Participation in Activities • Family Education Right to Privacy Act (FERPA) • Parent Night Activities • One Contest Per School Week • Pep Rallies • Try Outs by Ineligible Students • Parades • Practice During School Day, Non-Class Time • Athletic Classes Scheduled Outside the School Day 18 • Practice During Class Time • Participation in Activity without Enrolling in Class • Time Allowed for Practice • Enrollment in Two Physical Education Classes • Participation in Pep Rallies • Early Dismissal for Pep Rallies • Travel to Competitive Activities Admission • Travel to Educational Field Trips 8 • Homeless Students • Eighteen Year Old Students 8-9 • Public Education Grant Transfers Other Non-UIL Activities 18 • Absences for Participation in Non-School Sponsored Activities • Participation While Failing a Course • Suspension Periods for Non-UIL or Non-School Enrollment Requirements Sponsored Activities • High School Graduates’ Participation 9 • Number of Classes Required to Be a Full-time Student • Showing Livestock of Ineligible Students • College Courses • Preparation of Animals by Ineligible Students 10 • Junior High Students Enrolling in High School Classes • Sale or Auction Considered Extracurricular Activity • Alternative Setting for Behavorial Management • Absences for Post-district Competition 10-11 • Students Who Enroll After First Six Weeks 20 • Calf Scrambles • Athletic Periods • Penalty for Participation by Ineligible Students • Marching Band Periods

Examples of Eligibility Dates Related to School Holidays for 2018-19 Academic Requirements (No Pass No Play) • Eligibility for UIL Participants For The First Six Weeks UIL participants are eligible to participate in contests during the first six weeks of the school year provided the following standards have been met: • Students beginning grades nine and below must have been promoted from the previous grade prior to the beginning of the current school year. • Students beginning their second year of high school must have earned five credits which count toward state high school graduation requirements. • Students beginning their third year of high school either must have earned a total of ten credits which count toward state high school graduation credits or have earned a total of five credits which count toward state high school graduation requirements during the 12 months preceding the first day of the current school year. • Students beginning their fourth year of high school either must have earned a total of 15 credits which count toward state high school graduation credits or have earned a total of five credits which count toward state high school graduation requirements during the 12 months preceding the first day of the current school year. • Exceptions: (a) When a migrant student enrolls for the first time during a school year, all criteria cited above applies. All other students who enroll too late to earn a passing grade for a grading period are ineligible. (b) High school students transferring from out-of-state may be eligible the first six weeks of school if they meet the criteria cited above or school officials are able to determine that they would have been eligible if they had remained in the out-of-state school from which they are transferring. Students who are not in compliance with these provisions may request a hardship appeal of their academic eligibility through the UIL state office. Local school boards may elect to adopt these standards for all activities in order to avoid having different standards for student participants (e.g., football, drill team, cheerleading, and all other extracurricular activities as defined by Commissioner of Education rule [19 TAC Chapter §76]).

• Eligibility for All Extracurricular Participants After First Six Weeks of the School Year A student who receives, at the end of any grading period (after the first six weeks of the school year), a grade below 70 in any class (other than an identified class eligible for exemption) or a student with disabilities who fails to meet the standards in the Individual Education Plan (IEP) may not participate in extracurricular activities for three school weeks. An ineligible student may practice or rehearse, however. The student regains eligibility after the seven calendar day waiting period has ended following a grading period or the three school week evaluation period when the principal and teachers determine that he or she has earned a passing grade (70 or above) in all classes, other than those that are exempted. All schools must check grades for all participants at the end of the first six weeks of the school year. From that point, grades are checked at the end of the grading period whether it is six, nine, or twelve weeks in length. Students who pass remain eligible until the end of the next grading period. All activity coaches and directors are responsible for obtaining official grade reports from the individual the principal designates as the keeper of official grades before the student represents the school.This provision applies to all grading periods. It also applies to all three-school week evaluation periods for ineligible students. • All students are academically eligible during a school holiday of a full calendar week or more. When the bell rings to dismiss students for the December holidays, all students are academically eligible until classes resume in January. The same is true for summer recess and fall and spring breaks provided those breaks consist of at least a full calendar week. (See example at the end of this document.) • Students in year-round schools are academically eligible during inter-sessions. • If a grading period or three school week evaluation period ends on the last class day prior to a school holiday of one calendar week or more (e.g. spring break, winter holidays), the seven calendar day grace period to lose eligibility and the seven calendar day waiting period to regain eligibility begin the Academic Requirements (No Pass No Play) first day that classes resume. • Students lose eligibility for a three school week period. For purposes of the law, “three school weeks” is defined as 15 class days. Exception: One, but only one of the three school weeks may consist of only three or four class days, provided school has been dismissed for a scheduled holiday period. Two class days does not constitute a “school week” for purposes of this law except Thanksgiving week if schools are on holiday Wednesday, Thursday and Friday. A school district may request an exception from UIL officials to the two day school week in the event of a disaster, flood, extreme weather condition or other 3 calamity as listed in TEC §42.005. In the event two of three school weeks are shortened, one of the Academic Requirements (No Pass No Play) 4 - - - defines calendar week as 12:01 am on Sunday defines calendar tudies Advanced Studies, Economics Advanced Studies, and high Advanced Studies, Economics tudies itional honors courses in the subject areas of English language arts, math Constitution and Contest Rules Constitution and Contest

ing are identified as honors classes as referred to in the Texas Education Code, ing are identified as honors classes as referred to in the Social studies: Social S Languages other than English: that are high school/college concurrent enrollment classes Mathematics: high school/college classes that are included in concurrent enrollment Science: high school/collegeconcurrent enrollment classes that are included in the “Community all College Board advancedplacement courses and International Baccalaureate courses in all English language arts: high in school/college concurrent enrollment classes that are included eral Academic Course Guide Manual (Part One).” eral College General Academic Course Guide Manual (Part One)”; and College General College Gen school/college concurrent enrollment classes that are included in the “Community the “Community College General Academic Course Guide Manual (Part One)”; the “Community College General Academic Course Guide Manual (Part One),” and included in the “Community College General languages other than English courses Levels IV-VII; Academic Course Guide Manual (Part One)” and Precalculus; the“Community College General disciplines; ematics, science, social studies, economics, or a language other than English for the purpose of ematics, science, social studies, economics, or a language other than any exemptions related to this section, but must identify such courses prior to the semester in which extracurricular activities occur. grade point average calculation. §33.081(d)(1), concerning extracurricular activities: §33.081(d)(1), concerning extracurricular Districts are neither required courses as honors for the purpose of to nor restricted from considering Districts may identify add The follow (6) (3) (4) (5) (1) (2) after the grading period also contains school week one of the three school week evaluation period. of the three school week evaluation also contains school week one after the grading period and is always applicable after grading periods day grace and waiting period Also, a seven calendar evaluation periods. Note: When computing eligibility calendars, it is helpful to remember that the seven day grace period that the seven it is helpful to remember calendars, computing eligibility Note: When shortened weeks may be counted as five days with ten other actual class days making up the fifteen fifteen up the days making class actual with ten other days as five be counted may weeks shortened with in schools students ineligible academically school year, of the six weeks the first After days. class of three school weeks after the first to regain eligibility one opportunity grading periods have six week of one at the end two opportunities, grading period have in a nine week period; students the grading regain who fail to school weeks. Students end of the first six and one at the school weeks the first three passing a grading calendar days after until seven periods remain ineligible at the evaluation eligibility period. (c) (b) (a) Schools with traditional six week grading periods and 18 week semesters must continue to use the third Schools with traditional six week grading This is not intended to permit schools to select one method for some students and another method for This is not intended to permit schools When students are enrolled in accelerated classes which grant them the opportunity to earn credit during When students are enrolled in accelerated 19 Section 5 (b) of the UIL Section 5 (b) of the Example: School week ends on Friday - Students who are losing eligibility have a seven calendar day are losing eligibility have a seven week ends on Friday - Students who Example: School • Identification of Honors Courses under TAC §74.30 under Identification of Honors Courses Semester Grades dents within that specific school. • on the to determine eligibility since the law requires eligibility to be based six weeks grade of the first semester year. previous grading period during the school which method they are going to use and apply it to eligibility for all stu others. School officials must decide nine school weeks and the school is using a nine week grading period and considers the semester to be nine using a nine week grading period and considers the semester to be nine nine school weeks and the school is nine by the cumulative report grade for the nine weeks since the weeks in length, eligibility may be determined or schools may use a cumulative grade up to the final exam for the weeks also constitutes a grading period, purposes of determining eligibility. • at the close of instruction on the last instructional day of the calendar day of the calendar week and ending week, excluding holidays. The schoolweekisdefinedasbeginningat12:01amonthefirstinstructional §76.1001(b)states: TAC

period. Eligibility have a seven calendar day waiting students who are regaining eligibility grace period, and if that day is a regular school day ends or would end the following Friday at the time the is lost or regained holiday. through midnight on Saturday. Saturday. through midnight on The courses referenced in section (b) above do not have to be submitted to the University Inter- scholastic League. They may be maintained at the local school district level. It is important to remember that school districts may voluntarily impose stricter standards than those cited in this document. Questions and/or requests for additional information should be directed to the UIL Office: [email protected] • Q&A • 1. May a school district exempt locally adopted honors classes for No Pass No Play purposes for eighth grade and below? Yes. It is not necessary to send a list of these classes to the UIL. 2. Do school officials have the authority to refuse to exempt students who fail honors classes referenced in this document? Yes. Local districts may adopt more stringent rules. 3. If a student drops a course eligible for exemption with a grade lower than 70, is the student ineligible? No. Dropping an honors class with a failing grade does not cause loss of eligibility because the class is exempt from No Pass No Play, unless the school has adopted a more stringent policy than state law or full-time status is affected. 4. Is Pre-AP Pre Calculus a course that is eligible for exemption from No Pass No Play? Not automatically. Pre-AP Pre Calculus is not listed as a course that can be automatically exempt from No Pass No Play provisions. In order for Pre-AP Pre Calculus to be eligible for exemption it must be identified by the school district as an honors course as explained in TAC 74.30. • Dropping a Class with a Failing Grade A student may not drop a class in which he/she has a grade below 70 after the end of the first four school weeks of the class without it being considered a failing grade for eligibility purposes. Dropping an honors class which is exempted for No Pass No Play does not cause loss of eligibility at anytime unless full-time status is affected or the school has adopted a more stringent policy. Dropping a non- honors class with a grade lower than 70 at the end of a grading period causes a student to lose eligibility until seven calendar days after the end of the three school week evaluation period. Dropping a non-honors class after the fourth week into the course with a grade lower than 70 causes the student to lose eligibility at the end of the grading period for the next three school week evaluation period. It is important to remember the following points: • A school may have more stringent rules. • Local school district policy determines how the drop is recorded for official transcript purposes. Dropping a class could cause a student to lose eligibility under the full-time student requirement. If the drop causes the student to be in class less than four hours per day, see #1, under “Enrollment Requirements.” • Q&A • 1. How many physical education credits may be counted in the credit requirements for academic eligibility the first six weeks of the school year? Students may count only credits that may be applied toward state graduation requirements. Students are required to take one (1) unit in Physical Education (PE) toward state graduation requirements, but may take additional PE credits as electives. Therefore, students can count no more than two (2) PE credits toward the 5, 10, or 15 credits they must have earned. 2. Are elementary/junior high students subject to No Pass No Play provisions? Yes. State law for eligibility applies to all grade levels for extracurricular activities. In the case of UIL activities, a student who is retained for any reason in grades 8 is not eligible for the first six weeks of the following school year. A student who is academically promoted due to summer school courses or credit by examination (TEC §28.023) regains eligibility for the first six weeks of the school year. For non-UIL activities, check local district policies. 3. May students earn credits in summer school, correspondence courses, or credit by exam to meet requirements for extracurricular eligibility? Yes. Credits earned prior to the first day of the school year in summer school classes, in correspondence courses, or for passing credit by examination may be used to determine eligibility for extracurricular activities. 4. Are 7th and 8th grade students eligible to participate in UIL activities the first six weeks of the school year if they were held back on parental request for reasons involving the student’s emotional, psychological, or Academic Requirements (No Pass No Play) social development, even though the student has passed all subjects and would otherwise have been promoted? No. These students are ineligible for the first six weeks because they were not promoted from one grade level to the next. A student held back one year in the 7th or 8th grade for athletic purposes shall lose the fourth year of eligibility after entering the 9th grade. A student held back for two years for athletic purposes shall lose the third and fourth years of eligibility after entering the 9th grade. One of the determining factors used in determining why a student repeats grades is an examination of the student’s grades. Parents should be notified that it is likely that their child will be subject to the consequences listed above if the student was ready to be 5 academically promoted. 5. What is the Student Success Initiative (SSI) and how does it impact academic eligibility for the first six weeks of the school year? Enacted by the 76th Texas Legislature in 1999 and amended in the 81st session in 2009 to include an accelerated instruction provision, the Student Success Initiative (SSI) grade advancement

requirements apply to the STAAR reading and mathematics tests at grades 5 and 8. As specified by these Academic Requirements (No Pass No Play) requirements, a student may advance to the next grade level only by demonstrating proficiency on these tests or by completing all accelerated instruction required by the grade placement committee (GPC), and having the GPC determine, by unanimous decision, that the student is likely to perform at grade level at the end of the next school year given additional accelerated instruction during the course of the year. To assist districts and charter schools in meeting the accelerated instruction provision after the third administration of the test, TEA is allowing districts and charter schools to apply for an expedited waiver to adjust the timeline for providing accelerated instruction to students who fail the third administration. If you have questions or need further clarification about this information, please contact the StudentAssessment Division or the State Waiver Unit at TEA. The GPC would determine if a student advanced for purposes of academic eligibility for the first six weeks of the school year under No Pass, No Play requirements. If the GPC advances the student to the next grade on or after the first day of school, the student in question is academically ineligible for the first six weeks of school. If the student is passing all courses at the end of the first six weeks (other than identified honors courses), the student can regain academic eligibility after the seven calendar day grace period. 6. If students enroll in grade 9 for the first time at the beginning of the second semester, how many credits must they have to be academically eligible during the first six weeks of the following school year?At least two and one-half credits. 7. What standards determine the eligibility of special education students? Academic standards for the first six weeks of school year: The ARD committee determines and speci- fies in the IEP what a student must achieve each year in order to be promoted or placed into the next grade level. The ARD committee also determines the number of credits needed to be eligible for UIL activities during the first six weeks of the school year. Academic standards for weeks 7-36: A special education student is eligible if his/her IEP (Individual Education Plan) requirements have been met. If a student who has received a failing grade is later referred for special education and found eligible for special education services, the ARD committee cannot restore the student’s eligibility for extracurricular activities. In accordance with state law, the ARD committee will specify what the IEP requirements will be for the upcoming grading period, and the student will immediately begin work towards achievement of the IEP requirements. At the end of that grading period, the student would be eligible if the requirements of the IEP are met. Full-time status: For UIL activities, the ARD committee determines the number of courses a special education student must be enrolled in to be eligible, based on the student’s individual educational needs. 504 Eligibility: Eligibility standards for students identified as disabled under Section 504 are the same as for regular education students. However, Section 504 students are to be considered for IDEA eligibility if the Section 504 committee determines that because of his/her disability, the student cannot master the essential knowledge and skills in order to meet the regular academic standards as identified in §33.081 of the Education Code (i.e., the “No Pass No Play” law). If a Section 504 student meets the eligibility requirements to be served as a special education student, the information provided above applies in determining his/her eligibility. 8. Are students limited to regaining eligibility for one three school week period? No. After the first six weeks of the school year, students may regain eligibility through the school year. (TEC §33.081 [d].) 9. Should students who are ineligible according to No Pass No Play be reported on UIL athletic eligibility blanks? Yes. The students are not actually eligible until they pass all courses and the seven calendar day waiting period is over. However, it is wise to report all students who may play varsity athletics anytime during the season since UIL rules require students to be reported before entering any varsity contest.

6 10. When a student fails a course at the end of a grading period, is that course the only subject the student must pass to regain eligibility within three weeks? No, the student must be passing all courses other than identified honors classes at the end of the three school week evaluation period in order to regain eligibility. (TEC §33.081 [d].) 11. May students count TAKS and STAAR Review Courses toward the number of credits students need to be eligible the first six weeks of the school year? No. TAKS and STAAR Review Courses may not be counted. 12. If a student fails a TAKS or STAAR Review Course, does the student lose eligibility? No, failing a TAKS or STAAR Review Course does not cause loss of eligibility. 13. Under what conditions may a student receive an incomplete grade and how does it affect eligibility? A student with an “Incomplete” grade is ineligible at the end of the seven day grace period unless the “Incom- plete” was replaced with a passing grade prior to the end of the seven day grace period. Students with an “Incomplete” grade either within or beyond the end of the seven day grace period may regain eligibility if the work is made up in accordance with district policy in regard to time allowed for make-up work and the conditions under which make-up work are allowed. 14. Can a student’s grade be changed for eligibility? After a failing grade has been recorded, the situations in which a student’s grade may be changed to passing and eligibility restored are only as follows: (a) an examination or course grade issued by a classroom teacher is final and may not be changed unless the grade is arbitrary, erroneous, or not consistent with school district grading policy, as determined by the board of trustees. The board’s decision may not be appealed. Extra credit work or work (including re-test) turned in after the grading period or evaluation has ended may not be considered when determining a student’s eligibility for extracurricular activities except in the case of an “Incomplete” grade discussed above. According to Section 21 (e), the superintendent of a member school district shall provide the district executive committee with full disclosure when a student’s grade, given by a teacher, is modified by an administrator in such a manner that affects UIL eligibility. 15. How are college courses handled for academic eligibility purposes? See section titled “Identification of Honors Courses” at the beginning of this document for college course exemption information. Students are not required to submit grades for college courses to the high school principal if those courses have no bearing on graduation requirements. Courses taken solely for college credit do not count toward the number of hours required to be considered a full time student for eligibility purposes. 16. How are online courses taken through the school district handled for academic purposes? Based on the understanding that any online or virtual class, taken via the Texas Virtual School Network (Tx- VSN) or other district and state approved provider, is handled through the local independent school district in which the student is enrolled, the following information would apply: If the virtual course is for high school graduation requirements, and not eligible for exemption as an advanced class as discussed in this document, grades for the course must be submitted to the school at the scheduled high school grading periods and, if failing, will have an impact on academic eligibility. The grade report at the scheduled high school grading periods could be simply a pass/fail indication of the student’s progress at the time. 17. How are correspondence courses handled for academic eligibility purposes? In regard to correspondence courses and potental ramifications toward No Pass No Play, the answer will depend on whether the course in question is being utilized toward high school graduation requirements. If the correspondence course is for high school graduation requirements, and not eligible for exemption as an advanced class as discussed in this document, grades for the course must be submitted to the school at the scheduled high school grading periods and, if failing, will have an impact on academic eligibility. The grade reported at the scheduled high school grading periods could be simply a pass/fail indication of the student’s progress at the time. 18. If a student achieves a grade of 70 or above in every class for the third six weeks (or second nine weeks) of the first semester, but is denied credit for the semester due to minimum attendance requirements

Academic Requirements (No Pass No Play) (TEC §25.092), is the student eligible to participate in extracurricular activities during the next grading period? Yes, a student is eligible if he/she did not receive a grade lower than 70 in any course for the prior grading period. (TEC §33.081 [c].) However, the loss of credit could cause students not to meet the UIL requirement for eligibility during the first six weeks of the following school year. 19. What determines grading requirements? Grading procedures should be based on the student’s academic achievement or demonstrated mastery of the course (TEC §28.021). Factors may include class work, homework assignments, tests, participation, final examinations, or other academically-related requirements. 7 It is important that districts establish clearly defined procedures for awarding grades, as this remains a very controversial and questionable area. A student cannot be denied credit for a class based on non-academic reasons; however, the minimum attendance requirements required for credit remain in statute. 20. Are students required to be eligible to be included in or participate in team, organization, or club pho- tos, homecoming courts, senior trips, senior proms, banquets? No. These activities are considered social activi- Academic Requirements (No Pass No Play) ties. They do not meet the definition of an extracurricular activity. 21. Are ineligible students permitted to travel to competitive events with the school group? No. Students must be eligible to travel to competitive events. 22. Are ineligible students permitted to participate in scrimmages? Yes. A scrimmage is considered a practice, and therefore not a competitive event. 23. Are ineligible students permitted to travel on school designated educational trips? All students may travel with school groups on school designated educational trips. On such trips, ineligible students shall not take part in or assist with performances unless the performance is permitted according to the provisions in 19 TAC §76.1001 (a) (2). (See “Extracurricular Absences.”) 24. Are student managers, photographers, scorekeepers, trainers, statisticians, stage crews, and others who assist the coach, director or sponsor, but do not participate in the performance or contest, required to meet No Pass No Play requirements? Yes. Students who assist with contests or performances are required to be eligible under No Pass No Play. (19 TAC §76.1001 [a] [1] [B].) 25. May a (fine arts director, coach, or academic sponsor) teacher or extracurricular sponsor responsible for posting a student’s grade give points or subtract points from a grade when a student (excels in or) does or does not (fully) participate in an extracurricular activity? The teacher of a class is responsible for assessing students for promotion based only on “academic achievement or demonstrated proficiency of the subject matter of the course or grade level” (TEC §28.021). The board of trustees of a school district may adopt a policy governing methods of assessment in the district. Unless prohibited by local policy, if a student is enrolled in a class in which participation in extracurricular activities is a reasonable expectation of the class, the teacher may consider the student’s participation in the extracurricular activity when assigning the grade for the grading period during which the extracurricular activity occurred. A student may not be failed in a class solely on participation in the extracurricular activity component of the class. The student should be made aware of the requirement to participate in extracurricular activities prior to or upon enrollment in the course. An exception to this provision is that a student who is ineligible to participate in an extracurricular activity as defined in 19 TAC §76.1001 (a) shall not suffer a grade penalty for failure to participate in the extracurricular activity or public performance. 26. Are ineligible students permitted to be introduced during parent night activities? Yes. Ineligible students may be introduced as members of the team or group. However, they may not be in uniform or seated with the student organization they represent during the event. 27. May ineligible students attend pep rallies and homecoming parades? All students may attend. Only eligible students may actually take part in pep rally performances, leading cheers, participating in dance routines, playing in the band, giving speeches, etc. 28. Do students have to be eligible to march in parades? Parades are considered to be public performances, therefore, eligibility is required. 29. When does a student who enrolls after the first six weeks of the school year become academically eligible? The student may gain academic eligibility at the end of the seven calendar day waiting period by passing all courses either for the school’s next three school week evaluation period or the grading period. Admission Texas Education Code §25.001 (b) (5) ensures that homeless children (individuals who lack a fixed, regular and adequate residence or whose primary nighttime residence is a shelter, an institution providing temporary residence for individuals intended to be institutionalized, or a place not ordinarily used as a regular sleep- ing accommodation for human beings) are eligible for prompt access to enrollment. Residency requirements, guardianship requirements, or school record requirements cannot be used to prohibit or delay the enrollment of homeless children and youth. Additional information and resources relating to homeless students can be obtained from The Dana Center: http://www.utdanacenter.org/theo/. Homeless students need their school administrator to apply to the UIL for a waiver of residence if the student plans to participate in varsity athletics. 8 Residence rules for athletic varsity eligibility are found in Section 440 (b) and 442 of the Constitution and Contest Rules. They are applicable to UIL varsity athletic eligibility the first year the student attends the school. Student athletes could be eligible for varsity athletics their first year of attendance if their parents have abona fide residence (Section 442 [h]) within that school’s attendance zone, or if the student fulfills one of the exceptions in Section 440, or is granted a hardship waiver (Section 465) of the residence rule through the UIL office. Otherwise the student is ineligible for all varsity sports for one calendar year from the time of initial enrollment in the school. All students, including 18 year old students, are ineligible for all varsity athletics the first year of attendance at a new school unless the student’s parents reside within that attendance zone, or the student fulfills one of the exceptions listed in Section 440, or is granted a hardship waiver of the residence rule. The UIL State Executive Committee has issued the following interpretations regarding Public Education Grant (PEG) Intradistrict and Interdistrict Transfers (Low Performing to campus with Acceptable Rating Sub chapter 6, Section 29, Texas Education Code): A student who transfers from a campus identified under the Public Education Grant (PEG) Program to a new school, which is considered to be a non-PEG campus, may be eligible according to the UIL residence rule (Section 440 [b]) provided the student is in compliance with the following provisions: • The transfer complies with the conditions cited in annual memo from TEA. • The student transferred from the PEG identified campus to the non-PEG campus at their first opportunity to do so. In this case “opportunity to do so” is determined by notification to parents of the student that the school the student is leaving has been PEG identified. School officials at the non-PEG campus must be advised that the student is transferring for PEG purposes prior to enrollment. • The Previous Athletic Participation Form is completed and the UIL district executive committee finds the student did not change schools for athletic purposes. School officials at the non-PEG campus shall inform students who are eligible for varsity athletics their first year after transferring from PEG identified campus that if they elect to transfer to another school they will be ineligible at the school to which they transfer for all varsity athletics for at least one calendar year. We recommend written notification to the student and parents. The fact that a non-PEG campus begins to accept PEG transfers after the first year a campus has first been identified as a PEG campus does not cause a student to be eligible for varsity athletics the first year of attendance at the non-PEG campus. A student who has attended a private school accredited by the Texas Private School Accreditation Commission for the previous calendar year or more may be eligible for varsity athletics at a UIL member high school according to § 440 (b) provided: • The student’s home campus (high school located within attendance zone where the parents reside) is

Admission currently identified as a PEG identified campus. • The campus the student is transferring to is a non-PEG campus. • The student transfers at their first opportunity upon return to public school. • The student is not transferring for athletic purposes. The district executive committee should thoroughly evaluate Section 443, Changing Schools For Athletic Purposes, prior to ruling on the student’s varsity athletic eligibility. Please be advised that a school district chosen by a student’s parent under this statute is entitled to accept or reject the application according to the criteria cited in the TEA correspondence. Please note that the provisions above speak to UIL eligibility only and do not permit students who transfer from a PEG identified campus to another PEG identified campus to be eligible for varsity athletics their first year of attendance at the new campus. UIL rules do not prevent students from such transfers, but cause them to be ineligible for varsity athletics their first calendar year of attendance at the new school. Enrollment Requirements

1. How many classes must a student be enrolled in to be a full-time student? A student must be enrolled for at least four hours per day to be considered in membership for one full day (19 TAC §129.21 [h]). The classes in which the student is enrolled for the four hours may be for either state approved or local credit. Students are eligible to participate in a League contest as representatives of a participant school if they meet the TEA requirements above. They must be full-time day students in a participant high school and be in compliance with written transfer and admission policies of the local school. • Home Bound: Full-time students who are placed on “home bound status” by their school officials remain eligible provided the classes in which they are assigned work to complete at home meet for at least four hours each day at school. • Block Schedules: Students who are in classes more than four hours some days and less than four 9 hours on other days are considered to be “full-time” if they spend an average of four hours per day in class for a five day school week. 2. May a college course be counted among the classes necessary for a student to be considered as full- time for participation in extracurricular activities? Yes. 19 TAC §74.25 states as follows: (a) A school district board of trustees may adopt a policy that allows a student to be awarded credit toward high school graduation for completing college level courses. The course shall be provided only by an institution of higher education that is accredited by a regional accrediting association identified in 19 TAC §74.25. (b) To be eligible to enroll and be awarded credit toward state graduation requirements, a student must have approval of the high school principal or other school official designated by the district.The course for which credit is awarded shall provide advanced academic instruction beyond or in greater depth than the essential knowledge and skills for the equivalent high school course. * Students must be receiving high school credit, either state approved or local credit, for the course to be counted toward the four hours of class per day. Enrollment Requirements

3. May an online course be counted for eligibility purposes as it relates to the full time student rule? Yes, based on the understanding that any online or virtual class, taken via the TxVSN or other district and state approved provider, is handled through the local independent school district in which the student is enrolled, the following information would apply: Online courses would count toward determing the full time student status of a participant. Each online course taken through the district would count equivalent to the amount of time spent each day at school for a student taking that course or a similar course as part of their regular school day. It is important to remember that school districts may voluntarily impose stricter standards than those cited in this document.

4. May a student who has not yet reached the ninth grade take a high school course? Yes, and credits count toward high school eligibility the first six weeks of the school year when the student becomes a high school student. Students must pass all classes (including high school courses), except classes identified as honors by their local school district. Students below the ninth grade who have not reached their 15th birthday on or before September 1 may enroll in high school academic classes without jeopardizing their four consecutive calendar years of high school eligibility. These students would not be eligible to compete in UIL high school athletic, academic, or one- act play contests. 5. Are students who are placed in alternative settings for behavioral management eligible for extracurricular activities? Students who are placed in a disciplinary alternative education program (DAEP) for a reason included in TEC §37.006 must be prohibited from attending or participating in a school-sponsored or school- related activity as provided by Subsection (g) of that section. Students placed in a DAEP pursuant to authority under a provision of the TEC other than §37.006 may be prohibited from participating in school-sponsored or school-related activities by local district policies. Students who have been assigned to a DAEP for a reason included in TEC §37.006 or those assigned under a separate section of the TEC and prohibited from participating by local policy, may resume participation in UIL activities the first day they return to regular classes after completing the assigned length of time in the alternative education program. * Note: If a school district does not want students assigned to DAEP for reasons that are not included under TEC §37.006 to participate in extracurricular activities, the district has to adopt policies to prohibit them from participating. 6. Is it OK to practice for a single extracurricular activity more than one class period during the school day? No. 19 TAC §76.1001 (e) (1) and (2) address this issue. The State Board of Education has expressly stated in rule that a student may practice an extracurricular activity such as athletics OR drill team OR cheerleading during one period of the day. This does not mean one period each, but rather a period for any one of the “pure” extracurricular activities. The rationale of this limitation complies with the intent of TEC §33.081 (a) and TEC §7.102 (c) (27), which gives authority to the Commissioner of Education to limit extracurricular participation during the school day and school week. Furthermore, TEC §33.081 (a) states, “The rules must, to the extent possible, preserve the school day for academic purposes.” This language in the law is the basis for adopting a rule which allows for practice of an extracurricular activity for one period of the day and preserving the remainder of the school day for academics. 10 The rule does not prohibit a student from enrolling in any number of state-approved classes, such as Stage Band and Instrumental Ensembles or Theatre Arts and Theatre Production, during the same school day so long as the extracurricular activity associated with the state approved class is not practiced more than one period of the day. The rule does not restrict a student from being enrolled in athletics and a state-approved course which may be associated with an extracurricular activity during the same day. As stated above, a student may be enrolled in any number of state-approved classes. Even though there may be some similarities in the skills to be performed, a drill team member who is enrolled in a state-approved Dance class for fine arts credit is required to master successfully the essential knowledge and skills for Dance. Furthermore, the class must be taught by a teacher certified to teach Dance. Because Dance is a state-approved class, a student may be enrolled in Dance class period and in a pure extracurricular class period, such as athletics, during the same school day. 7. May a student enroll in more than one physical education class in the same school day? The Texas Administrative Code does not prohibit a student from enrolling in any number of state approved courses. How- ever, UIL rules specifically prohibit students from being enrolled in more than one physical education and/or athletic class; Exception (with local school approval): PE Class: Adventure/Outdoor Education; PE Substitute: JROTC, Cheerleading, Drill Team, Marching Band. As such, there is nothing in statute that would prohibit a student from enrolling in more than one physical education class in the same school day; however, a school would be in violation of the UIL Constitution and Contest Rules and subject to the range of penalties should it occur, with exceptions as noted above. 8. Are early or mid-year graduates who have not been awarded a high school diploma eligible to participate in extracurricular activities? Full-time enrollment is required for participation in UIL sponsored activities, however, the matter of participation in UIL activities by early and mid-year graduates who have not had the diploma conferred is to be determined by the school district. See sections 1220 (g) and 1280 (h) of the UIL Constitution and Contest Rules for exceptions as they apply to baseball and softball playoffs extending beyond the end of the school year. Athletic Periods Limitations on practice and rehearsal for extracurricular activities during the school day shall be as follows: • A school district must limit a student to one period of practice during the regularly scheduled school day for specific extracurricular activities, such as athletics, or drill team, or cheerleading. • The limit of one period per school day for practice in an extracurricular activity does not prohibit a student from enrolling in any state-approved class. A student who is enrolled in a state-approved class that includes essential knowledge and skills that relate to the preparation for an extracurricular activity may practice that extracurricular activity no more than one period during the school day. • A student may not be permitted to miss a scheduled academic class for an unrelated extracurricular activity. • A school district must limit extracurricular practice during the school day to ensure that class periods for extracurricular practice do not exceed the time allotted for other class periods. • A school operates on a traditional class schedule or on a non-traditional class schedule, such as alter- nating, accelerated, or a modified block schedule. Regardless of the schedule type in place, a school may elect to practice extracurricular activities daily, provided the total minutes allowed for the extracur-

Enrollment Requirements ricular practice is not greater than 300 minutes during the school week. • Students attending study hall or tutorial sessions for the remainder of the block come under the following regulation: Tutorial sessions are conducted in classrooms, and dressing and redressing time is part of the athletic period - not the study hall or tutorial. Coaches are subject to penalty if these provisions are violated. • All athletic periods shall be scheduled within the regular school day. A zero period may be scheduled before the first academic class of the day or a 7th, 8th, or 9th period may be scheduled after the last academic class of the day provided students are not enrolled in any other physical education class. The zero, 7th, 8th, or 9th period shall not be longer than other class periods. Marching Band Periods Marching band rehearsals may be conducted during the school day under the following provisions: • A school district must limit a student to one period of practice during the regularly scheduled school day for specific extracurricular activities, such as athletics, or drill team, or cheerleading. • The limit of one period per school day for practice in an extracurricular activity does not prohibit a student from enrolling in any state-approved class. A student who is enrolled in a state-approved class that includes essential knowledge and skills that relate to the preparation for an extracurricular activity may 11 practice that extracurricular activity no more than one period during the school day. • A student may not be permitted to miss a scheduled academic class for an unrelated extracurricular activity. • A school district must limit extracurricular practice during the school day to ensure that class periods for extracurricular practice do not exceed the time allotted for other class periods. • A school operates on a traditional class schedule or on a non-traditional class schedule, such as alter- nating, accelerated, or a modified block schedule. Regardless of the schedule type in place, a school may elect to practice extracurricular activities daily, provided the total minutes allowed for the extracurricular practice is not greater than 300 minutes during the school week. • Rehearsal during this period may focus on the marching or music components that would be included in performances at marching competitions and appearances at football games or other extracurricular Limits on Practice and Performance activities as defined by Commissioner of Education rule, 19 TAC Chapter 76. • Since band is a part of the fine arts academic curriculum, the remaining portion of any instructional block that exceeds the limitations above could then be used to address the essential elements in music through the exploration of music concepts, the mastery of instrumental techniques, the development of sightreading skills, and the preparation of music for curricular concert performances. During this portion of the daily band period, lesson plans should be clearly defined and a grading policy should be established that would commensurate with other academic disciplines, such as language arts, science, and math. • For both traditional and non-traditional scheduling, the time allotted for the marching band rehearsal should include time for set-up, movement to and from the drill field, etc. • Under these provisions, no additional time during the school day is allowed for marching band performance preparations. Key Points for Athletic and Marching Band Periods: The same schedule (traditional or non-traditional) shall be mandated throughout the semester. No additional time is allowed under any of the scheduling configu- rations described above for athletics or marching band performance preparation. Practice for athletics or extracurricular marching performances is not allowed during tutorials, homeroom, or non-related academic periods. Limits on Practice and Performance Commissioner of Education regulations limit participation to one contest per school week. Participation is defined as involvement with the activity (e.g., traveling with the team, sitting on the bench). Example: On a Tuesday night, the student’s name is on the score book but she remains on the bench and does not actually enter the game. This counts as participation according to state law. That student cannot participate again until Friday after school.

• 19 TAC §76.1001, Subchapter AA (d) Limitations on practice, rehearsal, and student participation in extracurricular activities during the school week shall be as follows: (1) For any given extracurricular activity, a student may not participate in more than one activity per school week, excluding holidays, except as provided in paragraph (2) of this subsection. (2) In addition to the limit specified in paragraph (1) of this subsection of one extracurricular activity permitted per school week, a student may also participate in a tournament or post-district contest, as well as a contest postponed by weather or public disaster that may determine advancement to a post-district level of competition. (3) For each extracurricular activity, a school district must limit students to a maximum of eight hours of practice and rehearsal outside the school day per school week. (4) The Commissioner of Education recommends that school districts avoid scheduling extracurricular activities or public performances on the day or evening immediately preceding the day on which the administration of the statewide student assessment program is scheduled for Grades 3-11. UIL limits participation in contests per calendar week in some sports. For UIL, participation is defined as a student actually entering a contest. Example: On Tuesday night, the student’s name is on the score book but the student remains on the bench and does not actually enter the game. This does not count as participation in a UIL contest according to UIL (but does count according to state law. That student cannot participate again until Friday after school.) The Tuesday game does not count as one of the games UIL permits the student to participate in for that calendar week or for the season because the student did not enter the game. UIL Constitution and Contest Rules: Section 5: Definitions (b) Calendar week means 12:01 a.m. on Sunday through midnight on Saturday. (ee) School week means the week beginning at 12:01 a.m. on the first instructional day of a calendar week and ends at the close of instruction on the last instructional day of the calendar week, exclud- 12 ing holidays. The following situations are considered as one contest during the school week. Volleyball: (1) A single match. (2) A dual match (a team plays two other teams or plays the same team twice at the same site on the same day.) A dual match counts as one of the two matches UIL permits students per calendar week and counts as two of the total matches for the student per season. (3) A double header (a student may play in a varsity and a junior varsity match or a ninth grade and a varsity match at the same site the same night). A double header counts as the total two allowable matches UIL permits the student for the calendar week and counts as two of the total matches for the season. Students could also play in a tournament the same week they participate in a single match, dual match, or double header. Basketball and Soccer: (1) A single game; or (2) a double header (a student may play in a varsity and a junior varsity game or a ninth grade and a junior varsity game at the same site the same night). It counts as the two total games the student may play for the calendar week and two of the total games for the season. Students may not play in a tournament the same week as they play in a double header. Cross Country, Golf, Swimming, Team Tennis, Tennis and Wrestling: An invitational meet/tournament, dual or triangular, competition. Schools shall not enter invitational tournaments/meets scheduled on more than one school day per any one tournament. Baseball/Softball: (1) A single game; or (2) a double header (a student could play two back-to-back varsity games or in a varsity and junior varsity game, at the same site the same night.) Each game counts as one of the student’s total games for the season. Students may play in additional games at the conclusion of that school week because UIL does not limit the number of games per calendar week in these two team sports. Track and Field: Students or teams representing a participant school are permitted to participate in an invitational track and field meet only as listed below: (1) After 2:30 on Friday or the last day of the school week. Exception: A student representing a participant school may participate in a maximum of two meets which start no earlier than 12:00 noon on Friday, or the last day of the school week; (2) Or on Saturday or school holidays; (3) Or on any school day other than the last day of the school week with the following conditions: (a) Students shall not miss any school time other than the in-school athletic class period. (b) Events shall not begin until after the end of the academic school day for all schools involved. (c) Schools utilizing this option are limited to a one day meet. (d) A school or student participating in this type of meet shall not enter another track and field meet during the same school week, Monday through Friday. (e) No event shall start after 10:00 p.m. Sunday Prohibitions: UIL rules prohibit interschool athletic, academic and fine arts competition (including marching contests) on

Limits on Practice and Performance Sunday. Academic and fine arts activities may schedule practice sessions on Sunday provided such sessions receive advance approval from the superintendent or his/her designee. Exceptions: (1) School district personnel may instruct high school students and accompany them to school sanctioned academic or fine arts competitions held on Sunday, that do not count on League standing, under the following provisions: (a) school district personnel shall not accompany a student on more than two competitions on Sunday during a school year; (b) the participation of the student, academic coach, sponsor, or director must have prior approval of the superintendent or designated administrator; (c) participation is limited to contests that are sponsored by colleges or universities. (2) UIL area, regional, and state competitions may be held on Sunday, due to unavoidable circumstances which cause hardship to participating schools, provided they are approved by all of the following: (a) a UIL staff director, (b) designated administrators of the participating schools, and (c) the meet director. 13 (3) If the regional and/or state golf tournaments are scheduled on a Monday, the one 18-hole practice round allowed at the regional and/or state tournament site may be played on the Sunday afternoon preceding the meet if permitted by the regional or state meet director. (4) If the regional and/or state tennis tournaments are scheduled on a Monday, and if participants arrive at the site on the preceding Sunday because of travel distance, it will not be construed a violation of this rule if school district personnel accompany or transport participants to a tennis court for the purpose of practicing on their own, if permitted by the regional or state meet director. Sec.33.0812. SCHEDULING EXRACURRICULAR ACTIVITIES PROHIBITED IN CERTAIN CIRCUM- STANCES. (a) The State Board of Education by rule shall prohibit participation in a University Interscholastic

League area, regional, or state competition. Limits on Practice and Performance (1) on Monday through Thursday of the school week in which the primary administration of assessment instruments under Section 39.023(a), (c), or (1) occurs; or (2) if the primary administration of the assessment instruments is completed before Thursday of the school week, beginning on Monday and ending on the last school day on which the assessment instruments are administered. (b) The commissioner shall determine the school week during the school year in which the primary administration of assessment instruments occurs for purposes of Subsection (a). (c) The commissioner shall adopt rules to provide the University Interscholastic League with a periodic calendar of dates reserved for testing for planning purposes under this section. The periodic calendar must be provided at least every three years on or before May 1 of the year preceding the three-year cycle of reserved testing dates. (d) In adopting rules under this section, the commissioner shall: (1) include a procedure for changing, in exceptional circumstances, testing dates reserved under the periodic calendar; (2) define circumstances that constitute exceptional circumstances under Subdivision (1) as unforeseen events, including a natural disaster, severe weather, fire, explosion, or similar circumstances beyond the control of school districts or the agency; and (3) establish criteria for determinng whether a University Interscholastic League area, regional, or state competition must be canceled if that event conflicts with a changed testing date. • Q&A • 1. Does the in-school day athletic period count as part of the eight hours? No. 2. Does dressing out time and redressing time count as part of the eight hours? Yes, unless the student athletes were already dressed out because the athletic period precedes the portion of the day used as part of the eight hours. In that case, the dressing out time would not count as part of the eight hours, but the redressing time would. 3. Do water breaks and film review count as part of the eight hours? Yes. Any time used in connection with a practice that is not part of the in-school athletic period counts as part of the eight hours. 4. May ineligible students practice? Yes. Students do not have to comply with No Pass No Play requirements in order to participate in a scrimmage or practice session. (TEC §33.081 [f].) 5. Is a student required to attend school all day or any portion of the school day the day of a contest? Local school district policy provides the answer to this question. UIL and TEA requirements do not address this issue. 6. How do bad weather make-up days affect the school week limitation? If bad weather forces cancel- lation of a school day and that day is later made up on a Saturday, the Friday that immediately precedes that make-up day can no longer be considered the last day of the school week. Schools must reschedule extracurricular performances or contests if necessary to comply with the limit on contests and performances during the school week. 7. May a student participate in two unrelated activities during the school week such as a music extracurricular performance on Tuesday night and a volleyball game on Thursday night? Yes. Each activity is treated separately. (19 TAC §76.1001 [d] [1]) 8. Is the UIL academic spring meet classified as a single contest allowing a student to participate in several events, or is each event classified as a separate contest limiting a student’s participation to only one event in the competition? The UIL academic spring meet can be considered a tournament event; therefore, students may participate in more than one event in the competition. (19 TAC §76.1001 [d] [2]) 9. What rules govern practice for extracurricular activities during the school week and during the school 14 day? For rules on limitations during the school week, see 19 TAC §76.1001 (d). For rules on limitations during the school day, see 19 TAC §76.1001 (e). 10. Is there a rule that prohibits scheduling any extracurricular activities during the week of finals? Schools cannot be required to play a playoff game on the night prior to final examinations. Scheduling activities during finals week of the semester is not encouraged. Rules of good judgment should apply. 11. May a high school band student participate in a marching band contest and perform with the band at a football game within a single school week? Yes. A band contest involving three or more schools meets the definition of a tournament, consequently it could be permissible to participate in both events during the same school week. Practice for UIL Marching Band: Each entry in the UIL region contest must be accompanied by the following statement signed by the director: “The members of this marching band or any of its components did not begin the marching preparation for this UIL contest presentation prior to August 1. In addition, no more than ten hours of director-supervised instructional time was devoted to marching fundamentals between the end of the previous school term and August 1.” (EXCEPTION: Auxiliary camps, leadership training, and preparation for special summer events such as civic parades, professional football game appearances, and other non-competitive performances are not considered a violation of this limitation.) 12. May students miss class for practice at the site of a post-district athletic, academic, or fine arts contest? UIL strongly discourages any loss of school time for practice scheduled away from that school’s campus. Furthermore, TEC §33.081 (a) states, “The rules must, to the extent possible, preserve the school day for academic purposes.” This language in the statute is the basis for adopting a rule which allows for practice of an extracurricular activity for one period of the day and preserving the remainder of the school day for academics. In addition, practice is limited to one hour during the school day.

13. An athletic class is scheduled outside the school day. Seventh, eighth, or zero period concepts are not utilized. What problems (pertaining to UIL rules) would the class cause? All class time, including dressing out and redressing, would count as part of the eight hours of practice allowed during in-season sports within the school week. Team sport off-season classes would be in violation of UIL rules.

14. A student has a full schedule and cannot enroll in an athletic or marching band class. May the student participate in these activities? Yes, unless the local district has more restrictive requirements. UIL rules do not require a student to be enrolled in those classes in order to participate. However, the student would not be able to participate in any off-season athletics since he/she would not be enrolled in the class. 15. How much time may be used for practice of a non-athletic extracurricular activity during the school day? Students may not miss other classes for the purposes of practice for extracurricular academic, fine arts, or athletic activities, such as one-act plays, speech or debate contests, etc. If the student is scheduled for a class that is directly affiliated with the activity (e.g., theatre/one-act play), only the amount of time scheduled for that class may be used for practice purposes. (19 TAC §76.1001 [e] [1], [2] and [3].) Definition of Extracurricular Activity • 19 TAC §76.1001, Subchapter AA (a) An extracurricular activity is an activity sponsored by the University Interscholastic League (UIL), the school district board of trustees, or an organization sanctioned by resolution of the board of trustees. The activity is not necessarily directly related to instruction of the essential knowledge and skills but may have an indirect relation to some areas of the curriculum. Extracurricular activities include, but are not limited to, public performances, contests, demonstrations, displays, and club activities, with the exception of public performances specified in paragraph (2) of this subsection. (1) In addition, an activity shall be subject to the provisions for an extracurricular activity if any one of Definition of Extracurricular Activity Definition of Extracurricular the following criteria apply: (A) the activity is competitive; (B) the activity is held in conjunction with another activity that is considered to be extracurricular; (C) the activity is held off campus, except in a case in which adequate facilities do not exist on campus; (D) the general public is invited; or (E) an admission is charged. (2) A student ineligible to participate in an extracurricular activity, but who is enrolled in a state- approved course that requires demonstration of the mastery of the essential knowledge and skills in a public performance, may participate in the performance subject to the following requirements and limitations. 15 (A) Only the criterion listed in paragraph (1)(D) of this subsection applies to the performance. (B) The requirement for student participation in public is stated in the essential knowledge and skills of the course. The Commissioner of Education is not authorized to approve extracurricular organizations outside of school

sponsored or UIL sponsored groups. Local boards of trustees are responsible for the sanctioning and approval First Aid/CPR/AED Certification/Safety Training of outside organizations as “extracurricular organizations” for their individual districts. Extracurricular Absences In accordance with the provisions of the Texas Education Code, §33.0811, the number of times that a school district may allow a student to miss a class for extracurricular participation during a school year shall be determined by the school district board of trustees. Each school district must maintain an accurate record of extracurricular absences for each student in the school district each year. The UIL Legislative Council has adopted the following resolution regarding extracurricular absences for UIL activities only: The Legislative Council of the University Interscholastic League has taken the position that the previous state law mandating a maximum of ten absences through district competition, a maximum of five absences for post-district competition, and a petition to the UIL requesting a maximum of two additional absences for UIL state competition only, is educationally sound. The Legislative Council strongly encourages school districts to adhere to a 10/5/2 day absence policy for participation in UIL activities. First Aid/CPR/AED Certification/Safety Training Chapter 33 of the Texas Education Code, section 33.086 states: §33.086. CERTIFICATION IN CARDIOPULMONARY RESUSCITATION AND FIRST AID. (a) A school district employee who serves as the head director of a school marching band or as the head coach or chief sponsor for an extracurricular athletic activity, including cheerleading, sponsored or sanctioned by a school district or the University Interscholastic League must maintain and submit to the district proof of current certification in first aid and cardiopulmonary resuscitation issued by the American Red Cross, the American Heart Association, or another organization that provides equivalent training and certification. (b) Each school district shall adopt procedures necessary for administering this section, including procedures for the time and manner in which proof of current certification must be submitted. Added by Acts 1999, 76th Leg., ch. 396, § 2.14(a), eff. Sept. 1, 1999. Amended by Acts 2003, 78th Leg., ch. 881, § 1, eff. June 20, 2003.

Additionally, Chapter 22 of the Texas Education Code, section 22.902 states: § 22.902. INSTRUCTION RELATED TO CARDIOPULMONARY RESUSCITATION AND USE OF AUTO- MATED EXTERNAL DEFIBRILLATOR. (a) A school district shall annually make available to district employees and volunteers instruction in the principles and techniques of cardiopulmonary resuscitation and the use of an automated external defibrillator, as defined by Section 779.001, Health and Safety Code. (b) The instruction provided in the use of an automated external defibrillator must meet guidelines for automated external defibrillator training approved under Section 779.002, Health and Safety Code. (c) Each school nurse, assistant school nurse, athletic coach or sponsor, physical education instructor, marching band director, cheerleading coach, and any other school employee specified by the commissioner and each student who serves as an athletic trainer must participate in the instruction in the use of an automated external defibrillator. A person described by this subsection must receive and maintain certification in the use of an automated external defibrillator from theAmerican Heart Association, the American Red Cross, or a similar nationally recognized association. (d) The commissioner shall adopt rules as necessary to implement this section. (e) This subsection applies only to a private school that receives an automated external defibrillator from the agency or receives funding from the agency to purchase or lease an automated external defibrillator. A private school shall adopt a policy under which the school makes available to school employees and volunteers instruction in the principles and techniques of cardiopulmonary resuscitation and the use of an automated external defibrillator. The policy must comply with the requirements prescribed by this section and commissioner rules adopted under this section, including the requirements prescribed by Subsection (c). Added by Acts 2007, 80th Leg., R.S., Ch. 1371, § 3, eff. June 15, 2007. Sec. 33.202. SAFETY TRAINING REQUIRED. (a) The commissioner by rule shall develop and adopt an extracurricular activity safety training program as provided by this section. In developing the program, the commissioner may use materials available from the American Red Cross, Emergency Medical Sys- tems (EMS), or another appropriate entity. 16 (b) The following persons must satisfactorily complete the safety training program: (1) a coach, trainer, or sponsor for an extracurricular athletic activity; (2) except as provided by Subsection (f), a physician who is employed by a school or school district or who volunteers to assist with an extracurricular athletic activity; and (3) a director responsible for a school marching band. (c) The safety training program must include: (1) certification of participants by the American Red Cross, the American HeartAssociatin, or a similar organization or the University Interscholastic League, as determined by the commissioner; (2) current training in: (A) emergency action planning; (B) cardiopulmonary resuscitation if the person is not required to obtain certification under Section 33.086; (C) communicating effectively with 9-1-1 emergency service operators and other emergency personnel; and (D) recognizing symptoms of potentially catastrophic injuries, including head and neck inju ries, concussions, injuries related to second impact syndrome, asthma attacks, heatstroke, cardiac arrest, and injuries requiring use of a defibrillator; and (3) at least once each school year, a safety drill that incorporates the training described by Subdivi- sion (2) (D). (d) A school district shall provide training to students participating in an extracurricular athletic activity related to: (1) recognizing the symptoms of injuries described by Subsection (c)(2)(D); and (2) the risks of using dietary supplements designed to enhance or marketed as enhancing athletic performance. (e) The safety training program and the training under Subsection (d) may be conducted by a school or school district or by an organization described by Subsection (c)(1). (f) A physician who is employed by a school or school district or who volunteers to assist with an exracurricular athletic activity is not required to complete the safety training program if the physician attends a continuing medical education course that specifically addresses emergency medicine. Added by Acts 2007, 80th Leg., R.S., Ch. 1296, Sec. 1, eff. June 15, 2007 Concussion Training Requirements of Texas Education Code, Section 38.158 HB 2038 as passed by the 82nd Legislature and signed by the Governor also added section 38.158 to the Texas Education Code, which concerns training requirements for coaches, athletic trainers and potential members of a Concussion Oversight Team in the subject matter of concussions, including evaluation, prevention, symptoms, risks, and long-term effects. For purposes of compliance with TEC section 38.158, the UIL authorizes all Continuing Professional Education (CPE) providers that are approved and registered by the State Board for Educator Certification (SBEC) and Texas Education Agency (TEA) as approved individuals and organizations to provide concussion education training. A current listing of approved providers is found here: http://www.uiltexas.org/health/info/ concussions

Cheerleading and Drill Teams Cheerleading and Drill Cheerleading and Drill Teams Effective August 1, 2013 as passed by the UIL Legislative Council, students participating in cheerleading must comply with Chapter 38, Subchapter D, of the Texas Education Code related to the prevention, treatment, and oversight of concussions. Additionally, cheer coaches and sponsors will be required to complete training related to safety guidelines for cheer and other training programs designed to minimize risks associated with participation in the activity. See attached FAQs for more information, which are also posted on our Health & Safety page. Cheerleading and drill teams do not come under UIL rules, but the regulations in this document regard-ing No Pass No Play, eight hour practice limitation, athletic periods, one contest during the school week and extracurricular absences are applicable. If the following information does not answer your questions, please call the UIL. Telephone: 512-471-5883; FAX: 512-471-5908; Email address: [email protected]. UIL rules require that cheer and spirit performances at any UIL activity shall be in accordance with safety 17 standards as prescribed by the National Federation High School Spirit Handbook. • Q&A • 1. Are cheerleading sponsors and/or coaches subject to the requirements for CPR, First Aid, AED and Safety Training as outlined in this document? Yes. Each of the laws that created the trainings/certifications mentioned above included cheerleading coaches and/or sponsors as individuals required to complete the training. 2. Who governs try outs and/or selection procedures? The local school district adopts its own procedures. The Texas Education Agency and UIL do not monitor, recommend, nor prescribe the process of selecting cheerleaders or drill teams. Any concerns regarding those procedures should be addressed within the local district. 3. Are teacher or other school personnel comments that may be used as a part the selection process of

cheerleaders and drill team members subject to disclosure if a parent requests to review the comments? Yes. Cheerleading and Drill Teams Under the Family Education Right to Privacy Act (FERPA), an educational agency or institution shall give full rights under the Act to review the educational records of a child to either parent unless circumstances exist that revoke these rights (such as a court order related to divorce, separation, or custody issues). An educational record is defined under FERPA as “...those records that are directly related to a student; and maintained by an educational agency or institution or by a party acting for the agency or institution.” Parents have the right to review records that only pertain to their child, not the children of other parents. The recommendations may not be anonymous. In order to provide a parent with full information about a child’s school activities under Section 26.008 of the Education Code, and to allow the parent to be a full partner in the child’s education under Section 26.001 (a), an evaluation or recommendation that determines whether a student may participate in a school-related program must contain the name of the person who submitted the evaluation or recommendation. 4. How does the one contest per school week apply to cheerleaders? It would not be a violation for cheerleaders to cheer at a double header (two contests at same site on one school night) or to participate in a pep rally prior to a contest and also lead cheers at the contest even though both occur during the school week. However, cheerleaders are not permitted to lead cheers for contests held on separate school nights during the school week unless an exception allowed under §76.1001 (cited above) applies to one or both of the contests. 5. Can an ineligible student who has failed a class try out for cheerleading or drill teams? If the actual participation does not occur until the next school year, it would not be considered a violation if the district chooses to permit currently ineligible students to participate in the tryout performance. This response does not require schools to allow academically ineligible students to try out for cheerleaders, but it permits schools to do so. 6. May practice for drill team and cheerleading be conducted during tutorial time, study hall time, or during homeroom time? No. 7. May a cheerleader or other student enroll in two physical education substitution classes - one for cheerleading and one for athletics? The Texas Administrative Code does not prohibit a student from enrolling in any number of state approved courses. However, UIL rules specifically prohibit students from being enrolled in more than one physical education and/or athletic class; Exception (with local school approval): PE Class: Adventure/Outdoor Education; PE Substitute: JROTC, Cheerleading, Drill Team, Marching Band. As such, there is nothing in statute that would prohibit a student from enrolling in more than one physical education class in the same school day; however, a school would be in violation of the UIL Constitution and Contest Rules and subject to the range of penalties should it occur, with exceptions as noted above. 8. May ineligible students attend pep rallies? All students may attend. Only eligible students may be in uniform and actually take part in pep rally performances, leading cheers, participating in dance routines, playing in the band, giving speeches, etc. 9. May school dismiss early for a pep rally? If the district has submitted a letter with the waiver division at TEA that it will be scheduling up to six early release days during the school year, the district may decide for what purposes the early release days will be used. 10. May ineligible drill team members and cheerleaders travel with their group to a competitive activity? No. 11. May ineligible drill team members and cheerleaders travel on educational field trips? Yes, but they may not participate or assist with a public performance. 18 Other Non-UIL Activities The following are frequently asked questions and answers related to organizations outside the authority of UIL, including school sponsored and non-school sponsored groups, such as FFA and 4-H. Also see Definition of Extracurricular Activity and Extracurricular Absences. 1. If a student is absent from school to participate with an organization that is not sponsored or recognized by the local board of trustees, how are the absences counted? Extracurricular absences are defined in 19 TAC §76.1001 (a) (1) and (2). The first sentence of 19 TAC §76.1001 (a) states that an extracurricular activity is an activity sponsored by the University Interscholastic League (UIL), the school district board of trustees, or an organization sanctioned by resolution of the board of trustees. Therefore, any absence incurred by a student while participating with an organization that has not received sanction from the district shall be subject to student attendance provisions as stated in the Texas Education Code Chapter 25. Consequently, if a student misses class to participate with an organization that is not sanctioned by the district, the absence is not considered as one of the extracurricular absences and is therefore counted against the minimum attendance requirements for credit. 2. If a student passed the previous grading period, but is failing a course at the time of a livestock show or other non-UIL activity, is the student prohibited from participation? No. The student is academically eligible until the end of the grading period unless the district has imposed stricter criteria for eligibility. 3. Are suspension periods different for students involved in non-UIL activities or in organizations that are not school sponsored, but recognized by the school board of trustees? No. Suspension periods are the same for all students involved in extracurricular activities as defined in 19T AC §76.1001 (a). 4. Are early or mid-year graduates who have not been awarded a high school diploma eligible to participate in extracurricular activities, such as livestock shows? Full-time enrollment is required for participation in UIL sponsored activities, however, the matter of participation in non-UIL activities by early and mid-year gradu ates who have not had the diploma conferred is to be determined by the school district and/or the sponsoring- organization, such as the livestock show board. Some school districts apply the same enrollment standard for UIL participation to all extracurricular activities. 5. May someone else show the animal of a student ineligible to participate? There are no TEA guidelines that prohibit the animal from being shown by another person. This issue is to be addressed by school policy or by the rules of the sponsor of the show. 6. At what point in time is an ineligible student prohibited from working with the show animal for competition? After the animal has been delivered to the show barn or competition area, the ineligible student may no longer tend, groom, or in any other way prepare the animal for competition. A student may assist in transport- ing the animal to the competition site provided no school time is missed. 7. May a student who is ineligible to compete in a livestock show participate in the sale or auction portion of the show? No. The sale would be considered an extracurricular activity in that it is held in conjunction with another activity that is considered to be extracurricular. (19 TAC §76.1001 [a] [1] [B]) Whether or not the animal

Other Activities Non-UIL may be sold by another individual is the decision of the school officials or determined by rules of the sponsors of the show. 8. Under what conditions may a student use a portion of the allowable “post-district” absences in FFA and other non-UIL activities? When the student has advanced to area, regional, or state level of participation as a result of competition, the student may make use of the post-district days. Area, regional, state, and national level leadership seminars or training sessions are not considered post-district unless the student has advanced to those levels due to competition. If participation at the area, regional, state, and national levels are not a result of competition, the absences are to be treated as part of the allowable absences. At a livestock show, students who advance to the sale or auction as a result of competition may count the time from the end of the competition to the conclusion of the sale, including travel home, if necessary, as part of the days allowed as post-district absences. 9. If an organization sponsors post-district competition that culminates at a ceremony at which the student receives a state or national award, prize, or office, may the school time missed be counted as part of the post-district allowable absences? Yes. If the purpose for attending is directly related to post-district competition, the time missed from school may count as part of the post-district absences. However, this does not mean that all students who attend a state convention qualify for post-district absences; the provision applies only to those who attend as a result of post-district competition. 19 10. Are any livestock shows, in state or out-of-state, considered “post-district”? The 76th Texas Legislature enacted TEC §33.0811, which allowed local trustees to establish policies that determined the number of times that students could miss a class for extracurricular participation. As was noted in the chapter about extracurricular absences, the UIL Legislative Council has adopted the following resolution regarding extracurricular absences for UIL activities only: The Legislative Council of the University Interscholastic League has taken the position that the previous state law mandating a maximum of ten absences through district competition, a maximum of five absences for post-district competition, and a petition to the UIL requesting a maximum of two additional absences for UIL state competition only, is educationally sound. The Legislative Council strongly encourages school districts to adhere to a 10/5/2 day absence policy for participation in UIL activities. If a participant in a livestock show must qualify to actually show an animal for further competition by first participating in the “sift” at another site (such as Brenham or Rosenberg in the Houston Livestock Show), that Examples of Eligibility Dates participant may count the days spent beyond the “sift” process as part of the allowable absences under post- district competition under the previous, recommended extracurricular absence rules. The days spent during the “sift” competition must be counted as part of the regular extracurricular allowable absences. Participation at what are commonly called “major” shows and/or out-of-state shows does not qualify as post-district competition unless the conditions stated above exist. 11. May an ineligible student participate in the “calf scramble”? No. The criterion of 19 TAC §76.1001 (a) (1) (A) (that the activity is competitive) applies and the student must be eligible at the time of the activity. 12. What is the penalty if an ineligible student participates in an activity with an organization that is sanctioned by the district without permission or knowledge of the school? It is the responsibility of the local district to address the violation and impose an appropriate penalty.

2018-19 Academic Eligibility for the Beginning of the School Year Students beginning grade nine and below must have been promoted from the previous grade prior to the beginning of the current school year. Students beginning their second year of high school must have earned five (5) credits that count toward state high school graduation requirements. Students beginning their third year of high school either must have earned a total of ten (10) credits which count toward state high school graduation requirements or a total of five (5) credits which count toward state high school graduation requirements must have been earned during the twelve (12) months preceding the first day of the current school year. Students beginning their fourth year of high school either must have earned a total of fifteen (15) credits which count toward state high school graduation requirements or a total of five (5) credits which count toward state high school graduation requirements must have been earned during the twelve (12) months preceding the first day of the current school year. Students who do not meet the above requirements are academically ineligible for participation the first six (6) weeks of the school year. Grades are checked at the end of the first six (6) weeks and if the students are passing all classes, they could regain academic eligibility after the seven (7) calendar day grace period. When a migrant student enrolls for the first time during a school year, all criteria cited above apply. All other students who enroll too late to earn a passing grade for a grading period are ineligible. High school students transferring from out-of-state may be eligible the first six weeks of school if they meet the criteria cited above or school officials are able to determine that they would have been eligible if they had remained in the out-of-state school from which they are transferring.

The dates provided in this document are just examples of eligibility dates, and should be used as a guide only. Actual school calendars may vary from this information. *If there are multiple holidays in the 3-week evaluation period, it 6 Weeks Ends Lose or Regain 3 Week Regain Eligibility* could alter the end of the evaluation Eligibility Evaluation* and the date for regaining eligibility. Schools on 9 week grading 9/14 9/21 10/5 10/12 periods must check at the end of the first 6 weeks of the school year and 9/21 9/28 10/12 10/19 students can lose or regain eligibility. 9/28 10/5 10/19 10/26 The next grade check for a 9-week grading period will occur at the end 10/5 10/12 10/26 11/2 of the 9-week grading period (even if it is more or less than 3 weeks). 20 2018-19 Academic Eligibility Information Holiday Eligibility Date Examples

(When six or nine weeks ends prior to winter break)

The dates provided in this document are just examples of eligibility dates and should be used as a guide only. Actual school calendars may vary from this information.

Students Back Grace period ends MLK Holiday 3 week check* Regain eligibility* Jan 2 Jan 9 No Jan 18 Jan 25 Jan 2 Jan 9 Yes Jan 18 Jan 25 Jan 3 Jan 10 No Jan 23 Jan 30 Jan 3 Jan 10 Yes Jan 24 Jan 31 Jan 7 Jan 14 No Jan 25 Feb 1 Jan 7 Jan 14 Yes Jan 25 Feb 1 Jan 8 Jan 15 No Jan 25 Feb 1 Jan 8 Jan 15 Yes Jan 28 Feb 4 Jan 9 Jan 16 No Jan 25 Feb 1 Jan 9 Jan 16 Yes Jan 28 Feb 4

*If there are other school holidays in the 3-week evaluation period (other than MLK) it will affect the 3-week grade check and regaining eligibility dates especially if 2 of the school weeks are less than 5 days.

*In the event two of three school weeks are shortened, one of the shortened weeks (which must consist of at least three school days) may be counted as five days with ten other actual class days making up the fifteen class days.

November examples: • Grading period ends Friday, November 16. Students are on holiday from the end of school on the 16th until school resumes Monday, November 26. All students are academically eligible during a school holiday period consisting of at least seven consecutive calendar days. The seven-calendar day grace period begins on Monday, November 26 and the student’s lose/regain eligibility on Monday, December 3 at the time the school day normally ends. • Grading period ends Tuesday, November 20. Students are on holiday from the end of school on the 20th until school resumes Monday, November 26. The seven-calendar day grace period begins on Tuesday, November 20 and the student’s lose/regain eligibility on Tuesday, November 27 at the time the school day normally ends. Examples of Eligibility Dates January example (when six or nine weeks ends after winter break): • Grading period ends Friday, January 18. Students lose or regain eligibility at the end of school Friday, January 25. Three week grade check is Friday, February 8, students regain eligibility Friday, February 15. (If there are multiple holidays in the 3-week evaluation period, it could alter the end of the evaluation and the date for regaining eligibility.)

Spring Break example: • Grading period ends Friday, March 8. Students are on holiday from the end of school on the 8th until school resumes Monday, March 18. All students are academically eligible during a school holiday period consisting of at least seven consecutive calendar days. The seven-calendar day grace period begins on Monday, March 18 and the student’s lose/regain eligibility on Monday, March 25 at the time the school day normally ends. 21 Ch a r a c t e r At t i t u d e Responsibility Et h i c s : Sportsmanship a n d UIL At h l e t i c s

CAPublished by the University Interscholastic League P.O. Box 8028; Austin, Tx 78713-8028 REwww.uil.utexas.edu SportsmanUniversityship Interscholastic and uil League athletics Table of Contents C.A.R.E...... 3 Tableof Contents Mission Statement...... 4 C.A.R.E. An Open Letter to the Fans...... 5 MissionStatement Fundamentals of Sportsmanship...... 6 An Open Letter to the Fans CHARACTER Fundamentalsof Behavior Expectations...... 8 Sportsmanship ATTITUDE Character Public Address Announcements...... 14 Attitude Promoting Good Sportsmanship...... 16 Responsibility RESPONSIBILITY Ethics Crowd Control Planning...... 18 Student-Athletes Code of Conduct...... 19 Coaches Code of Conduct...... 20 Steroids...... 22 ETHICS Hazing ...... 24 Gambling...... 25 Blogging...... 25 Teachable Moments...... 26

“Champions keep playing until they get it right,” 2 -Billie Jean King, Professional Tennis Player SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics C.A.R.E. The University Interscholastic League is dedicated to offering character-building, educational competition to member school students in Texas. In an attempt to give appropriate athletic com- Tableof Contents petition to our student-athletes, it is imperative that we have a policy in place addressing the cor- C.A.R.E. rect and incorrect way to conduct oneself as it pertains to UIL sanctioned events, whether it be in MissionStatement practice, competition or outside of the athletic arena. An Open Letter to the Fans The goal of this manual is to help all associated parties with interscholastic competition display Fundamentalsof and understand the importance of sportsmanship in the athletic arena. The theme of this manual Sportsmanship and for implementing and maintaining proper sportsmanship will be CHARACTER, ATTITUDE, RE- Character SPONSIBILITY and ETHICS. Each heading showcases different aspects that are imperative to inter- Attitude scholastic competition and offers ways to ensure that everyone involved enjoys the experience of Responsibility UIL athletics in a fun and educational setting. Ethics CHARACTER RESPONSIBILITY The qualities a person possesses that shape the Taking responsibility is one way they live their life and affects the manner of the essential qualities of in which other people view them is character. good sportsmanship. Be- Someone who displays good character is hon- ing responsible is accepting est with themselves and others, acts with a high one’s actions and showing level of integrity and treats others with respect you are aware of how your even when they disagree with their views. A decisions affect others. It high level of character creates a positive image is always very important of you in the eyes of others as well as reflects that you conduct yourself with pride and take favorably for your program. responsibility for yourself and your school. ATTITUDE ETHICS A positive attitude is essential when partici- A person’s ethics can be seen by the way they pating in athletics and other school sponsored react when faced with situations that call their activities. Attitude is the disposition that a integrity and judgment into account. Display- person shows when reacting to situations ing a high level of ethical behavior is essential whether they be positive or negative. People when participating in UIL athletics. Whether with a positive attitude are better able to in- you are a player, coach, fan, official or adminis- teract with others and respond to adversity in trator it is your responsibility to always conduct a healthy manner. yourself in an ethical manner that will help promote the goals of educational athletics.

“The purpose of any athletic endeavor is to challenge human limits both on and off the playing field,” -Unknown 3 SportsmanUniversityship Interscholastic and uil League athletics Mission Statement The values of good citizenship and high behavioral standards apply equally to all activity Tableof Contents disciplines. In perception and practice, good sportsmanship shall be defined as those quali- C.A.R.E. ties of behavior, which are characterized by generosity and genuine concern for others. The MissionStatement University Interscholastic League views good sportsmanship as a concrete measure of the An Open Letter understanding and commitment to fair play, ethical behavior and integrity. Responsible be- to the Fans havior at athletic events by participants, coaches, fans, cheerleaders and others as a result Fundamentalsof of clearly stated goals placed into practice by the UIL and its member schools is the overall Sportsmanship goal of the UIL. Character Attitude Responsibility Ethics Steps for Establishing Good Sportsmanship Define Goals Communication Goals of good sportsmanship should be Desirable sportsmanship behaviors should clearly stated at interscholastic events and be articulated and reinforced through game available to coaches, players, parents and programs, tickets, preseason meetings, as- spectators. semblies, coaches, athletes and parents. An- nouncements about proper sportsmanship Athletic Policy Manual should be made during all UIL sanctioned Proper sportsmanship should be emphasized events. (see page 14) in all materials distributed to student-athletes, parents and spectators. Coaches and Rewards school officials should ensure that all partici- Positive behaviors should be recognized and pants are trained in good sportsmanship be- rewarded accordingly. fore the season begins. Contingency Plan School Board Support Each district should have a contingency plan The philosophy and goals of the interscho- in place to respond lastic activity programs should be adopted to critical contest by the school board. Good sportsmanship situations. All par- should always be emphasized as an integral ties of the district part of educational activities. should know and understand these Administrative Support procedures so that In order to ensure good sportsmanship, dis- all actions will be trict administrators need to emphasize com- of a cohesive man- mon sportsmanship goals. ner.

“Victory is in the quality of competition, not the final score,” 4 -Mike Marshall, MLB Player 1967-81 SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics An Open Letter to the Fans

Dear Fan, Tableof Contents You walk up to the stadium or field ready to see a clash between your high school team and your C.A.R.E. most hated rival. You pull out your hard earned cash for that ticket, that golden ticket that allows you to MissionStatement a seat where you plan to “help” your team with constant berating of the opposing team and officials. You An Open Letter feel it is your duty as a fan to do everything you can for your team, and your role is to call it like you see it to the Fans from 50 feet away in the stands. Fundamentalsof What you don’t understand is that your verbal abuse does nothing more than tear at the fabric of Sportsmanship high school sports. The players on the athletic field, court or diamond are not being paid to play; they are Character not professional athletes that have to deal with fans like you on a daily basis. It is a privilege, not a right, for Attitude these athletes to compete as much as it is a privilege for you to sit in the stands and watch. Responsibility But what about your golden ticket that you paid good money for, doesn’t that entitle you to some- Ethics thing? Yes, you get the opportunity to watch two schools show off their skills and what they have learned in the athletic classroom. Other than that, your ticket gives you little more than a first-come-first-serve spot on a crowded row of bleachers. Contests could not exist without rules, and just as the players have to abide by rules on the field, you too have to follow the rules in the stands. It’s not all your fault; you probably had someone much like yourself at your high school games. Hopefully it’s not the case, but you may never have seen proper spectator decorum. The UIL has a few basic tips that can help steer you in the right direction. 1. The field of play is the athletic classroom for student-athletes. Instead of math and science they learn teamwork and group responsibility in addition to dealing with success and overcoming adversity. You wouldn’t dare interrupt a teacher giving a test to his or her students, yet you do it to coaches and student- athletes routinely in their classroom. 2. Your ticket does not entitle you to disrespect or degrade others in any way. Everyone who is a part of high school athletics gives their best effort and that commitment to educational athletics should be cel- ebrated. 3. Understand that the student-athletes you are watching will make mistakes, and no participant should be ridiculed at any time because of their efforts. Many of them are still learning the games they play and can easily be disheartened by a rogue fan attacking their performance. 4. High school coaches are actually full-time teachers first and coaches second. Anyone who tries to reverse this order is taking the first step to destroying a program. No one wants a program to fail, but the merciless pressure you put on him or her as someone who had nothing to do with the building of the program can bring it down. 5. Officials are present to promote the game and the student-athletes involved. They make judgment calls in good faith based on their knowledge and extensive training. A lot of time and effort has gone into making sure that they know the rules better than you. Respect their decisions. 6. Finally, you are a guest of the school and should act like one. Winning is an admirable goal of competition, but it is nothing if it comes at the expense of morals, ethics, and common sense. This manual is intended to help participants and school officials understand the importance of sportsmanship in UIL athletics. Please take the time to read each section and feel free to visit our extensive Web site at www.uil.utexas.edu. If you have any questions regarding sportsmanship or the UIL please contact one of our staff members. -University Interscholastic League 5 SportsmanUniversityship Interscholastic and uil League athletics Fundamentals of Sportsmanship Learn Contest Rules Tableof Contents It is essential to be well in- C.A.R.E. formed of contest rules. The MissionStatement spirit of good sportsmanship An Open Letter depends on conformance to to the Fans a rule’s intent and to the letter Fundamentalsof of the given rule. Learn and Sportsmanship abide by contest rules at all Character times. Attitude Responsibility ExerciseResponsible Behavior at all Ethics Times In order to ensure the true value of interscholastic competition, one must understand their own personal prejudices Positively Interact with Fans that may affect judgment and Respect Officials Regardless of team affiliation, an be sure that personal actions are Officials are present at a contest to important aspect of good sports- beneficial to the educational val- ensure participants, coaches and manship is the positive interac- ues of the activity. Your behavior spectators follow the intent of the influences others whether you rules. Their impartial judgment tion participants, coaches, offi- are aware of it or not. should not be called into ques- cials and others have with fans tion and blame should never be attending a contest. Through Respect Opponents at all Times placed on officials before, during positive interaction, a level of Opponents are guests and or after competition. The rule of decency and compassion is illus- trated to individuals attending should be treated accordingly good sportsmanship is to accept the sporting event and contin- by providing the best accom- and abide by decisions made by ued attendance is desired. modations and tolerance at all officials in order to teach this valu- times. Showing respect for op- able lesson to students for appli- Display Representative Behavior ponents is not only appropri- cation later in life. ate, but will positively reflect on at Athletic Events your school, team and family. As a representative of your school, Respect Teammates and Yourself never allow poor judgment to The foundation of proper sports- Recognize and Appreciate Skilled interfere with the responsibil- manship begins with your ability PerformancesRegardless of Affiliation ity you have to positively reflect Applaud the good efforts made to recognize and appreciate the on your program. Regardless of by an opponent as well as your efforts of your teammates as well your stature as a student, player, team. Applause is a sign of as yourself. Avoid any activities coach, parent or spectator, it is compassion, recognition of a that could be classified as hazing paramount that you show proper good performance, reflects a toward teammates and respect sportsmanship and by doing so true awareness of the game and yourself by choosing not to take show that you value the benefits should be practiced regularly. performance-enhancing drugs. of UIL athletics.

“Most people run a race to see who is the fastest. I run a race to see who has the most guts,” 6 - Steve Prefontaine, Distance Runner Ch a r a c t e r Character is the most important quality a person must possess in order to show good sportsmanship. It affects the decisions a person makes and the way they are seen by others. This section covers expected CAbehaviors from individuals at sporting events. RE SportsmanUniversityship Interscholastic and uil League athletics Behavior Expectations It takes everyone in the school community to ensure that proper sportsmanship is carried out at all Tableof Contents times. From players, coaches and school officials to spectators and media personnel, sportsman- C.A.R.E. ship is the responsibility of all. MissionStatement An Open Letter to the Fans Fundamentalsof Sportsmanship Character Attitude Responsibility Ethics Overall Acceptable OverallUnacceptable Behavior Behavior • Applaud all participants during team in- • Attempts to distract opponent during troductions, regardless of team affiliation. contests such as yelling or waving arms during opponent’s free throw attempt, Show respect to officials and accept their • serve, etc. judgments as part of the contest. Antagonizing, disrespectful or deroga- Cheerleaders should lead fans in positive • • tory yells, chants, songs or gestures. cheers that promote sportsmanship and fair competition. • Booing or heckling an official’s decision. • Participants should shake hands before • Criticizing officials in any way; displays of and after each contest, regardless of out- temper with an official’s call. come. • Refusing to shake hands or give recog- • Treat competition as a game, keeping the nition for good performances following a value of education paramount. game. • Coaches/players search out opposing • Blaming loss of game on officials, coaches participants to recognize them for out- or participants. standing performance or coaching. • Laughing or name-calling to distract an • Applause at the end of a contest for per- opponent. formances of all participants. • Use of profanity or displays of anger that • Everyone show concern for an injured draw attention away from the game. player, regardless of team affiliation.

8 “Character is much easier kept than recovered,” -Thomas Paine, 18th Century Author SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics Behavior Expectations of the Coach • Exemplify the highest moral officials or other coaches in includes having proper dress- character, behavior and lead- front of players and specta- ing areas and any pertinent Tableof Contents ership, adhering to strong ethi- tors. information that could be C.A.R.E. useful such as game schedule cal and integrity standards. As Shake hands with the officials MissionStatement • and post-game procedures. coach, it is your responsibility and opposing coaches before An Open Letter to the Fans to act in a positive manner to and after the contest. This • Be sure to stay on game show your athletes the proper shows mutual respect between time schedule. Doing this Fundamentalsof Sportsmanship way to conduct themselves in two school officials and also il- will help the officials keep the Character competitive situations. lustrates good sportsmanship contests running smoothly Attitude Respect the integrity and to spectators of the game. and reduce the amount of • Responsibility personality of the individual time in between contests. • Respect the integrity and Ethics athlete. judgment of game officials. • Display modesty in victory • Do not ask an athlete to do Do not call their integrity into and graciousness in defeat in anything that will put their in- question. By showing respect public and in talking with the tegrity in question. for officials, you not only are media. Confine remarks to promoting good sportsman- game statistics and the perfor- • Abide by and teach the rules ship but also showing others mance of your team. Never de- of the game in letter and in the proper way to handle situ- grade the performance of any spirit. ations. participant, coach or official. • Set a good example for play- • Treat opponents and officials • Hold a pre-season meeting ers and spectators to follow. with respect and hospitality to discuss proper sportsman- • Refrain from arguments with when hosting an event. This ship with your athletes and parents. It is your responsibility to help ensure that positive sportsmanship is displayed at sporting events. • Develop a program that rewards participants and spectators for displaying proper sportsmanship and enforces penalties on those who do not abide by sportsmanship standards. • Be no party to the use of profanity, obscene language or improper actions, which include the verbal or physical abuse of participants, coaches, officials or spectators.

“A good coach will make his players see what they can be rather than what they are,” -Ara Parashegian, Notre Dame Head Football Coach, 1964-74 9 SportsmanUniversityship Interscholastic and uil League athletics Behavior Expectations:

Tableof Contents student-athletes and cheerleaders C.A.R.E. MissionStatement Behavior Expectations of the Student-Athlete Behavior Expectations of Cheerleaders An Open Letter to the Fans • Accept and understand the seriousness of • Understand your responsibility as a cheerlead- Fundamentalsof your responsibility, and the privilege of rep- er and take pride in representing your school Sportsmanship resenting your school and community. Make and community. Character good sportsmanship a top priority for you • Establish acceptable standards for the squad Attitude and your teammates. and follow those standards at every event. Responsibility • Live up to standards of sportsmanship es- • Transfer your standards to those attending the Ethics tablished by the school administration and event in an attempt to show proper crowd par- the coaching staff. ticipation and sportsmanship. • Learn the rules of the game thoroughly and • Treat opposing cheerleaders as guests when discuss them with parents, fans and fellow stu- they come to your school. dents. This will assist others as well as you in the achievement of a better understanding • Always respect the judgment and integrity of and appreciation of the game. the game officials. By giving respect to officials, you are showing spectators that you accept the • Treat your opponents with respect and in- officials’ decisions and illustrating the proper tegrity. All participants work very hard to pre- way to conduct oneself in an athletic setting. pare for competition, and it is paramount that you as an athlete show the proper respect • Applaud all participants during introductions that is earned through hard work and deter- and after the game, regardless of team affilia- mination. tion. • Wish opponents good luck before the game • Select only positive cheers that will praise your and congratulate them in a courteous manner team without degrading the opponent. following the contest, no matter the outcome. • Choose appropriate times to cheer. Give the • Respect the integrity and judgment of game other squad the same amount of time to cheer officials. The officials are doing their best to as you would expect. help promote you and your sport. Treating • Show opposing athletes the same respect you them with respect, even if you disagree with would show your own team. their judgment, will help to make a positive im- pression of you and your team in the eyes of • Encourage a positive crowd alternative when the officials and everyone at the event. booing or an inappropriate chant begins. • Do not say, write or post any derogatory com- • Give encouragement to injured players and ments about opponents, teammates, coaches, recognition to outstanding performances, re- officials or spectators. gardless of team affiliation.

10 “Don’t throw in the towel; use it for wiping the sweat off your face,” -Unknown SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics Behavior Expectations:

student groups and spectators Tableof Contents C.A.R.E. Behavior Expectations of Student Groups Behavior Expectations of Spectators MissionStatement An Open Letter • Always provide positive support for your • Always support your team and the efforts to the Fans team. Never ridicule or degrade the op- of all participants involved. Fundamentalsof posing team or players. • Do not intimidate or ridicule a player, coach Sportsmanship • Conduct yourself or official before, during or after a contest. Character in an exemplary Attitude Always praise athletes for their actions dur- manner. Remem- • Responsibility ing a game; never degrade a participant for ber that you rep- their efforts. Athletics are a learning experi- Ethics resent your school ence for students, and mistakes will be made. both at home and away. • Remember that a ticket is a privilege to observe the contest, not a license to verbally as- • Assist cheer- sault others or be generally obnoxious. leaders with yells, chants, etc. Al- • Learn the rules of the game so that you may ways be a working understand and appreciate why certain situ- part of pep assemblies with preparation, ations take place. organization and involvement. • Always respect the integrity and judgment • Treat opposing players, coaches, specta- of officials. They are present to regulate the tors and support groups with respect and flow and enforce the rules of the game. enthusiasm. Applaud good performances • Show respect for the opposing players, on both teams. Doing this will show that coaches, spectators and support groups. you understand and can recognize athletic Treat them as guests to your school. achievement, regardless of team affiliation. • Use only cheers that support and uplift the • Always display proper sportsmanship to- teams involved. ward officials and value their contributions to the game. Respect the judgments made • Recognize and show appreciation for an out- during a contest. All calls are impartial and standing play by either team. should be accepted by all parties. • Refrain from the use of any controlled sub- • Use only positive cheers, signs and chants stance (alcohol, drugs, etc.) before, during and during a contest. This will show that you after the game on or near the site of the event. understand proper sportsmanship while • Be a positive role model at events through giving your organization and school a good your own actions and by censuring those reputation. around you whose behavior is unbecoming.

“We cannot fail to win unless we fail to try,” -Tom Clancy, Author 11 SportsmanUniversityship Interscholastic and uil League athletics Behavior Expectations:

Tableof Contents officials, school administrators & media C.A.R.E. MissionStatement Behavior Expectations of Officials Behavior Expectations of School Administrators An Open Letter to the Fans • Know the rules of the game thoroughly. • Develop and implement a program for teaching and promoting the ideals and fundamentals Fundamentalsof • Accept your role in an unassuming man- Sportsmanship of good sportsmanship within the school district ner and take pride in your work. Character and community. Attitude • Maintain confidence and poise, control- • Have proper sportsmanship rules and penal- Responsibility ling the contest from start to finish. ties in place before the athletic season begins Ethics • Work with the host school to stay on game and enforce them throughout the year. schedule as best you can to allow the contests to run smoothly and reduce the amount • Support participants, coaches and fans that of time between contests. teach and display good sportsmanship. • Publicly shake hands with coaches of both • Attend events whenever possible and function teams before the contest. as a model of good sportsmanship. • Never exhibit emotions or argue with par- • Communicate with spectators what is ac- ticipants or coaches when enforcing rules. ceptable and unacceptable behavior during an event. • Never let your judgment be swayed by the negative actions of participants, coaches or • Respect the integrity and judgment of game spectators. officials. Recognize their presence is instrumental to the game and that they do their best to When watching a game as a spectator, • professionally administer the rules of the game. give the officials, participants and coaches the same respect you would wish to receive • Recognize exemplary behavior and actively when working a contest. discourage undesirable conduct by participants, coaches and fans.

Behavior Expectations of the Media • Promote ideals and fundamen- coaches or officials during a con- strating partiality to either team. test or in your story. tals of good sportsmanship. • While at a contest, refrain from • Recognize and appreciate the • Report acts of sportsmanlike making any derogatory com- efforts of all those who partici- behavior without giving undue ments about participants, offi- pate in the contest. publicity to unsportsmanlike cials or coaches. conduct. • Refrain from making negative • Always report positively about comments toward participants, • Report facts without demon- participants in your articles.

12 “Gold medals don’t make champions ... hard work does,” -Unknown At t i t u d e A person should have a positive attitude when participating in school-sponsored athletics. Whether you are a player, coach, fan, official or administrator, having a positive attitude will reflect favorably on your program and help others around you display appropriate behavior. The Attitude CA section of this manual will cover public address announcements that can help stress the importance of good attitude and sportsmanship at athletic REevents as well as tips on promoting good sportsmanship . SportsmanUniversityship Interscholastic and uil League athletics Public Address Announcements:

Tableof Contents Pre-game C.A.R.E. • We are pleased to welcome you today to [SCHOOL NAME]. Good sportsmanship is one of the prima- MissionStatement ry purposes of educational athletics. Our student-athletes recognize that judgment calls- by officials, An Open Letter coaches and themselves- are made in good faith and should be respected. Spectators can support to the Fans both of these teams by refraining from derogatory or demeaning comments and cheers today. We Fundamentalsof hope that you will enjoy the game and support the students in a positive and sportsmanlike manner. Sportsmanship Character • When [SCHOOL NAME] sponsors an athletic event, it considers that happening to be an extension of Attitude the classroom, with the lessons learned as important as those coming out of a textbook. One very im- Responsibility portant lesson for our students is that of sportsmanship. Please help the [MASCOT NAME] in promoting good sportsmanship by refraining from derogatory remarks and gestures to players, coaches, officials Ethics or other spectators. School athletics is a vital part of student development, and together we can all help our students prepare for the future. • Sportsmanship is a vital part of athletics. The University Interscholastic League and its member schools are dedicated to promoting sportsmanship around the state. During the contest, if you see someone using poor behavior please notify facility personnel. [SCHOOL NAME] believes sportsmanship is of utmost importance and wants you to enjoy the contest in a fun and healthy environment. Thank you for your cooperation. • The student-athletes involved in tonight’s contest understand the importance of sportsmanship and know that it should be practiced at all times. Please help our students by showing respect to all participants and spectators at tonight’s contest and cheering only in a positive manner.

“The answers to these questions will determine your success or failure. One, Can people trust me to do what’s right? Two, Am I committed to doing my best? Three, Do I care about other people 14 and show it? If the answers to these questions are yes, there is no way you can fail,” -Lou Holtz, NCAA Football Coach SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics Public Address Announcements:

in-game & post-game Tableof Contents In-game Announcements C.A.R.E. MissionStatement • Fans, while enjoying the action tonight, please remember to show good sportsmanship by refraining from derogatory yells or gestures. With your help, [SCHOOL NAME] can ensure everyone An Open Letter to the Fans has a positive experience. Fundamentalsof • Interscholastic athletics teaches many important lessons that extend beyond the sidelines. One Sportsmanship such lesson is sportsmanship. Please help teach our students this important life lesson during and Character after the contest by cheering and showing support for good plays on both teams. Attitude • [SCHOOL NAME] would like to thank you for attending tonight’s contest. Please remember to Responsibility show good sportsmanship by cheering and showing positive support for your team as well as dis- Ethics playing encouragement for all participants involved. • Hard work, dedication and perseverance are instrumental in reaching success on the athletic field. Please help in supporting the efforts of all the athletes participating tonight and remember that sportsmanship is something that should be practiced at all times.

Post-game Announcements • [SCHOOL NAME] would like to thank you for attending tonight’s contest and wish you a safe trip home. Remember that sportsmanship is always important and should be practiced before, during and after the game. Our students are very important, and with your help we can all teach them the lesson of proper sportsmanship. • As you leave the facility (gym, field), please remember that all participants involved in tonight’s contest gave their very best effort. Please help show your support of these fine student-athletes by acting in a sportsmanlike manner.

“Only those who dare to fail greatly can ever achieve greatly,” -Robert F. Kennedy, Former U.S. Senator 15 SportsmanUniversityship Interscholastic and uil League athletics Promoting Good Sportsmanship • Develop and enforce a code High School Activities Week and need for good sportsmanship Tableof Contents of conduct. National Be a Sport Day spon- in the community. C.A.R.E. sored by the National Federation • Conduct clinics for parents MissionStatement • Form a committee dedi- of State High School Associations. cated to helping build sports- and others to discuss playing An Open Letter and contest rules, ethics and to the Fans manship in your school and • Work with local radio and tele- good sportsmanship. Fundamentalsof community. vision stations to air public service announcements on sports- Sportsmanship • Develop a sportsmanship • Make visitors feel welcome Character awards program to honor manship. when they attend a contest at Attitude those individuals who exhibit • Display messages of good your school. Responsibility outstanding sportsmanship, sportsmanship throughout • Ensure that game and facility ethics and integrity. Ethics school hallways, in gymna- personnel are helpful and po- • Hold pre-season meetings siums, on playing fields and lite to spectators. and assemblies before contests around the community. Make frequent public address to encourage students to ex- • • Have coaches, players and ad- announcements at athletic events hibit proper conduct. ministrators speak to local clubs concerning the importance and • Become involved in National and organizations to stress the use of proper sportsmanship.

“I’ve learned something constructive from every defeat,” 16 -Tom Landry, Dallas Cowboys Head Coach, 1960-88/Member of Professional Football Hall of Fame Responsibility Student-athletes and coaches have the responsibility of showcasing good sportsmanship and should act as examples for others to follow. Being responsible applies to every area of a person’s life, whether it is in the playing arena or everyday life. This section of the manual will give helpful crowd CAcontrol tips, cover the code of conduct for student-athletes and coaches and explain REthe dangers and effects of using steroids and performance-enhancing drugs. SportsmanUniversityship Interscholastic and uil League athletics Crowd Control Planning An important part of ensuring that proper sportsmanship is displayed at athletic contests is to Tableof Contents have a policy in place for dealing with crowd control. The following general suggestions will help C.A.R.E. administrators and managers prepare for situations that may arise. MissionStatement expectations of event person- An Open Letter • Establish written behavioral • Do not allow illegal substances to the Fans standards and expectations. nel. Inform event staff about inside the contest facility. Have their duties, rules, regulations Fundamentalsof Coaches, players, students, admissions, ticket sales and Sportsmanship cheerleaders, spectators and and emergency procedures. parking lot personnel observe Character school personnel should un- Encourage them to avoid be- and screen people for posses- Attitude derstand these standards and coming too involved in watch- sion of alcoholic beverages, in- Responsibility expectations. They should ing the event and to be obser- toxication and abnormal or sus- vant, active and consistent in Ethics be communicated in a vari- picious behavior. Alert crowd ety of ways, expected to be applying rules and procedures. control supervisors to observe followed and consequences in Be consistent in applying poli- behavior and whereabouts of place when they are not. • cies and rules. Be supportive potential problem people. • Establish and communicate of your supervisory personnel • Supervise restrooms. Have policies and emergency proce- at contests. Make sure they personnel in place to identify dures. Have policies and emer- know you respect and appreci- and discourage any negative gency procedures in place re- ate their role in supplying the behavior that may occur at or garding; a) fire; b) drinking and students involved with educa- around the restroom facilities. possession of alcoholic bever- tional and character building ages; c) possession, use or sale lessons. • Assist and accommodate all of drugs; d) medical emergen- persons with special needs. cies; e) lost and found articles; • Seat student groups and spec- Make every reasonable attempt f) bomb threats; g) alternatives tators in appropriate places. to ensure any person with spe- in case of score clock, light or Avoid seating bands or spec- cial needs is able to enjoy the other facility failures; h) trans- tators near the visiting team athletic contest. This includes portation problems. Written bench and the visiting team providing viewing areas for spe- emergency procedures should seating area. cial needs individuals as well be clearly understood by the • Act on policies and proce- as informing them of exits and public address announcer as pertinent facility information. well as posted at competition dures. When someone is be- facilities so that all parties can having in an undesirable way • Have facility diagrams visible see and understand them. which violates the rules of good to the public showing acces- sportsmanship, do something sible areas and emergency ex- • Identify supervisors and ush- about it. Actions speak louder its. Every spectator at the event ers. They should be expected to than words. Inaction allows the needs to be aware of the proper be active and visible to specta- establishment of undesirable exits and points of access avail- tors to discourage and quickly examples and habits that can able to them. This will help with identify problems. lead to more serious problems, crowd control and prepare all • Establish job descriptions and and result in negative learning. parties in case of emergency.

“Winning is the easy part, losing is really tough. But, you learn more from one loss than you do 18 from a million wins,” -Amy Van Dyken, Olympic Swimmer SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics UIL Student-Athletes Code of Conduct Trustworthiness • Trustworthiness - Be worthy of trust in all I do. Tableof Contents • Integrity - Live up to high ideals of ethics and sportsmanship and always pursue victory with honor. Do what is C.A.R.E. right even when it is unpopular or personally costly. • Honesty- Live and compete honorably. Never lie, cheat, steal or engage in any other dishonest or unsportsman- MissionStatement like conduct. An Open Letter • Reliability - Fulfill commitments. Do what I say I will do. Be on time to practices and games. to the Fans • Loyalty - Be loyal to my school and team. Put the team above personal glory. Fundamentalsof Sportsmanship Respect • Respect - Treat all people with respect at all times, and require the same of other student-athletes. Character • Class - Live and play with class. Be a good sport. Be gracious in victory and accept defeat with dignity. Give Attitude fallen opponents help, compliment extraordinary performance and show sincere respect in pre- and post-game Responsibility rituals. • Disrespectful Conduct - Do not engage in disrespectful conduct of any sort including profanity, obscene ges- Ethics tures, offensive remarks, trash-talking, taunting, boastful celebrations or other actions that demean individuals or the sport. • Respect Officials - Treat contest officials with respect. Do not complain about or argue with official calls or decisions made during an athletic event.

Responsibility • Importance of Education - Be a student first, and commit to getting the best education I can. Be honest with myself about the likelihood of getting an athletic scholarship or playing on a professional level and remember that many universities will not recruit student-athletes that do not have a serious commitment to their education, the ability to succeed academically or the character to represent their institution honorably. • Role Modeling - Consistently exhibit good character and conduct myself as a positive role model. Remember, participation in sports is a privilege, not a right and that I am expected to represent my school, coach and teammates with honor both on and off the field. Suspension or termination of the participation privilege is within the sole discretion of the school administration. • Self-Control - Exercise self control. Do not fight or show excessive displays of anger or frustration. Have the strength to overcome the temptation to retaliate. • Healthy Lifestyle - Safeguard my health. Do not use any illegal or unhealthy substances including alcohol, tobacco and drugs or engage in any unhealthy techniques to gain, lose or maintain weight. • Integrity of the Game - Protect the integrity of the game. Play the game according to the rules.

Fairness • Be Fair - Live up to the highest standards of fair play. Be open-minded, and always be willing to listen and learn.

Caring • Concern for Others - Demonstrate concern for others. Never intentionally injure any player or engage in reckless behavior that might cause injury to others or myself. • Teammates - Help promote the well being of teammates by positive counseling and encouragement or by reporting any unhealthy or dangerous conduct to coaches.

Citizenship • Play by the Rules - Maintain a thorough knowledge of and abide by all applicable game and competition rules. • Spirit of Rules - Honor the spirit and the letter of the rules. Avoid temptations to gain competitive advantage through improper techniques that violate the highest traditions of sportsmanship.

Ihave read and understand the requirements of this Code of Conduct. I understand that I am expected to perform according to this code, and that there may be sanctions or penalties if I do not.

______19 Student-Athlete Signature Date SportsmanUniversityship Interscholastic and uil League athletics UIL Coaches Code of Conduct We at the University Interscholastic League believe that high school athletic competition should be fun, but that it must Tableof Contents also be a significant part of a sound educational program. We believe that those who coach student-athletes are, first and foremost, teachers who have a duty to assure that the essential elements of character-building are embodied in C.A.R.E. the concept of sportsmanship and six core ethical values: trustworthiness, respect, responsibility, fairness, caring and MissionStatement good citizenship. Finally, we believe that the sincere and good faith efforts to honor the words and spirit of this Code An Open Letter will improve the quality of our programs and the well being of our student-athletes. This Code of Conduct applies to to the Fans all coaches involved in University Interscholastic League sports. I understand that in my position as a coach, I must act in accord with the following code: Fundamentalsof Sportsmanship Trustworthiness • Trustworthiness - Be worthy of trust in all I do and teach student-athletes the importance of integrity, honesty, reli- Character ability and loyalty. Attitude • Integrity - Model high ideals of ethics and sportsmanship and always pursue victory with honor. Teach, advocate and Responsibility model the importance of honor and good character by doing the right thing even when it is unpopular or personally costly. Ethics • Honesty - Do not lie, cheat, steal, engage in or permit dishonest or unsportsmanlike conduct. • Reliability - Fulfill commitments, be on time. Do what I say I will do. • Loyalty - Be loyal to my school and team. Put the team above personal glory. • Primacy of Educational Goals - Be faithful to the educational and character-development missions of the school and assure that these objectives are not compromised to achieve sports performance goals. Always place the academic, emotional, physical and moral well being of athletes above desires and pressures to win. • Counseling - Be candid with student-athletes and their parents about the likelihood of getting an athletic scholarship or playing at a professional level. Counsel them about the requirement of many colleges preventing recruitment of student-athletes that do not have a serious commitment to their education, the ability to succeed academically or the character to represent their institution honorably. • College Recruiters - Be honest and candid with college recruiters about the character, academic abilities and interests of student-athletes. Respect • Respect - Treat all people with respect at all times, and require the same of student-athletes. • Class - Be a good sport. Teach and model class, and be gracious in victory and accept defeat with dignity. Encourage student-athletes to give fallen opponents a hand, compliment extraordinary performance and show sincere respect in pre- and post-game rituals. • Taunting - Do not engage in or allow trash talking, taunting, boastful celebrations or other actions that demean individuals or the sport. • Respect Officials - Treat contest officials with respect. Do not complain about or argue with official’s calls or decisions during or after an athletic event. • Respect Parents - Treat the parents of student-athletes with respect. Be clear about expectations, goals and policies and maintain open lines of communication. • Profanity - Do not engage in or permit profanity or obscene gestures during practices, sporting events, on team buses or any other situation where the behavior could reflect badly on the school or the sports program. • Positive Coaching - Use positive coaching methods to make the athletic experience enjoyable, increase self-esteem and foster a love and appreciation for the sport. Refrain from physical or psychological intimidation, verbal abuse and conduct that is demeaning to student-athletes or others. • Effort and Teamwork - Encourage student-athletes to pursue victory with honor, to think and play as a team, to do their best and continually improve through personal effort and discipline. Discourage selfishness and put less emphasis on the final outcome of the contest, than upon effort, improvement, teamwork and winning with character. • Professional Relationships - Maintain appropriate professional relationships with student-athletes and respect proper student-teacher boundaries. Sexual or romantic contact with students is strictly forbidden, as is verbal or physical conduct of a sexual nature directed to or in view of student-athletes. Responsibility • Life Skills - Always strive to enhance the physical, mental, social and moral development of student-athletes and teach them positive life skills that will help them become well-rounded, successful and socially responsible adults. • Advocate Education - Advocate the importance of education beyond basic athletic eligibility standards. Work with faculty and parents to help student-athletes set and achieve the highest academic goals possible for them. 20 • Advocate Honor - Prominently discuss the importance of character, ethics and sportsmanship in materials about the athletic program, and vigorously advocate the concept of pursuing victory with honor in all communications. SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics UIL Coaches Code of Conduct • Good Character - Foster the development of good character by teaching, advocating and modeling high standards of ethics and sportsmanship. Tableof Contents • Personal Conduct - Refrain from profanity, disrespectful conduct and the use of alcohol or tobacco in front of student- athletes or other situations where my conduct could undermine my positive impact as role model. C.A.R.E. • Role-Modeling - Be a worthy role-model, always be mindful of the high visibility and great influence I have as a MissionStatement teacher-coach and consistently conduct myself in private and coaching situations in a manner that exemplifies all that An Open Letter I want my student-athletes to be. to the Fans • Competence - Strive to improve coaching competence and acquire increasing proficiency in coaching principles and current strategies, character-building techniques and first aid safety. Fundamentalsof • Knowledge of Rules - Maintain a thorough knowledge of current game and competition rules and assure that my Sportsmanship student-athletes know and understand the rules. Character • Positive Environment - Strive to provide challenging, safe, enjoyable and successful experiences for the athletes by Attitude maintaining a sports environment that is physically and emotionally safe. • Safety and Health - Be informed about the basic first aid principles and the physical capacities and limitations of the Responsibility age group coached. Ethics • Unhealthy Substances - Educate student-athletes about the dangers and prohibit the use of unhealthy and illegal substances including alcohol, tobacco and recreational or performance enhancing drugs. • Eating Disorders - Counsel students about the dangers of and be vigilant for signs of eating disorders or unhealthy techniques to gain, lose or maintain weight. • Physician’s Advice - Seek and follow the advice of a physician when determining whether an injured student-athlete is ready to play. • Privilege to Compete - Assure that student-athletes understand that participation in interscholastic sports programs is a privilege, not a right, and that they are expected to represent their school, team and teammates with honor, on and off the field. Require student-athletes to consistently exhibit good character and conduct themselves as positive role models. • Self-Control - Control my ego and emotions. Avoid displays of anger and frustration. Do not retaliate. • Integrity of the Game - Protect the integrity of the game, do no gamble. Play the game according to the rules. • Enforcing Rule - Enforce this Code of Conduct consistently in all sports-related activities and venues. • Protect Athletes - Put the well being of student-athletes above other considerations and take appropriate steps to protect them from inappropriate conduct. • Access - Help make my sport accessible to all diverse communities. • Improper Commercialism - Be sensitive to and avoid unwholesome commercialism including inappropriate exploita- tion of my name or the name of the school. Make sure school and district officials approve any affiliation or association with a corporate entity. Fairness • Fair and Open - Be fair in competitive situations, selecting a team, disciplinary issues and all other matters. Be open- minded and willing to listen and learn. Caring • Safe Competition - Put safety and health considerations above the desire to win. Never permit student-athletes to intentionally injure any player or engage in reckless behavior that might cause injury to themselves or others. • Caring Environment - Consistently demonstrate concern for student-athletes as individuals and encourage them to look out for one another and think and act as a team. Citizenship • Honor the Spirit of the Rules - Observe and require student-athletes to observe the spirit and letter of all rules, including the rules of the game and those relating to eligibility, recruitment, transfers, practices and other provisions regulating interscholastic competition. • Improper Gamesmanship - Promote sportsmanship over gamesmanship. DO NOT CHEAT. Resist the temptation to gain competitive advantage through strategies or techniques that violate the rules, disrespect the highest traditions of the sport or change the nature of competition.

Ihave read and understand the requirements of this Code of Conduct. I will act in accord with this code. I understand that school (and district) officials, as well as the UIL and officials will and should expect that I will follow this code.

______21 Teacher-Coach Signature Date SportsmanUniversityship Interscholastic and uil League athletics Steroids One important aspect of sportsmanship is respecting the game and not attemping to gain an unfair ad- Tableof Contents vantage through the use of performance-enhancing substances. Additionally, using steroids is cheating C.A.R.E. and there is no honor in competing with their aid. Anabolic steroids unless prescribed by a physician are MissionStatement illegal and the side effects of taking such substances are not worth the risk. An Open Letter to the Fans Fundamentalsof Side Effects of Steroids for Males and Females: Sportsmanship Character Attitude Responsibility Ethics Males and Females: • High blood pressure • Heart disease Males: Females: • Liver damage • Reduced sperm count • Increased facial and body hair • Stroke • Impotence • Deepened Voice • Urinary and bowel problems • Enlarged prostate • Menstruation problems • Ligament and tendon injuries • Enlarged breasts • Masculine features • Severe acne • Baldness • Stunted growth

“Roid Rage” The term “Roid Rage” is very well known and refers to the severe emotional effects that steroids can have on a person. People experiencing “Roid Rage” can show aggressive behavior, display violence and have severe mood swings. Hallucinations are also a side effect of steroid abuse along with paranoia and depression.

“The most important decision I ever made in my career was to live my life in sports as honestly and ethically as possible. Never having compromised my values allows me to look back on my 22 life with no regrets and feel satisfaction in what I was able to accomplish.” -Greg LeMond, 3-time Tour de France Winner Et h i c s Displaying ethical standards means not cheating or lying for the benefit of yourself or your team. In this section, the manual will cover the practice of hazing, gambling, posting or blogging and end with teachable moments that will allow you to use what CAyou have learned to practice good sportsmanship. RE SportsmanUniversityship Interscholastic and uil League athletics Hazing Good sportsmanship is not only limited to the playing field. Tableof Contents It is also showing compassion and respect toward your own Forms of Hazing: teammates and other students. Hazing is a very serious mat- C.A.R.E. • Physical Abuse MissionStatement ter in high schools across the nation. Due to the develop- An Open Letter mental stages of adolescence, many students feel a strong • Verbal Abuse need to belong to a certain group or organization. As a re- to the Fans • Threats or Implied Threats Fundamentalsof sult, many students find themselves in a vulnerable position Sportsmanship and will satisfy the demands of someone else in order to feel • Personal Servitude as though they belong. Character • Insulting New Members Attitude of a Group Responsibility Hazing should not occur in Texas high schools and the Uni- Name Calling Ethics versity Interscholastic League takes a very strong stance in • the prevention of such practices. Hazing has been defined • Being forced to wear em- as “any activity expected of someone joining a group (or to barrassing or humiliating maintain full status in a group) that humiliates, degrades or attire in public risks emotional and/or physical harm, regardless of the person’s willingness to participate.”

An important part of showing good sportsmanship is not allowing hazing to occur in school athletics. Players, coaches, administrators and others can help to make sure that hazing does not transpire within your program. If you see any act that you believe is a form of hazing, it is your responsibility to tell someone and help to stop the act. Allowing hazing to occur is the same as conducting the act itself. If everyone works together in an effort to stop hazing in your program, you can build closer teams and foster individual relationships, which are healthy to the educational process.

Waysto help identify hazing and put a stop to it:

• Draw attention to hazing • Become a role model by • Establish consequences for and help others interpret haz- talking with youth about participating in or allowing ing as a problem. hazing and its potential hazing. problems. • Help build awareness • Develop incentives for the about hazing by talking with • Provide assurance for those implementation of non-haz- your friends, family and oth- individuals who do report ing group initiatives and ac- ers. hazing. tivities.

“Do you know what my favorite part of the game is? The opportunity to play,” 24 -Mike Singletary, Chicago Bears, 1981-92/Member of Professional Football Hall of Fame SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics Gambling & Blogging Gambling Interscholastic athletics is an important part of education. It teaches students about responsibil- Tableof Contents ity, building character, instilling strong ethics, creating positive experiences and showing how to C.A.R.E. handle adverse situations. In order to keep interscholastic athletics a positive educational experi- MissionStatement ence, it is vital that such practices as gambling not be allowed to infiltrate the boundaries of the An Open Letter sports arena. When gambling is allowed in high school athletics, the purity and educational basis to the Fans is removed from the sport. Fundamentalsof Sportsmanship Professional as well as intercollegiate sports have experienced a high level of gambling. It is Character the responsibility of all involved parties to make sure that gambling does not filter down into UIL Attitude athletics. For anyone associated with interscholastic athletics to gamble or bet on outcomes and Responsibility predictions at the high school level would be highly unethical and go against the meaning of edu- Ethics cational competition.

With the influx of sports gambling web sites, it is easier than ever to place a wager on athletic events and contests. Professional and intercollegiate sports are taking steps to control gambling, and with the help of school personnel, we can help to keep gambling out of UIL athletics.

Blogging The Internet allows people to communicate with each other in ways that were not available in the past. With up-to-date news and entertainment, the Internet is quickly becoming the most popular mode of communication. With the introduction of web sites like MySpace and Facebook, people are able to have constant interaction with each other through virtually 24-hour contact. You must be careful of the information that you choose to share on such web sites and through various messaging services like Yahoo! Messenger, AIM and MSN messenger. A wide audience can see the information that you post and choose to share and anything found on your pages and messages reflects upon yourself, your family and your athletic program.

As a representative of your school, it is always important to remember that your actions can and will affect others. Being a student-athlete is a big responsibility and people within the community look at you as a reflection of your program. Good sportsmanship extends well beyond the playing or practice field. You must be conscientious of what you say about your athletic program, school and others.

Under no circumstances is it okay to write or post anything on your page that could be interpreted as negative or derogatory towards a coach, teammate, official, opponent or any other individual. Many schools do not allow student-athletes to visit such sites on school premises. Student-athletes can help monitor blogging by being careful of what they choose to post or write on their personal messaging pages.

“One man practicing sportsmanship is far better than 50 preaching it,” -Knute Rockne, Notre Dame Head Football Coach, 1918-30 25 SportsmanUniversityship Interscholastic and uil League athletics Teachable Moments The following teachable moments are meant to help put the principles of this manual into practice. Each scenario allows you to use what you have learned and allow you to positively react to different situations. Examples of acceptable behaviors will follow Tableof Contents each question to illustrate the appropriate way to handle oneself when faced with similar occurances. C.A.R.E. MissionStatement An Open Letter Coach to the Fans In a close football game, a player from At the district golf tournament, you During a volleyball game, one of your Fundamentalsof 1the opposing team appears to hit your 2see your top player mark their score 3players disagrees with a call made by quarterback late but the referee does not sheet wrong, indicating that they made the line judge and begins to argue the Sportsmanship throw a flag. the hole in one less stroke. judgment. Character • How should you interact with the referee • What should your immediate response • How should you handle your player and Attitude in this situation? be when learning of the infraction? the line judge? • What can you do to control your players • How could you be proactive in not al- • What steps can you take to ensure that Responsibility and other coaches who are displeased lowing this to happen? such a situation does not occur during a Ethics with the referees call? - Upon learning of the infraction, you contest? - As stated in this manual, officials are pres- should have your player report the dis- - An officials call should always be re- ent to promote the sport and athletes by giv- crepancy to a tournament official and rep- spected and as a coach it is your responsi- ing their fair and unbiased judgment at ath- rimand the student-athlete bility to control your players throughout letic events. Their calls should be respected for their actions explaining the contest. Speak to the player about and not criticized during or after a contest. to them the importance of their actions and take them out of the - As a school official, it is your responsibil- competing with honor. game if necessary. ity to ensure that your players and fellow - Pre-tournament meetings - Have frequent discussions with your coaches respect and accept the officials should be held in order to players about showing respect for offi- judgments. Meetings should be held to explain the importance cials and the responsibilty they have as a discuss acceptable ways to conduct oneself of displaying high ethi- representative of their school. when representing the school and athletic cal standards as a representative of the department. school and community. Players During a basketball You are flagged for holding during a You are hit on the elbow by a pitch in 1game, an opposing 2football game. Your crowd and coach 3a softball game but the umpire did player fouls you hard. do not agree with the call and begin to not notice and does not tell you to take On your way to the free berate the referee. first base. throw line, the player • How should you react toward the ref- • How should you react to the call? who fouled you says de- eree in this situation? • What should you say to the umpire? rogatory things to you. • What should you do to diffuse the - If a call is not made, you have to respect • What should your reaction toward the oth- crowd’s and your coach’s temper? the umpire and not argue about their er player be? - As this manual states, an official is al- judgment. Take your place in the batters • How should you treat the opponent during ways to be respected and their judgment box and continue with the game. the rest of the game? never called into question. They are - At no time during or - Retaliating against another player because present to promote you and your fellow after a contest should of their actions is unacceptable behavior. participants and should be treated ac- a student-athlete ar- You should make your way to the free throw cordingly. gue or say derroga- line and not engage in any taunting with the - The best way to diffuse any situation is tory remarks to an of- opponent. to accept the call with dignity and carry ficial. After the game, - You should treat the opponent with the on with the progress of the game. As thank the umpire for level of respect that you would expect for a student-athlete, your actions have a their help in promoting you and your yourself. Reacting positively to potentially strong affect on others. If you react re- teammates. Doing this shines a positive negative situations reflects favorably on sponsibly to the situation it will promote light on yourself and your team in the yourself and your program. good sportsmanship in those present. eyes of those present.

“Good coaches teach respect for the opposition, love of the competition, the values of trying your 26 best, and how to win and lose graciously,” -Brooks Clark, Author SportsmanUniversityUniversityship Interscholastic Interscholastic and uil League League athletics Teachable Moments

Tableof Contents Cheerleaders/Student Groups C.A.R.E. During a close basketball game your fans begin to chant de- At a football game, one of the opposing players commits a 1rogatory cheers directed towards an opposing player. 2late hit on your star running back in what appears to be a MissionStatement • What should your reaction be in this situation? deliberate attempt to injure your classmate. An Open Letter • How can you redirect the crowd’s attention back toward the • What should your reaction as a group be? to the Fans game in a positive manner? • How should you treat the opposing player - As a representative of your school, you should never take part the rest of the game? Fundamentalsof in negative or derogatory actions that would reflect poorly on - As a group, you should show compassion Sportsmanship your program. You have a responsibility to cheer in a positive for your schools player. You should not Character and enthusiastic manner. under any circumstances yell or berate the - Start a cheer that will refocus the crowd’s attention on the opponent or act in any manner that may re- Attitude game and the participants. As a cheerleader, many people look flect poorly on your school. Responsibility to you as an example of how to act at an athletic event. By con- - You should treat all players with respect and appreciate the ducting yourself in a responsible manner, you will help promote effort they are putting forth. Only cheer in ways that will pro- Ethics sportsmanship and the importance of the competition. mote your program without degrading the other team.

Spectators/Parents During a playoff football game, the official makes a call that ne- In the 3rd inning of a baseball game, the fans next to you 1gates your team’s touchdown. 2begin to taunt and berate the umpire. • What should your reaction be? • Should you join in with the taunting? • How should you handle other spectators in the crowd that con- • How would you stop other fans around you from taunting a tinue to berate the referee after the call is made? referee, player or coach? - Accept the official’s call as a part of the contest and continue to - It is never acceptable to join in any derogatory cheers towards of- cheer for your team in a positive manner. You should never be- ficials or participants at an athletic event. rate or criticize an official for a call they make during an athletic - As a fan, you have the right to enjoy contest. the game in a safe and educational en- - You should help the cheerleaders in promoting your team by vironment. You could politely ask the cheering in a positive manner. By not taking part in derogatory spectator to cease the cheers and notify cheers you help to promote sportsmanship to others around you. a school official if nessessary.

School Administrators At the homecoming football game, a group of students be- During a close softball game, some parents from your school 1 gin to yell derogatory remarks at the officials and members 2 are ejected from the stands for yelling at the umpire. of the other team. • How would you handle the situation at the game? • How would you stop the students from berating the officials • How do you handle sportsmanship problems dealing with and opposing participants? parents or spectators? • What proactive steps could be taken to ensure that members - It is your right as a school administrator to take action against of the student body act accordingly at athletic events? fans that are acting in an inappropriate manner. You may issue - If you hear students berating an official or opponent it is your a policy not allowing the person to attend any athletic event on responsibility to diffuse the situation before it escalates. your campus if the infraction warrants. - Have public address announcements made at all school athletic - It is imperative to have a policy in place when dealing with events stressing the importance of good sportsmanship. Asking the parents and spectators that conduct themselves in a way detri- students to cease the cheers and escorting them from the premises mental to your school. Meet with parents before the season to if the need arises will allow others to enjoy the contest in a safe en- explain your policy and enforce it when necessary. vironment. “Teamwork is the fuel that allows common people to produce uncommon results,” -Unknown 27 CA RE

School Nutrition

Contact: Katy Taylor School Nutrition Director 432-456-9741 All Foods Sold in Schools aka “Smart Snacks”

All foods sold during the school day must meet requirements for calories, fat, saturated fat, sodium, size, ingredients, food groups, meal, and category as mandated by the US Department of Agriculture.

The “School Day” is considered to be midnight to 30 minutes after the last bell. These rules do not apply to foods sold off-campus or after school hours.

All foods sold during the school day must be on file with the School Nutrition department. If your organization is planning a fundraiser with food items, please contact the School Nutrition department for guidance on whether or not the planned item meets these federal criteria before purchasing and selling the items.

As a general rule, unflavored bottled water will be allowable. Items with sugar as the first ingredient will not be allowable. Everything else needs to be evaluated by School Nutrition. Even bottled water has to be on file.

Please contact:

Katy Taylor, MS, RDN, LD, SNS Director of School Nutrition [email protected] 432.456.9741

Jieun Pando, PHD, RD, LD School Nutrition Dietitian [email protected] 432.456.9743 Help make the healthy choice the easy choice for kids at school A Guide to Smart Snacks in School Learn About Smart Snacks

Do you...

Coordinate school fundraisers,

Manage a school store or snack bar,

Sell food during the school day on campus,

Manage school vending machines, or

Want healthier foods on your school’s campus?

If you checked any of the boxes above, then the foods and beverages you’re selling need to meet the Smart Snacks in School Standards. You play an important role in helping kids get the nutrition they need to grow and learn. Use this guide to learn how!

If you didn’t check a box and still want to learn more about encouraging kids to choose Smart Snacks in school, see the resources on page 14.

1 Why are Smart Snacks important?

More than a quarter of kids’ daily calories may come 1 from snacks.

Kids who have healthy eating patterns are more likely to 2 perform better academically.

Kids consume more healthy foods and beverages during the 13 school day. When they are Smart Snacks, the healthy choice is the easy choice.

Smart Snacks Standards are a Federal requirement for all foods 4 sold outside the National School Lunch Program and School Breakfast Program.

2 Which food and beverages sold at school need to meet the Smart Snacks Standards?

Any food and beverage sold to students at schools during the 1 school day,* other than those foods provided as part of the school meal programs.

Examples include à la carte items sold in the cafeteria and foods 12 sold in school stores, snack bars, and vending machines.

Foods and beverages sold during fundraisers, unless these items 13 are not intended for consumption at school or are otherwise exempt by your state.

* The school day is defined as the midnight before to 30 minutes after the end of the school day.

The Smart Snacks Standards apply only to locations on the school campus that are accessible to students. So, this does not include places like the teachers’ lounge, although you may choose to vend healthy snacks there too.

3 How can I tell if my snack meets the Smart Snacks Standards?

See if your snack is listed in the Products section of the 1 Alliance for a Healthier Generation’s Smart Food Planner (https://foodplanner.healthiergeneration.org/products). These products were determined to meet the Smart Snacks Standards based on the product’s ingredient statement and Nutrition Facts panel.

Enter information from the food or beverage’s Nutrition 2 Facts panel and ingredients list into the Alliance for a 1 Healthier Generation’s Smart Snacks Product Calculator (https://foodplanner.healthiergeneration.org/calculator). It is important to note that the standards are for the food items as packaged and sold. Therefore, if the item is labeled as having two servings per package, then the information in the Nutrition Facts panel must be multiplied by two. The Smart Snacks Product Calculator does this math for you.

If your snack doesn’t have a nutrition label because it is made 13 from scratch, use the MyRecipe feature in the SuperTracker (https://www.supertracker.usda.gov/myrecipe.aspx) to calculate the nutrition information. Your school nutrition program may also have nutrient analysis software approved by the United States Department of Agriculture (USDA; http://go.usa.gov/cvNaC) which can be used to evaluate recipes.

Look for the blue information icons in the Smart Snacks Product Calculator! These helpful bubbles include additional information and regulatory guidance so you can enter product information correctly and get an accurate result. 4 Does USDA have a list of approved foods and beverages?

USDA does not approve individual foods or beverages. Even if 1 a food says “Smart Snacks approved,” you should still evaluate the Nutrition Facts panel and ingredients list.

You can find examples of foods and beverages that meet 2 the standards by browsing the Products section of the Alliance for a Healthier Generation’s Smart Food Planner (https://foodplanner.healthiergeneration.org/products).

If you still have questions about a food or beverage, refer to 3 the Smart Snacks in Schools: Questions and Answers (http:// www.fns.usda.gov/sites/default/files/cn/SP23-2014v3os.pdf) and consult your State agency (http://www.fns.usda.gov/ school-meals/school-meals-contacts).

Fruits, vegetables, and water with no added ingredients are always Smart Snacks!

5 How do I find out if my granola bar is a Smart Snack? Granola bars and other snack bars that have as a first ingredient a whole grain (e.g., whole grain rolled oats), protein food (e.g., nuts), dairy, fruit, or vegetable will meet the general standards. Then, the product must be measured against the nutrient snack standards for calories, sodium, sugar, and fats. You can use the Smart Snacks Product Calculator to assist you with evaluating the product against the snack standards.

Tip: When checking to see if your snack meets the standards, be sure to consider both how it is packaged as well as how it is sold, including all accompaniments. For example, if butter is added to popcorn, or ranch dressing is sold along with veggies, be sure to count the nutrition information for these condiments when determining if your snack meets the standards.

6 What are the Smart Snacks Standards for foods?

To qualify as a Smart Snack, a snack or entrée must first meet the general nutrition standards:

• Be a grain product that contains 50 percent or more whole grains by weight (have a whole grain as the first ingredient); or

• Have as the first ingredient a fruit, a vegetable, a dairy product, or a protein food; or

• Be a combination food that contains at least ¼ cup of fruit and/or vegetable; and

• The food must meet the nutrient standards for calories, sodium, sugar, and fats:

Nutrient Snack Entrée

Calories 200 calories or less 350 calories or less

Sodium 200 mg or less 480 mg or less

Total Fat 35% of calories or less 35% of calories or less

Saturated Fat Less than 10% of calories Less than 10% of calories

Trans Fat 0 g 0 g

Sugar 35% by weight or less 35% by weight or less

7 What is an entrée?

For purposes of Smart Snacks, an entrée is defined as the main course of a meal that has a combination of:

• meat/meat alternate + whole grain-rich food;

• vegetable + meat/meat alternate;

• fruit + meat/meat alternate;

• meat/meat alternate alone, except for meat snacks (e.g., beef jerky), yogurt, cheese, nuts, seeds, and nut or seed butters; and

• a grain only, whole grain-rich entrée that is served as the main dish of the School Breakfast Program reimbursable meal.

8 Finding Information on the Nutrition Facts Panel and Ingredients List

Enter this information into the Smart Snacks Product Calculator (https://foodplanner.healthiergeneration.org/calculator) to see if your snack meets the standards.

Serving Size & Servings Per Container

Calories

Total Fat

Saturated Fat

Trans Fat

Sodium

Sugars

First Ingredient

9 Are there healthy exemptions to certain nutrient requirements?

The Smart Snacks Standards reflect practical and flexible solutions for healthy eating. A few foods or combinations of foods are exempt from certain nutrient standards. Refer to the table below for examples of these exemptions. For additional information, refer to the Smart Snacks Summary Chart at http://www.fns.usda.gov/sites/default/files/allfoods_summarychart.pdf.

Smart Snacks Food Standards Exemptions

Fresh and frozen fruits and vegetables, with no added ingredients

Canned fruits packed in 100% juice or light syrup, with no Exempt from all added ingredients except water nutrient standards

Canned vegetables (no salt added/low sodium), with no added fats

Reduced-fat cheese (including part-skim mozzarella)

Nuts, seeds, or nut/seed butters Exempt from the total fat and saturated fat standards, but Apples with reduced-fat cheese* must meet all other nutrient Celery with peanut butter (and unsweetened raisins)* standards

Whole eggs with no added fat

Exempt from the total fat Seafood with no added fat (e.g., canned tuna packed standard, but must meet all in water) other nutrient standards

Dried fruits with no added sugars Exempt from the sugar standards, but must meet all Dried cranberries, tart cherries, or blueberries, sweetened other nutrient standards only for processing and/or palatability, with no added fats

Exempt from the total fat, Trail mix of only dried fruits and nuts and/or seeds, with no saturated fat, and sugar added sugars or fats standards, but must meet all other nutrient standards

*Paired exemptions are always required to meet the calorie and sodium limits for Smart Snacks. 1010 What are the Water Smart Snacks Plain, with or without Standards for carbonation Beverages? No Limit

Milk

Unflavored low-fat, unflavored fat-free, or flavored fat-free milk; milk alternatives as permitted by the National School Lunch Program/School Breakfast Program

12 fl oz 12 fl oz 8 fl oz

Elementary School Middle School High School

Juice

100% fruit or vegetable juice, with or without carbonation

12 fl oz 12 fl oz 88 fl oz oz

Elementary School Middle School High School

11 Diluted Juice

100% fruit or vegetable juice diluted with water, with or without carbonation and with no added sweeteners

12 fl oz 12 fl oz 8 fl oz

Elementary School Middle School High School

Low- and No-Calorie Beverages (High School Only)

Low- and no-calorie beverages, with or without caffeine and/or carbonation; calorie-free, flavored water

12 fl oz 20 fl oz

“Lower Calorie” Maximum 40 calories/8 fl oz. Maximum 60 “No Calorie” Less than 5 calories/12 fl oz. (Equivalent calories/8 fl oz. Maximum to 5 calories per fluid ounce). 10 calories/20 fl oz.

Do you have questions about Smart Snacks Standards? Get more information by reviewing the Smart Snacks in School: Questions and Answers (http://www.fns.usda.gov/sites/default/files/SP23-2014os. pdf) or contact your State agency (http://www.fns.usda.gov/school- meals/school-meals-contacts). 12 How do the Smart Snacks Standards affect school fundraisers?

Sales of foods and beverages that meet the Smart Snacks 1 Standards and sales of nonfood items (e.g., wrapping paper and apparel) are not limited under the Federal policy.

Fundraising activities that occur during nonschool hours, on 2 weekends, or at off-campus events are not limited under the Federal policy.

Fundraisers selling foods that are intended to be consumed 13 outside the school day are not limited under the Federal policy.

Some States allow a certain number of in-school fundraisers to 4 be exempt from the Smart Snacks Standards. Contact your State agency for more information.

13 What if my school district wants to have stricter standards?

These Federal standards are the minimum requirements. State agencies and/ or local school districts can establish stricter standards, if desired. Consult your school’s Local School Wellness Policy for more information.

What are some other resources?

Team Nutrition http://teamnutrition.usda.gov Access free nutrition education resources like this Guide to Smart Snacks in School handout.

Tools for Schools http://www.fns.usda.gov/healthierschoolday/tools-schools-focusing- smart-snacks Read more about Smart Snacks regulations and policies and get answers to common questions.

Healthy Meals Resource System: Healthy Fundraising http://healthymeals.nal.usda.gov/local-wellness-policy-resources/ wellness-policy-elements/healthy-fundraising Get ideas for healthier fundraising activities.

14 U.S. Department of Agriculture Food and Nutrition Service

USDA is an equal opportunity provider and employer.

FNS-623 | July 2016 1120 W. 10th St. | Odessa, TX 79763 | 432.456.9749 | fax 432.456.9748

Smart Snacks by the Case Order Form 2018-2019

The items below meet the federal guidelines for "Smart Snacks" and can be sold in schools. In order to aid in legal fundraising efforts by school organizations, the School Nutrition department is offering to provide the items below. Prior approval must be given by Katy Taylor at [email protected].

Once approved the procedure is as follows: - Turn in order to campus School Nutrition Manager. - Allow up to two weeks for delivery. - Budget code will be charged by School Nutrition.

Case Case Extended Description Pack Sell Price # Price

Chips Baked Cheetos Crunchy Whole Grain 104 $41 Baked Cheetos Flamin’ Hot Whole Grain 104 $41 Baked Fantastix Chili Cheese Whole Grain 104 $41 Baked Fantastix HOT Whole Grain 104 $41 Baked Cheetos Puff RF Whole Grain 72 $29 Baked Cheetos Puff RF Hot Whole Grain 72 $29 Baked KC BBQ Lays 60 $24 Baked Lays 60 $24 Baked Ruffles Cheddar Sour Cream 60 $24 Baked Lays Sour Cream & Onion 60 $24 Lays Kettle Chips Salt & Vinegar RF 64 $41 Lays Kettle Applewood BBQ RF 64 $41 Lays Kettle Original RF 64 $41 Lays Kettle Jalapeno Cheddar RF 64 $41 Doritos Cooler Ranch RF Whole Grain 72 $29 Doritos Nacho Cheese RF Whole Grain 72 $29 Doritos Sweet 'n Spicy RF Whole Grain 72 $29 Doritos Flamas RF Whole Grain 72 $32 Funyuns Oven Baked WG 104 $43

Snacks Chewy Low Fat Chocolate Chip Bar Whole Grain 96 $34 Elf Cookie Graham Chocolate Whole Grain 150 $36 Elf Cookie Graham Cinnamon Whole Grain 150 $36 Vic's Kettle Corn 90 $35 Keebler Animal Crackers Whole Grain 150 $31 Kellogg Bug Bites Grahams Whole Grain 210 $51 Kellogg's Poptart Cinnamon Frost Whole Grain 120 $50 Kellogg's Poptart Fudge Whole Grain 120 $50 Kellogg's Poptart Strawberry Sprinkle Whole Grain 120 $50 Pepperidge Farm Goldfish Whole Grain 300 $64 Rice Krispies Treats 0.42oz Whole Grain 600 $105 Rice Krispies Treats 1.41oz Whole Grain 80 $45 Rold Gold Pretzels Heartzels Whole Grain 104 $41 Scooby Snacks Whole Grain 210 $52 Simply Chex Cheddar Whole Grain 60 $28 Simply Chex Hot & Spicy Whole Grain 60 $27 Beverages Bottled Water 24 $6 Capri Sun Apple Splash 100% Juice 40 $16 Capri Sun Berry Breeze 100% Juice 40 $16 Capri Sun Fruit Dive 100% Juice 40 $16 Izze Apple - Secondary Schools ONLY 24 $18 Izze Blackberry - Secondary Schools ONLY 24 $18 Izze Clementine - Secondary Schools ONLY 24 $18 Izze Grapefruit - Secondary Schools ONLY 24 $18 Izze Pomegranate - Secondary Schools ONLY 24 $18 V8 Fusion Strawberry Banana - Keep Refrigerated 24 $20 V8 Fusion Blueberry Pomegranate - Keep Refrigerated 24 $20 Welch's 100% Juice Slush - Concord Berry - Freeze Before Serving 60 $31 Welch's 100% Juice Slush - Concord Grape - Freeze Before Serving 60 $32 Welch's 100% Juice Slush - White Grape Cherry - Freeze Before Serving 60 $31 Welch's 100% Juice Slush - White Grape Peach - Freeze Before Serving 60 $31 Welch's 100% Juice Slush - Concord Grape - Freeze Before Serving 60 $32 Welch's 100% Juice Slush - White Grape Cherry - Freeze Before Serving 60 $31 Welch's 100% Juice Slush - White Grape Peach - Freeze Before Serving 60 $31

Budget Code: Purchase Order # (199 accounts only):

Organization: Contact Name: Contact Email: Contact Phone:

Signature: Date:

FOOD FUNDRAISER APPROVAL

This form must be submitted if selling any food or beverage item(s) at a campus during the school day (12a.m. – 30 minutes after the last bell).

Instructions:

1. E-mail completed form and nutrition labels to [email protected] at least 2 weeks prior to the intended beginning of sales date. 2. Attach approved copy of this form to the fundraiser form when submitting for approval. 3. Approval must be received from School Nutrition and campus administration before items are purchased.

Sponsor: ______Club Name: ______

Beginning Sale Date: ______Ending Sale Date: ______

Time of Day: ______Location: ______

Item(s) to be Sold:

1. ______2. ______3. ______4. ______5. ______

Attach nutrition labels for all items to back of form.

Sponsor: ______Date: ______

Director of School Nutrition:______Date: ______Signature for Approval

Note: The School Nutrition department offers cases of snack items for purchase that meet the Smart Snack guidelines. Please contact Katy Taylor at [email protected] for more information.

EXEMPT DAYS

Fundraising Exempt Days: Foods that do not meet the “Smart Snacks” regulations are allowed to be sold on campus during the school day.

Each campus has been given the option to select up to 6 exempt fundraising days. Please contact your campus administrator to find out which days have been filed with the School Nutrition department. EASY and FUN Ideas to Help Raise Money for School Walk for Diabetes

The following ideas can fuel local school fund-raising campaigns.

Luau for Diabetes!

• Say Aloha to diabetes! Aloha is used for hello and good-bye in Hawaii. Students can meet the disease and learn about side effects of type 1 and type 2 diabetes. Students can raise funds in hopes of saying aloha to diabetes at their Luau walk – with colorful leighs and all!

Neighborhood Walks

• Students can help create/decorate posters flyers to advertise their neighborhood walk. These flyers can then be sent throughout the neighborhood of the school. The day of the walk can be a festival carnival type event that gets the entire neighborhood involved in the school!

Car Wash!

• The Friday afternoon before the walk, work with a service club to host a car wash at the school with a faculty supervisor. Charge car owners $5 to get their car washed by the students before they leave school for the weekend. Make it fun! Set a fund-raising goal for the car wash. Ask a faculty member – or better yet, the school principal – to allow a student to toss a bucket of water at them when the students reach their fund-raising goal!

Limo Ride to the Movies!

• Kids love riding in limousines and going to the movies. Combine the two to make a great incentive for the top fund-raisers in your school. Send letters to a local limousine company and movie theater to secure an in-kind donation of a limo ride and movie for each of your top fundraisers (and at least two adult chaperones). To help you, we have a template letter that you can customize available on the School Walk for Diabetes Web site (www.diabetes.org/schoolwalk) in the School Coordinator’s Planning Calendar. At the end of the School Walk for Diabetes, announce the top fund-raisers who get to go to a movie riding in style!

Battle of the Bands or Lip Sync Contest or Talent Show!

• Your students have talent! Let them show it off and charge admission. You could charge $2-$5 (depending on area). Host the event before/after school or ask the principal if you could host it last period of the day – the day before the event to get everyone excited about School Walk for Diabetes.

School Dance

• Host a school wide dance and donate the entry fee to the Diabetes Association.

Faculty vs. Students sporting event

• Host a sporting event with the students competing against the staff and charge an admission fee. The event would show the importance of physical activity and the money raised could go to the American Diabetes Association

Sell Rubber American Diabetes Association Bracelets

• Allow the student body to purchase red rubber bracelets to raise awareness about diabetes while raising funds for the American Diabetes Association.

Sacrifice Soda or Ice Cream for Diabetes!

• Host a day where students are encouraged to give up their soda or ice cream at lunch and donate the money to the American Diabetes Association instead. Ask a service group at the school to man a canister near the vending machines during lunch and free periods. Then, promote the amount raised at the end of the day on the loudspeaker.

Fund-raising Incentive: To See the Principal (or a Teacher) Do Something Crazy!

• Set a goal for your school fund-raising campaign. Promote that goal with an incentive for students. If the school reaches the goal, then the principal (or other faculty member) will: ⇒ Shave his/her head on the day of the walk ⇒ Dress up in a costume on the day of the walk ⇒ Kiss a pig ⇒ Run around the gym 20 times without stopping ⇒ Sing a funny song (as determined by the kids) ⇒ Ride a stationary bicycle on the school’s rooftop for an hour before/after school ⇒ Let the top fund-raising student throw a pie in his/her face ⇒ Let the top fund-raising student throw a bucket of water at him/her ⇒ YOU COME UP WITH THE IDEA – or better yet – ASK YOUR STUDENTS!

School Walk for Diabetes Pin-Ups!

• Ask the local American Diabetes Association to provide School Walk for Diabetes pin-ups. These colorful backpack pin-ups can serve to recognize students for reaching various fund-raising levels, beginning at $10. Place pin-ups at a high visibility location in your school, such as the cafeteria, gym or lobby. The more money you raise, the higher your backpack will be on the pin-up wall.

…Or choose to incorporate several of these events in a week of fun and educational awareness!!! • Spend the whole week building diabetes awareness by hosting one of the above events (or another original idea) each day. All the events can lead up to the final event (your school’s walk) on Friday!

Rewards and Incentives The number of overweight children has reached epidemic proportions both nationally and in North Carolina. Between 1995 and 2000, the number of overweight North Carolina children aged 5 to 11 years old increased 40 percent. More than one in five of 5 to 11 year-olds are overweight and one in four of 12 to 18 year-olds are overweight (NC-NPASS 2003). Schools are places of extraordinary influence on the development of life-long eating patterns. Schools have an opportunity to provide classroom health and nutrition education supplemented by learning laboratories in the many venues where food is offered or served.

In support of Eat Smart: North Carolina’s Recommended Standards for All Foods Available in School Classroom rewards and incentives can be an effective way to encourage positive behavior; however, it is important that students are not given foods for rewards because this can interfere with natural hunger cues. Many foods used for rewards counteract healthful eating messages. Schools should model appropriate behavior and seek alternatives to food given as a reward. The power of the simple words “you did a great job” can be a very effective form of recognition. Respect and words of appreciation go a long way for everyone. It is important that some rewards for students be intrinsic so students can become self-confident and self-motivated. If food is used for a reward, healthy choices with appropriate portion sizes are encouraged and it should be part of a larger learning experience.

Ways to reward a job well done for all ages Extra music and reading time Homework coupon Time for music and dancing Coupon for prizes and privileges Music while doing school work Certificate/trophy/ribbon/plaque Chat break at the end of class Gift certificate to local non-food merchants Extra computer time Free pass to sporting event or play Free time at the end of class Walk break from class Day for watching a movie Fun walk with the principal or teacher Group activity Guest presenter in class Games Field trip

Elementary Students Middle School Students High School Students Taking things to the office Sitting with friends Sitting with friends Taking care of the class pet Music concert at school Music concert at school Eating with the teacher Pencils Pep rally Prizes from a treasure box Paperback book Paperback book Pencil toppers Pep rally Magazine subscription Stickers Magazine subscription T-shirt/hat/sunglasses Pencils T-shirt/hat/sunglasses Small sports equipment Stars or smiley faces Small sports equipment Prime parking spot Paperback book Step counter Recognition with morning Extra recess announcements Small playground equipment Leading the class to lunch, recess, library or other adventure

Healthy Rewards and Incentives Policy Schools play a powerful role in influencing students’ food choices. There are several ways that schools can ensure that students’ eating habits contribute to their learning achievement and lifelong good health. The Eat Smart: North Carolina’s Recommended Standards for All Foods Available in School encourage the development of policies to support healthful choices for a la carte, vending, after-school programs and school events such as classroom events, celebrations, class snacks, meetings, parties, concessions, intramural events, fundraisers, extracurricular events. Depending on the topic, it may be appropriate for the policy to be made at the district, school or classroom level.

What is policy? Policies are official statements of vision and judgment that address the needs of a school system, school or classroom. Values, convictions and beliefs usually form the basis for a policy statement. Policies can provide the following:

Leadership Direction Public Engagement Commitment Guidance Accountability Support Institutionalization Legal Protection

Policies generally address what should be done, why it should be done and who should do it. Procedures outline the details of how to accomplish a policy’s goal. Policies can be formal or informal and written or unwritten.

How is policy developed? Getting support for policy Common tasks needed to develop a policy: Groups that can support policy change: Lay the groundwork PTA/PTO Build awareness and support School Improvement Teams Draft the policy School Health Advisory Councils Adopt the policy Public Health Partners Administer the policy Cooperative Extension Partners

Sample District Policy for Rewards and Incentives It is the intent of ABC School System to use rewards and incentives that do not undermine the health of students and/or reinforce unhealthful eating habits. Non-food rewards and incentives will be used as the first choice to encourage positive behavior. If food is used for a reward, healthy choices with appropriate portion sizes are required.

Sample School Policy for Rewards and Incentives It is the intent of Good Learning Elementary School to eliminate the practice of using foods that promote unhealthful eating habits as classroom rewards. Teachers will use pencils, erasers and stickers to use as rewards for students.

Sample Classroom Policy for Rewards and Incentives It is the intent of Mrs. Parsley, first grade teacher, to not reward her students for positive behavior with food. Mrs. Parsley will use a system of verbal praise and certificates and ribbons to reward her students.

Developed in partnership between the NC Division of Public Health, NC Department of Public Instruction, NC Cooperative Extension and NC Action for Healthy Kids. For more information on school nutrition issues and policies: visit www.nasbe.org, www.actionforhealthykids.org or www.eatsmartmovemorenc.com. 1/05