Brazosport Independent School District District Improvement Plan 2020-2021

Accountability Rating: Not Rated: Declared State of Disaster

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 1 of 248 November 20, 2020 1:51 PM Mission Statement

The mission of Brazosport ISD is to graduate each student to be future ready.

Vision

Brazosport ISD...Setting the standard for educational excellence.

Value Statement

1. Every child deserves the highest quality education. 2. Everyone is accountable for student success. 3. Students find purpose through connections with their schools. 4. Collaborative partnerships are vital to strengthening the learning experience. 5. We value and support the contributions of our staff.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 2 of 248 November 20, 2020 1:51 PM Table of Contents

Comprehensive Needs Assessment 4 Needs Assessment Overview 4 Demographics 5 Student Learning 7 District Processes & Programs 10 Perceptions 13 Priority Problem Statements 15 Comprehensive Needs Assessment Data Documentation 18 Goals 19 Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady. 19 Goal 2: Brazosport ISD learning environments will be safe, secure, and conducive to learning. 36 Goal 3: BISD will promote, communicate and market the accomplishments, achievements and successes of students and staff. 42 Goal 4: Brazosport ISD will exercise fiscal responsibility to ensure financial strength and provide the resources to equip and maintain quality facilities and educational programming. 44 Goal 5: Brazosport ISD will recruit, develop, and retain highly effective staff. 48 State Compensatory 54 Personnel for District Improvement Plan 54 Title I Schoolwide Elements 57 ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA) 57 1.1: Comprehensive Needs Assessment 57 ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP) 57 2.1: Campus Improvement Plan developed with appropriate stakeholders 57 2.2: Regular monitoring and revision 57 2.3: Available to parents and community in an understandable format and language 57 2.4: Opportunities for all children to meet State standards 58 2.5: Increased learning time and well-rounded education 58 2.6: Address needs of all students, particularly at-risk 58 ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE) 58 3.1: Develop and distribute Parent and Family Engagement Policy 58 3.2: Offer flexible number of parent involvement meetings 58 Title I Personnel 60 District Educational Improvement Council 62 Parent Advisory Committee 64 District Funding Summary 66 Addendums 72

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 3 of 248 November 20, 2020 1:51 PM Comprehensive Needs Assessment

Needs Assessment Overview

The comprehensive needs assessment was conducted during the spring of 2020. Data for review was gathered throughout the spring despite the COVID-19 closure of the district. Members of the District Educational Improvement Council met with district-level Directors and Assistant Superintendents to conduct the CNA. Additional work on the CNA was conducted in the summer of 2020 to address needs related to school start and instruction due to COVID-19. The CNA was revisited in August following the receipt of official 2020 CCMR accountability results. Performance objectives were added to align with the newly adopted House Bill 3 student outcome goals, and strategies were added under the performance objectives. The 2020 CNA process, inlcluding the timeline, materials, findings and training materials are included as attachments to this plan.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 4 of 248 November 20, 2020 1:51 PM Demographics

Demographics Summary Demographic trends are relatively unchanged from one year ago. We continue to see a decrease in the percentage of African American/Black and White students, while the Hispanic student population continues to grow. District enrollment declined from 12,417 in 18-19 to 12,153. The cause of the decline was identified as the completion of several building projects at the local chemical plants, and the imminent domain takeover of the east side of Freeport by the Port of Freeport. In October, the AA/Black student percentage was 6.7%, which is down 0.2% from last year, and 1.6% since 2015. The Hispanic student percentage is 56.7%, which is an increase of 0.2% over the previous year, and up 4.6% since 2015. White students represented 32.0% of the total enrollment this year, which is up from 31.9% the previous year and 35.2% in 2015.

We saw a decrease in the number of English Learners enrolling in our district for the first time in six years. In 2019-2020, 1,518 students, or 12.5% of the total enrollment, were identified as EL. That was the same percentage as 2018-2019. The percentage of students identified as receiving special education services increased by nearly 1.4%, growing from 8.8% last year to 10.2% this year. The Special Education student percentage is up 2.8% since 2017. The percentage of Gifted/Talented students increased to 9.8%, which is a 0.6% increase over 2018-2019, and a 2.2% increase since 2015.

Lagging indicator reports include completer and dropout rates, along with attendance. The district four-year completer (graduation) rate was 89.7%, which was an increase of 1.6% over 2017-18. However, the four-year rate for African American students was 81.7%, which was down 5% from 2017-18. The Hispanic completer rate was 87.2%, which was a slight decrease of 0.1%, while the rate for White students was 94.6%, which was up from 89.5% the previous year. The completer rate for economically disadvantaged students was up 0.5% from 83.4% to 83.9%. The percentage of English Learners who graduated in four years increased from 64.9% to 71.9% in 2018-19, and the completer rate for special education students increased from 78.1% to 84.6%.

The overall dropout rate for grades 9-12 dropped slightly from 2.3% to 2.2%. However, that percentage spiked significantly for African American students moving from 2.8% to 4.7%. The rate for Hispanic students fell by 0.3% to 2.3% and for White students from 2.0% to 1.5%. The overall attendance rate unofficially grew from 94.6% to 95.4%.

The District Educational Improvement Council identified two particular areas that the district should address this year in the District Improvement Plan. The first area is the performance of students identified as receiving special education services. The committee noted that in 2019, special education students improved their STAAR performance on nearly every exam. However, there the passing percentages continue to be substantially lower than those of general education students. Furthermore, a disproportional number of special education students are being removed from class for disciplinary reasons. Both of these areas will be addressed in the district-s Results Driven Accountability Targeted Improvement Plan. The second area that needs to be addressed this year is the impact of shrinking enrollment on campuses, and the district as a whole.

The percentage of African American teachers is 8.3%, which exceeds the percentage of African American students. However, the 16.4% percentage of Hispanic teachers is significantly below the 56.7% Hispanic student enrollment. The district is completing the second year of implementing an Equity Plan that includes strategies to address the gap between Hispanic teachers and Hispanic students. Strategies to increase the number of high quality teachers are included in the district improvement plan.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 5 of 248 November 20, 2020 1:51 PM Demographics Strengths Teacher retention is improving

Teacher salaries continue to increased

The number of teachers continues to increase reducing the student to teacher ratio

The ratio of teacher ethnicity is growing closer to student ethnicity

The GT population is increasing

The enrollment in CTE classes continues to increase.

Problem Statements Identifying Demographics Needs

Problem Statement 1 (Prioritized): The district is shifting instructional technology specialists over to instructional coaching roles to consolidate positions creating a need for a new approach to providing teachers with instructional technology support. Root Cause: District enrollment has declined by 1,017 students since October 2018.

Problem Statement 2 (Prioritized): The graduation rate for African American students decreased by 5%, while the dropout rate increased by 1.9%. Root Cause: A disproportionate number of African American students are being removed from class for disciplinary reasons.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 6 of 248 November 20, 2020 1:51 PM Student Learning

Student Learning Summary

Despite the district closure from March through the end of the 2019-2020 school year, enough student performance data was available to identify areas of weakness that need to be addressed. Low performance in writing across all grade levels.

Why?

Lack of consistent foundations in earlier grades.

Lack of consistency.

Random variations in expectations and programs.

Lack of a standard expectation, clear essential outcomes, and training related to writing across all grade levels.

Lack of clear vertically aligned writing curriculum across all grade levels.

Student performance at the meets grade level is lower than we would like to see for all student groups. This results in less distinction for all campuses and fewer targets being achieved in the Closing the Gaps Domain.

Why?

Rigor

Focus on Tier 1 Priorities

Lack of understanding of rigor

Understanding of boulders - What is absolutely essential

Training on going deeper

Coverage of curriculum vs. quality

Understanding of depth and complexity of essential standards

Understanding of assessments clearly tied to standard

Consistency of collaboration

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 7 of 248 November 20, 2020 1:51 PM Need to focus on all students not just those who are near passing

There is a need to further understanding of the connection between essentials, assessments, and rigor within collaborative groups.

Lack of time during the school intervention day to ensure learning for all on the essentials

Design of Tiered Interventions to support all learners.

Graduation rates and preparedness for college enrollment after graduation is lower than expected for all student groups.

Why?

See above for rigor and intervention supports.

Student Learning Strengths Math performance continues to improve

Bilingual students, along with monitored students continue to demonstrate are improved performance.

High numbers of students continue to earn industry-based certifications.

Problem Statements Identifying Student Learning Needs

Problem Statement 1 (Prioritized): STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level.

Problem Statement 2 (Prioritized): Special education students performing substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students.

Problem Statement 3 (Prioritized): At risk and special population groups lack numeracy skills they need to be successful on STAAR math in the third grade. Root Cause: Greater emphasis and attention is being given to building early literacy than early numeracy skills.

Problem Statement 4 (Prioritized): There is low performance in writing across all grade levels. Root Cause: There is a lack of clear, vertically aligned writing curriculum across all grade levels.

Problem Statement 5 (Prioritized): Only 60% of 2019 district graduating seniors met one of the College, Career and Military Readiness indicators. Root Cause: Only 26.5% of graduating seniors met the TSI Math and Reading qualifications for CCMR.

Problem Statement 6 (Prioritized): The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 8 of 248 November 20, 2020 1:51 PM Problem Statement 7 (Prioritized): Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students.

Problem Statement 8 (Prioritized): STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause: Many parents lack the skills needed to support the learning of their children.

Problem Statement 9 (Prioritized): STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing.

Problem Statement 10 (Prioritized): The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Problem Statement 11 (Prioritized): The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 9 of 248 November 20, 2020 1:51 PM District Processes & Programs

District Processes & Programs Summary The district Professional Learning Learning Communities initiative is institutionalized with all but one campus rating as Sustaining, and four campuses being named as National PLC Model Schools. The district continues to place in the top 5% of Houston area schools in teacher salaries. Human Resources continues to expand partnerships with universities to increase the number of student teachers who do their assignment in BISD. STREAM Labs have been implemented at all BISD elementary schools. The advances in technology integration enabled the district to take less than a week to fully transition to virtual learning when the district closed for COVID-19. Several campuses were named as No Place for Hate schools as part of Capturing Kids' Hearts. Overall behavior and discipline incidents were down for the year.

There were five areas identified as areas of weakness this past year. Reading levels decline as students move upward through the grades, and Science and Social Studies are not performing at a level that is earning state distinctions. Writing scores are low and need improvement. Parents of middle school age children who served on the CNA team reported that there was an absence of community/family feeling when students move into the middle and intermediate grade levels (Social Integration skills). Finally, lower than expected enrollment will be effecting federal funding amounts.

Through discussion of the identified weaknesses, the committee saw opportunities to address transitioning students from campus to campus in a manner that supports their academic and social needs. The also an opportunity to strengthen remote learning as a result of the lessons learned from remote learning in the spring.

The primary threat the committee identified was the reality that COVID-19 could continue to negatively effect student academic performance due to a lack of participation from students. They also felt that if the district were required to continue to offer remote instruction in the fall that enrollment would continue to drop, and attendance of economically disadvantaged students would be especially impacted.

The district has implemented severeal initiatives that have improved our safety and security. It is time to replace cameras that have broken, add new ones where safety audits have identified a need and to upgrade the camera server to handlae the additional cameras. The Technology Department continues to implement their Technology Plan, and this year they will conduct an evaluation of the district's wired systems. The need to ensure that the district remains up-to-date on changing technlogy needs is driving this evaluation. Following the evaluation, RPA's will be created and issued to take specific action on upgrading wired systems, and the upgrades will be implemented. Cybersecurity remains a priority of distrc tsafety and technology efforts. The Technology Department recognizes the need to continue implementing processes, procedures, and systems to improve BISD's Cybersecurity framework. The Technology Department recognizes that the Trusted Learning Environment seal application process includes a process to evaluate the district's security and safety of student data, which is a growing need with the many different vendors who are pushing out technology based instructional programs.

District Processes & Programs Strengths Success in Reading at the lower grade levels

Behavior and discipline numbers are lower, good programs, CKH, and teachers working with students Brazosport Independent School District District #020905 Generated by Plan4Learning.com 10 of 248 November 20, 2020 1:51 PM Closing the gaps with our student groups

Salaries have been continuously increasing which has positively impact our retention and recruitment of teachers

Clute enrollment has a slight increase

Distinctions went up except in Science and Social Studies

PD collaboration at the district level and campus level has improved and is productive

Hiring practices has shown more hispanic teachers are being hired over previous years

Implementation of elementary STREAM labs will help improve science scores

Problem Statements Identifying District Processes & Programs Needs

Problem Statement 1 (Prioritized): Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students.

Problem Statement 2 (Prioritized): The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Problem Statement 3 (Prioritized): STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing.

Problem Statement 4 (Prioritized): STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause: Many parents lack the skills needed to support the learning of their children.

Problem Statement 5 (Prioritized): The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management.

Problem Statement 6 (Prioritized): 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading.

Problem Statement 7 (Prioritized): District cybersecurity efforts are incomplete. Root Cause: Improving the district cybersecurity network is a multi-year process.

Problem Statement 8 (Prioritized): The district wired network systems need to be evaluated. Root Cause: The network wired systems are aging.

Problem Statement 9 (Prioritized): With the increase in need for technology-based instructional support tools to help virtual learning, the safety and security of student data becomes increasingly vulnerable. Root Cause: District student data security and safety systems may not be at a level to provide the protections needed with newer and more sophisticated technology-based instructional programs.

Problem Statement 10 (Prioritized): The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population Brazosport Independent School District District #020905 Generated by Plan4Learning.com 11 of 248 November 20, 2020 1:51 PM group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Problem Statement 11 (Prioritized): Special education students performing substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students.

Problem Statement 12 (Prioritized): STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 12 of 248 November 20, 2020 1:51 PM Perceptions

Perceptions Summary Overall staff, student and parent morale is very high across the district. The confidence level in the district to make right decisions for children is strong. The district and campuses use Facebook and Twitter to celebrate the accomplishments of staff and students, while the district's "Brag Page" goes out weekly all over the community to inform them of the great things our students are doing. Voters passed a $267 million bond with a 78% approval, which was the highest approval percentage in the district's history. It's a great time to be part of the Brazosport Independent School District.

The district is not without areas in which we can improve, however. There is still a perceived lack of respect of students toward teachers and toward each other, and 25% of parents who responded to the district parent survey this spring do not feel that their child's teacher responds to them regularly about their child's academic progress. Student engagement is only moderate and one-third of students were only somewhat satisfied with their school experience.

One recommendation from the Perceptions team of the DEIC are to include strategies to increase parent engagement in the school culture and in their child's education. The team also brought forward the opportunity to involve an increased number of students in extracurricular clubs, programs, or organizations offered by the school. This is a particular need among at risk students.

Perceptions Strengths 94% of staff respondents believe the district has high expectations for all students

95% of staff respondents believe that the district positively supports the social and emotional needs of our students

83% of staff respondents believe that the district’s new security features make them feel safer

89% of parent respondents are satisfied with overall school experience

93% of prents respondents indicated that their child was receiving a quality education.

82% of student respondents said they know how to report bullying or other incidents on campus

75% of student respondents said that the new security features made them feel safer at school

93% of student respondents said that they clearly understoood behavior expectations and procedures at their school

89% of parent respondents believe their child being well-prepared for the future.

Problem Statements Identifying Perceptions Needs Brazosport Independent School District District #020905 Generated by Plan4Learning.com 13 of 248 November 20, 2020 1:51 PM Problem Statement 1 (Prioritized): The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Problem Statement 2 (Prioritized): We engage parents, not students in our social media campaign. Root Cause: Engaging students has not been a focus of the social media campaign.

Problem Statement 3 (Prioritized): The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 14 of 248 November 20, 2020 1:51 PM Priority Problem Statements

Problem Statement 1: The district is shifting instructional technology specialists over to instructional coaching roles to consolidate positions creating a need for a new approach to providing teachers with instructional technology support. Root Cause 1: District enrollment has declined by 1,017 students since October 2018. Problem Statement 1 Areas: Demographics

Problem Statement 2: The graduation rate for African American students decreased by 5%, while the dropout rate increased by 1.9%. Root Cause 2: A disproportionate number of African American students are being removed from class for disciplinary reasons. Problem Statement 2 Areas: Demographics

Problem Statement 3: STAAR reading scores show only slight gains and improvement. Root Cause 3: Not all students are exiting grade two reading at or above grade level. Problem Statement 3 Areas: Student Learning - District Processes & Programs

Problem Statement 4: At risk and special population groups lack numeracy skills they need to be successful on STAAR math in the third grade. Root Cause 4: Greater emphasis and attention is being given to building early literacy than early numeracy skills. Problem Statement 4 Areas: Student Learning

Problem Statement 5: There is low performance in writing across all grade levels. Root Cause 5: There is a lack of clear, vertically aligned writing curriculum across all grade levels. Problem Statement 5 Areas: Student Learning

Problem Statement 6: Only 60% of 2019 district graduating seniors met one of the College, Career and Military Readiness indicators. Root Cause 6: Only 26.5% of graduating seniors met the TSI Math and Reading qualifications for CCMR. Problem Statement 6 Areas: Student Learning

Problem Statement 7: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause 7: The district has deficiencies in the system of curriculum management. Problem Statement 7 Areas: Student Learning - District Processes & Programs

Problem Statement 8: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Brazosport Independent School District District #020905 Generated by Plan4Learning.com 15 of 248 November 20, 2020 1:51 PM Root Cause 8: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 8 Areas: Student Learning - District Processes & Programs - Perceptions

Problem Statement 9: STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause 9: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing. Problem Statement 9 Areas: Student Learning - District Processes & Programs

Problem Statement 10: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause 10: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading. Problem Statement 10 Areas: District Processes & Programs

Problem Statement 11: District cybersecurity efforts are incomplete. Root Cause 11: Improving the district cybersecurity network is a multi-year process. Problem Statement 11 Areas: District Processes & Programs

Problem Statement 12: The district wired network systems need to be evaluated. Root Cause 12: The network wired systems are aging. Problem Statement 12 Areas: District Processes & Programs

Problem Statement 13: With the increase in need for technology-based instructional support tools to help virtual learning, the safety and security of student data becomes increasingly vulnerable. Root Cause 13: District student data security and safety systems may not be at a level to provide the protections needed with newer and more sophisticated technology-based instructional programs. Problem Statement 13 Areas: District Processes & Programs

Problem Statement 14: We engage parents, not students in our social media campaign. Root Cause 14: Engaging students has not been a focus of the social media campaign. Problem Statement 14 Areas: Perceptions

Problem Statement 15: Special education students perform substantially lower than the all students population group on state assessments. Root Cause 15: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 15 Areas: Student Learning - District Processes & Programs

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 16 of 248 November 20, 2020 1:51 PM Problem Statement 16: STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause 16: Many parents lack the skills needed to support the learning of their children. Problem Statement 16 Areas: Student Learning - District Processes & Programs

Problem Statement 17: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause 17: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 17 Areas: Student Learning - District Processes & Programs - Perceptions

Problem Statement 18: Special education students performing substantially lower than the all students population group on state assessments. Root Cause 18: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 18 Areas: Student Learning - District Processes & Programs

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 17 of 248 November 20, 2020 1:51 PM Comprehensive Needs Assessment Data Documentation

The following data were used to verify the comprehensive needs assessment analysis: Improvement Planning Data District goals Accountability Data Texas Academic Performance Report (TAPR) data Student Achievement Domain Student Progress Domain Closing the Gaps Domain Accountability Distinction Designations Student Data: Assessments State and federally required assessment information (e.g. curriculum, eligibility, format, standards, accommodations, TEA information) State of Texas Assessments of Academic Readiness (STAAR) current and longitudinal results, including all versions STAAR End-of-Course current and longitudinal results, including all versions Postsecondary college, career or military-ready graduates including enlisting in U. S. armed services, earning an industry based certification, earning an associate degree, graduating with completed IEP and workforce readiness Advanced Placement (AP) and/or International Baccalaureate (IB) assessment data SAT and/or ACT assessment data Student Data: Student Groups Race and ethnicity data, including number of students, academic achievement, discipline, attendance, and rates of progress between groups Special programs data, including number of students, academic achievement, discipline, attendance, and rates of progress for each student group Special education/non-special education population including discipline, progress and participation data Response to Intervention (RtI) student achievement data Student Data: Behavior and Other Indicators School safety data Employee Data T-PESS data

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 18 of 248 November 20, 2020 1:51 PM Goals

Revised/Approved: July 20, 2020

Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady.

Performance Objective 1: The percent of 3rd grade students that score Meets Grade Level or above on STAAR Reading will increase from 46% to 60% by June 2024. (Outcome Goal 1)

HB3 Goal Evaluation Data Sources: Third grade STAAR Reading Exam results at the Meets Grade Level standard by all applicable Domain III: Closing the gaps groups PK-3 reading screener progress reports comparing the beginning of the year with the end of the year Summative Evaluation: None

Strategy 1: Early Literacy Specialists will monitor the implementation of the Early Childhood Reading and Writing Reviews Curriculum, and provide training and resources to early childhood teachers. Formative Summative Strategy's Expected Result/Impact: Improved reading performance from the beginning of the year to the end of the year for 90% or more of students in grades PK through 2. Nov Jan Mar June Staff Responsible for Monitoring: Director of Language Acquisition and Early Childhood Title I Schoolwide Elements: 2.5 Problem Statements: Demographics 2 - Student Learning 1, 6, 7, 10, 11 - District Processes & Programs 1, 2, 5, 6, 10, 12 - Perceptions 1, 3 Funding Sources: Early Childhood Literacy Specialist - 255 - Title II, Part A - 255.21.6119.00.889.24 - $65,000 Strategy 2: Continue to provide support to READ 20 initiative by providing reading material to the community. Reviews Strategy's Expected Result/Impact: Increased participation from community businesses and partners to improve Formative Summative childhood reading. Staff Responsible for Monitoring: Chief Academic Improvement Officer Nov Jan Mar June Director of Language Acquisition and Early Childhood Title I Schoolwide Elements: 2.6

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 19 of 248 November 20, 2020 1:51 PM Strategy 3: "Great Texas Mosquito List" & "Name That Book Competition" - Provide K-9 campus libraries with digital and Reviews print formatted books from a recommended reading list of 20 titles per grade level. Formative Summative Strategy's Expected Result/Impact: K-9 campus libraries will be provided with digital and print formatted books from a recommended reading list of 20 titles per grade level. Nov Jan Mar June Staff Responsible for Monitoring: Chief Academic Improvement Officer Title I Schoolwide Elements: 2.4 Strategy 4: Ensure that Balanced Literacy is implemented with fidelity in every elementary classroom. Reviews Strategy's Expected Result/Impact: Improved reading performance from the beginning of the year to the end of the year Formative Summative for 90% or more of students in grades PK through 2. Improved performance on the grade 3-5th grade STAAR reading. Staff Responsible for Monitoring: Chief Academic Improvement Officer Nov Jan Mar June Director of Language Acquisition and Early Childhood Title I Schoolwide Elements: 2.4 Strategy 5: Kindergarten through second grade teachers will attend and implement components of a teacher literacy Reviews achievement academy as phase one of the HB 3 Reading Academy requirements. Formative Summative Title I Schoolwide Elements: 2.5 Nov Jan Mar June

Strategy 6: Provide leveled online readers in English and Spanish to Bilingual teachers in grades PK-4 using Reading A-Z. Reviews (Title III) Formative Summative Strategy's Expected Result/Impact: Improved reading performance from the beginning of the year to the end of the year for 90% or more of students in grades PK-4. Nov Jan Mar June Staff Responsible for Monitoring: Director of Language Acquisition and Early Childhood Funding Sources: Reading A-Z (carry forward from 2019-2020) - 263 - Title III, Part A - $8,313.74 Strategy 7: Use Imagine Learning to accelerate language and literacy skills for ESL students in grades K-4. (Title III) Reviews Strategy's Expected Result/Impact: Improved reading performance from the beginning of the year to the end of the year Formative Summative for 90% or more of students in grades PK-4. Staff Responsible for Monitoring: Director of Language Acquisition and Early Childhood Nov Jan Mar June Funding Sources: Imagine Learning (Carry forward from 2019-2020) - 263 - Title III, Part A - $9,975 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 1 Problem Statements:

Demographics Problem Statement 2: The graduation rate for African American students decreased by 5%, while the dropout rate increased by 1.9%. Root Cause: A disproportionate number of African American students are being removed from class for disciplinary reasons. Student Learning Problem Statement 1: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 20 of 248 November 20, 2020 1:51 PM Problem Statement 6: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management. Problem Statement 7: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 11: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 1: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 5: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management. Problem Statement 6: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 12: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Perceptions Problem Statement 1: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 21 of 248 November 20, 2020 1:51 PM Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady.

Performance Objective 2: The percent of 3rd grade students that score meets grade level or above on STAAR Math will increase from 59% to 63% by June 2024. (Outcome Goal 2)

HB3 Goal Evaluation Data Sources: Third grade STAAR Mathematics Exam results at the Meets Grade Level standard by all applicable Domain III: Closing the gaps groups PK-3 math screener progress reports comparing the beginning of the year with the end of the year Summative Evaluation: None

Strategy 1: The Numeracy Specialist will monitor the implementation of the Early Childhood Math Curriculum, and provide Reviews training and resources to early childhood teachers. Formative Summative Strategy's Expected Result/Impact: Improved mathematics performance from the beginning of the year to the end of the year for 90% or more of students in grades PK through 2. Nov Jan Mar June Staff Responsible for Monitoring: Director of Language Acquisition and Early Childhood Title I Schoolwide Elements: 2.5 Strategy 2: Improve implementation of Spatial Temporal (ST) Math with Pre-K students through support from the Numeracy Reviews Specialist and Early Childhood Specialist. Formative Summative Strategy's Expected Result/Impact: Improved mathematics performance from the beginning of the year to the end of the year for 90% or more of students in grades PK through 2. Nov Jan Mar June Staff Responsible for Monitoring: Director of Language Acquisition and Early Childhood Title I Schoolwide Elements: 2.5 Strategy 3: Facilitate the implementation and monitoring of the mathematics curriculum and TIER 1 priorities in K-3 by Reviews screeners/CBAs/classroom visits while providing targetted training (implementation of number talks, problem-solving models, Formative Summative fact fluency, etc.) and resources (ST Math, STAAR preparation resources, etc.). Strategy's Expected Result/Impact: Improved mathematics performance from the beginning of the year to the end of the Nov Jan Mar June year for 90% or more of students in grades K through 3. Staff Responsible for Monitoring: Coordinator of Mathematics Assistant Superintendent of Curriculum & Assessment Problem Statements: Student Learning 1, 3 - District Processes & Programs 12 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 2 Problem Statements:

Student Learning Problem Statement 1: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Problem Statement 3: At risk and special population groups lack numeracy skills they need to be successful on STAAR math in the third grade. Root Cause: Greater emphasis

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 22 of 248 November 20, 2020 1:51 PM and attention is being given to building early literacy than early numeracy skills. District Processes & Programs Problem Statement 12: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 23 of 248 November 20, 2020 1:51 PM Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady.

Performance Objective 3: The percentage of graduates that meet the criteria for CCMR will increase from 60% to 65% by August 2024. (Outcome Goal 3)

HB3 Goal Evaluation Data Sources: CCMR accountability verifier CCMR accountability tracker AP exam results SAT and ACT reports TSIA reports Industry Based Certification attainment reports Military enlistment reports College Prep classes passing reports Summative Evaluation: None

Strategy 1: Provide training opportunities for teachers to receive Gifted and Talented required staff development. Reviews Strategy's Expected Result/Impact: Schedule of training; session sign-in sheets; session Formative Summative presentations; # teachers meeting training requirements Staff Responsible for Monitoring: Chief Academic Improvement Officer Nov Jan Mar June Strategy 2: Additional opportunities for industry-based certifications will be identified and provided to students. Reviews Strategy's Expected Result/Impact: Number of industry based certifications awarded. Formative Summative Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Director of CTE Nov Jan Mar June Funding Sources: Certifications for Students - 244 - Carl Perkins - $32,000 Strategy 3: Brazosport ISD will collaborate with Brazosport College to provide and explore meaningful dual credit options on Reviews and off-campus. Formative Summative Strategy's Expected Result/Impact: Number of enrollments in Dual Credit Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Nov Jan Mar June Director of CTE Funding Sources: - 244 - Carl Perkins - $12,586 Strategy 4: Brazosport ISD will celebrate success and fund: the PSAT for 8th, 10th and 11th grade students; the SAT for 11th Reviews grade students; and AP exams for students taking the AP course. Formative Summative Strategy's Expected Result/Impact: Number of students taking exams. Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Nov Jan Mar June

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 24 of 248 November 20, 2020 1:51 PM Strategy 5: Provide Career and Technical Education students with hands-on experiential learning opportunities through real Reviews world settings such as internships, clinicals, and practicum learning experiences that coincide with curriculum and instructional Formative Summative strategies to better equip and prepare students upon graduation. Strategy's Expected Result/Impact: Number of hands-on experiential learning opportunities Nov Jan Mar June Number of students participating Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Director of CTE Funding Sources: Instructor Training - 244 - Carl Perkins - $6,000, CTE Professional Development Training - 244 - Carl Perkins - $6,000, Supplementals and Materials for CTE - 244 - Carl Perkins - $20,000 Strategy 6: Partner with Brazosport College to assist families who need to fill out the FAFSA. Reviews Strategy's Expected Result/Impact: By the end of the school year, two opportunities in each of the two semesters will Formative Summative be offered to families at Brazosport College where they can get assistance in completing the FAFSA. Staff Responsible for Monitoring: Coordinator of Guidance Counseling Nov Jan Mar June Problem Statements: Student Learning 5 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 3 Problem Statements:

Student Learning Problem Statement 5: Only 60% of 2019 district graduating seniors met one of the College, Career and Military Readiness indicators. Root Cause: Only 26.5% of graduating seniors met the TSI Math and Reading qualifications for CCMR.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 25 of 248 November 20, 2020 1:51 PM Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady.

Performance Objective 4: In 2020-2021, BISD campuses will provide accelerated instruction to all student groups that are not achieving their full potential in order to close achievement and growth performance gaps. (Required element TEC 11.252(a)(3)(A))

Evaluation Data Sources: 2019 underperforming BISD student groups will close the gap between the performance of the group and both the state and the traditionally higher performing groups on STAAR assessments. Summative Evaluation: None

Strategy 1: Provide campuses with grade level specific math support programs. Reviews Strategy's Expected Result/Impact: Improved student performance on the math STAAR, and improved growth of TIER Formative Summative III students from the beginning of the year to the end of the year as measured by grade level math screeners. Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Nov Jan Mar June Math Coordinator Results Driven Accountability - Equity Plan Problem Statements: Student Learning 3, 10 - District Processes & Programs 2 - Perceptions 3 Strategy 2: Provide campuses with grade level specific reading support programs. Reviews Strategy's Expected Result/Impact: Improved student performance on the reading STAAR, and improved growth of Formative Summative TIER III students from the beginning of the year to the end of the year as measured by grade level reading screeners. Staff Responsible for Monitoring: Chief Academic Improvement Officer, Assistant Superintendent of Curriculum & Nov Jan Mar June Assessment, ELA Coordinator Title I Schoolwide Elements: 2.6 - Results Driven Accountability - Equity Plan Problem Statements: Student Learning 1, 10, 11 - District Processes & Programs 2, 10, 12 - Perceptions 1, 3 Strategy 3: Provide accelerated instruction through the Brazos Success Academy to students who are not on track to graduate Reviews with their cohort. Formative Summative Strategy's Expected Result/Impact: Greater-than or equal to 88% for the five-year graduation rate. Staff Responsible for Monitoring: Assistant Superintendent of Secondary Education and Professional Development Nov Jan Mar June Problem Statements: Student Learning 7, 10 - District Processes & Programs 1, 2, 6 - Perceptions 3 Funding Sources: Staff & supplies/materials - Local 24 - State Comp - $1,282,735 Strategy 4: Providing optional flexible schedules to students that have dropped out, at risk of dropping out, are pregnant or Reviews have fallen behind in the number of credits needed to graduate. Formative Summative Strategy's Expected Result/Impact: Greater-than or equal to 88% for the five-year graduation rate. Staff Responsible for Monitoring: Assistant Superintendent of Secondary Education and Professional Development Nov Jan Mar June

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 26 of 248 November 20, 2020 1:51 PM Strategy 5: Provide accelerated instruction, summer school, and/or tutorials to students who are identified as at-risk. Reviews Strategy's Expected Result/Impact: Improved individualized progress and academic Formative Summative performance in alignment with the performance objective measures. Nov Jan Mar June Staff Responsible for Monitoring: Chief Academic Improvement Officer, Assistant Superintendent of Curriculum & Assessment, Federal Programs Coordinator, Director of Language Acquisition and early Childhood Title I Schoolwide Elements: 2.5, 2.6 Problem Statements: Student Learning 1, 3, 10 - District Processes & Programs 2, 6, 12 - Perceptions 3 Funding Sources: Tutorials - 263 - Title III, Part A - $5,901, Staff & materials (Summer School, Tutorials, Accelerated Instruction) - Local 24 - State Comp - $503,636 Strategy 6: Create and implement individualized learning plans for each student, which include elements of differentiated Reviews instruction, inquiry, and various brain-based learning activities to address the different learning modalities of each student. Formative Summative Strategy's Expected Result/Impact: All CTE students begin the year with a plan and it is updated as the year progresses as needed. Nov Jan Mar June Staff Responsible for Monitoring: Director of Career and Technical Education Funding Sources: Instructional Materials and Supplies - 244 - Carl Perkins - $35,000 Strategy 7: Targeted and Additional Targeted Support campuses will receive funding to provide monitoring and support to Reviews teachers, students, and parents of students who are learning using the At Home model. Formative Summative Strategy's Expected Result/Impact: Students at all Targeted and Additional Targeted Support identified campuses will perform at a level that moves the campus into their first year toward no longer being identified. Nov Jan Mar June Staff Responsible for Monitoring: Assistant Superintendent of Compliance and Data Quality Problem Statements: Student Learning 1, 3, 4, 10 - District Processes & Programs 2, 6, 12 - Perceptions 3 Funding Sources: Instructional Continuity Grant - 276 - Instructional Continuity Grant - $40,295 Strategy 8: The Language Acquisition Department will monitor the implementation of the reading curricula and provide Reviews training and resources to teachers who serve EL students. Formative Summative Strategy's Expected Result/Impact: Improved student performance on the reading STAAR and improved growth of Tier III students from the beginning of year to the end of year as measured by progress monitoring. Nov Jan Mar June Staff Responsible for Monitoring: Language Acquisition Department Coordinators and Director Results Driven Accountability Problem Statements: Student Learning 1, 4, 10, 11 - District Processes & Programs 2, 10, 12 - Perceptions 1, 3 Funding Sources: Contracted Services/Professional Development - 263 - Title III, Part A - $22,488, Resources, staff development, and memberships for Early Childhood - Local 25 - BIL/ESL/LOTE/Early Childhood - $7,000, Resources, staff development, and memberships for LOTE - Local 25 - BIL/ESL/LOTE/Early Childhood - $4,300, Ellevation Resource Platform for all staff carry forward from 2019-2020 - 263 - Title III, Part A - $24,080, Resources, staff development, and memberships for ELs - Local 25 - BIL/ESL/LOTE/Early Childhood - $16,200

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 27 of 248 November 20, 2020 1:51 PM Strategy 9: Provide reading tutorials to Bilingual and ESL students at middle/intermediate school campuses to help improve Reviews reading performance on STAAR. (Title III) Formative Summative Strategy's Expected Result/Impact: Improved student performance on the reading STAAR and improved growth of Tier III students from the beginning of year to the end of year as measured by progress monitoring. Nov Jan Mar June Staff Responsible for Monitoring: Campus administration, teachers that are teaching tutorials, and the Language Acquisition Department. Results Driven Accountability Strategy 10: Provide a Read 180 Reading Intervention Program for 7th-12th grade ESL students. Reviews Strategy's Expected Result/Impact: Improved student performance on the reading STAAR and improved growth of Tier Formative Summative III students from the beginning of year to the end of year as measured by progress monitoring. Staff Responsible for Monitoring: Language Acquisition Coordinators and Director Nov Jan Mar June Results Driven Accountability Problem Statements: Student Learning 1, 4, 10, 11 - District Processes & Programs 2, 10, 12 - Perceptions 1, 3 Funding Sources: Read 180 (Carry forward from 2019-2020) - 263 - Title III, Part A - $5,250 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 4 Problem Statements:

Student Learning Problem Statement 1: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Problem Statement 3: At risk and special population groups lack numeracy skills they need to be successful on STAAR math in the third grade. Root Cause: Greater emphasis and attention is being given to building early literacy than early numeracy skills. Problem Statement 4: There is low performance in writing across all grade levels. Root Cause: There is a lack of clear, vertically aligned writing curriculum across all grade levels. Problem Statement 7: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 11: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 1: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 6: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 28 of 248 November 20, 2020 1:51 PM Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 12: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Perceptions Problem Statement 1: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 29 of 248 November 20, 2020 1:51 PM Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady.

Performance Objective 5: In 2020-2021, BISD will successfully evaluate and complete all activities identified to be started and completed during the first year of the multiyear implementation of the Curriculum Management Audit recommendations. (Superintendent appraisal goal)

Evaluation Data Sources: Data sources will include revised and new Board policies, revised and new administrative regulations and other documents appropriate to targeted strategies. Summative Evaluation: None

Strategy 1: Provide board policy recommendations and update administrative regulations/Curriculum Management Plan Reviews related to the written curriculum of the district based upon recommendations from the curriculum management audit. (CA Formative Summative Recommendation 1) Strategy's Expected Result/Impact: District written curriculum planning will align with the audit recommendations and Nov Jan Mar June be implemented in the 2021-2022 school year. Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Problem Statements: Student Learning 6 - District Processes & Programs 5 Strategy 2: Provide additional training in curriculum and assessment design and development to content coordinators as Reviews recommended in the curriculum management audit to support the ongoing development of a plan for continual review of district Formative Summative curriculum. (CA Recommendation 1) Strategy's Expected Result/Impact: District written curriculum planning will align with the audit recommendations and Nov Jan Mar June be implemented in the 2021-2022 school year. Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Problem Statements: Student Learning 6 - District Processes & Programs 5 Strategy 3: Revise the district and campus improvement planning process to align with recommendations from the curriculum Reviews audit. (CA Recommendation 2) Formative Summative Strategy's Expected Result/Impact: District and campus improvement planning will align with the audit recommendations and be implemented in the planning cycle for 2021-2022. Nov Jan Mar June Staff Responsible for Monitoring: Assistant Superintendent of Compliance and Data Quality Problem Statements: Student Learning 6 - District Processes & Programs 5 Strategy 4: Create an Program Evaluation Plan that aligns with the recommendations of the Curriculum Audit. (CA Reviews Recommendation 3) Formative Summative Strategy's Expected Result/Impact: The plan will be completed by June 30, 2020, and ready for training and implementation during the 2021-2022 school year. Nov Jan Mar June Staff Responsible for Monitoring: Assistant Superintendent of Compliance and Data Quality Problem Statements: Student Learning 6 - District Processes & Programs 5 No Progress Accomplished Continue/Modify Discontinue

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 30 of 248 November 20, 2020 1:51 PM Performance Objective 5 Problem Statements:

Student Learning Problem Statement 6: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management. District Processes & Programs Problem Statement 5: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 31 of 248 November 20, 2020 1:51 PM Goal 1: Brazosport ISD will provide a rigorous and relevant learning experience to ensure that every student will B*FutureReady.

Performance Objective 6: In 2020-2021 , BISD will utilize federal and state compensatory education funding to supplement district and campus initiatives to improve student performance, equip teachers, and improve low performing campuses. (Federal and State fiscal compliance)

Evaluation Data Sources: STAAR results Math and reading screener results TELPAS reports Performance reports for special education and EL students Summative Evaluation: None

Strategy 1: The district will support supplemental special education early intervention by providing IDEA-B Preschool Reviews funding for supplemental needs such as personnel, intervention, professional development, supplies, and materials. Formative Summative Strategy's Expected Result/Impact: Improved individualized progress and academic performance in alignment with the performance objective measures. Nov Jan Mar June Staff Responsible for Monitoring: Director of Special Services Title I Schoolwide Elements: 2.5 Funding Sources: - 225 - IDEA B Preschool - $76,412 Strategy 2: ELAR/SLAR Coordinator and Facilitators/Specialists will monitor the implementation of the reading curriculum, Reviews and provide training and resources to reading teachers. Formative Summative Strategy's Expected Result/Impact: Improved academic performance in alignment with the performance objective measures. Nov Jan Mar June Staff Responsible for Monitoring: Chief Academic Improvement Officer, Assistant Superintendent of Curriculum & Assessment, Director of Language acquisition Problem Statements: Demographics 2 - Student Learning 1, 4, 6, 7, 10, 11 - District Processes & Programs 1, 2, 5, 6, 10, 12 - Perceptions 1, 3 Funding Sources: Literacy Specialist (Grades 3-5) - 255 - Title II, Part A - 255.21.6119.00.889.24 - $68,000 Strategy 3: Mathematics Coordinator and Facilitator/Specialist will monitor the implementation of the mathematics Reviews curriculum, and provide training and resources to math teachers. Formative Summative Strategy's Expected Result/Impact: None Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment Nov Jan Mar June Math Coordinator Problem Statements: Demographics 2 - Student Learning 3, 6, 7, 10, 11 - District Processes & Programs 1, 2, 5, 6, 10 - Perceptions 1, 3 Funding Sources: Mathematics/Science Facilitator - 255 - Title II, Part A - $81,151

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 32 of 248 November 20, 2020 1:51 PM Strategy 4: The district will support supplemental special education Elementary, Middle, and High School instruction by Reviews providing and IDEA-B funding for supplemental needs such as personnel, intervention, professional development, supplies, and Formative Summative materials. Strategy's Expected Result/Impact: Improved individualized progress and academic performance in alignment with the Nov Jan Mar June performance objective measures. Staff Responsible for Monitoring: Director of Special Services Funding Sources: - 224 - IDEA B - $2,557,128 Strategy 5: The district will support content and language acquisition by providing local and Title III funding for supplemental Reviews needs such as personnel, ESL certification training and reimbursement, intervention, family and engagement activities, Formative Summative supplies, leadership training, and materials. Strategy's Expected Result/Impact: Improved academic performance in alignment with the performance objective Nov Jan Mar June measures. Staff Responsible for Monitoring: Director of Language Acquisition and early Childhood Problem Statements: Student Learning 1, 4, 8, 10 - District Processes & Programs 2, 4, 12 - Perceptions 3 Funding Sources: Family Engagement - Local 25 - BIL/ESL/LOTE/Early Childhood - $2,000, ESL Certification training and reimbursement - Local 25 - BIL/ESL/LOTE/Early Childhood - $8,000, Leadership training, supplies, resources, and memberships - Local 25 - BIL/ESL/LOTE/Early Childhood - $12,450, eSPED, eSTAR Subscription - Local 25 - BIL/ESL/LOTE/Early Childhood - $17,192, Assessments - Local 25 - BIL/ESL/LOTE/Early Childhood - $20,000, Resources - 263 - Title III, Part A - $64,204, Professional Development - 263 - Title III, Part A - $12,392, Family Engagement - 263 - Title III, Part A - $4,000, Paraprofessional Velasco - 263 - Title III, Part A Personnel - $24,909 Strategy 6: The district will coordinate with the Region 4 ESC to recruit, identify and serve Migrant students. Reviews Strategy's Expected Result/Impact: Informational migrant posters visibly displayed on each campus (provided by Formative Summative Region 4). 90% of Migrant Surveys returned by parents/caregivers. Nov Jan Mar June Number of students identified as Migrant through online & paper enrollment. Staff Responsible for Monitoring: Executive Director of Compliance & Data Quality Title I Schoolwide Elements: 2.5 Funding Sources: Migrant training for non-project districts - 211 - Title I, Part A - 211.21.6411.00.889.24 - $78 Strategy 7: The district will provide McKinney-Vento and Title I related services to students who have been identified as Reviews homeless. Formative Summative Strategy's Expected Result/Impact: Number of identified students receiving McKinney-Vento or Title I related services. Staff Responsible for Monitoring: Assistant Superintendent of Administrative Services Nov Jan Mar June Title I Schoolwide Elements: 2.6 Funding Sources: McKinney-Vento Resources/Supplies to meet needs of identified students - 211 - Title I, Part A - 211.**.6***.00.***.** - $3,000

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 33 of 248 November 20, 2020 1:51 PM Strategy 8: The district will provide programs and or services designed to improve and enhance the general education program Reviews for ALL students. Including: Materials, Supplies, Services, Resources Formative Summative Strategy's Expected Result/Impact: Sign in sheets, state assessment data, programmatic data, screener data Nov Jan Mar June Improved academic performance in alignment with the performance objective measures. Staff Responsible for Monitoring: Federal Programs Coordinator Title I Schoolwide Elements: 2.4, 2.5 Problem Statements: Demographics 2 - Student Learning 1, 3, 4, 10, 11 - District Processes & Programs 2, 6, 10, 12 - Perceptions 1, 3 Funding Sources: Interventionists & Intervention Paras. to serve at-risk and EcoD students - Local 24 - State Comp Personnel - $1,495,000, Carry-forward funds due to COVID-19 - 211 - Title I, Part A - $594,850, Technology - Brazosport Christian School - 266 - ESSER - 266.11.6399.00.202.11 - $13,680, District and Campus Planning software - 889 - Federal Programs - 199.21.6395.00.889.99 - $9,500, Required Newspaper posting of PNP meeting (The County News & The Facts) - 211 - Title I, Part A - 211.21.6499.36.889.24 - $500, Private Non-Profit (Our Lady Queen of Peace) - 289 - Title IV, Part A - 289.**.6***.00.201.24 - $2,400, Private Non Profit (Our Lady Queen of Peace) - 255 - Title II, Part A - $2,400, Training and materials to support the effective use of technology - 289 - Title IV, Part A - $3,620, Private Non Profit (Brazosport Christian School) - 255 - Title II, Part A - $2,595, Private Non Profit (Our Lady Queen of Peace) - 263 - Title III, Part A - $273, Technology for CTE Programs - 244 - Carl Perkins - $23,799, Personnel; PD; Tutoring; Instructional Materials; Travel - 211 - Title I, Part A - $2,475,576, Federal Programs Coordinator - 211 - Title I, Part A - 211.21.6119.00.889.24 - $53,363, Online software for Title I & SCE records management - 889 - Federal Programs - 199.21.6395.00.889.99 - $10,000, Software - Our Lady Queen of Peace - 266 - ESSER - 266.11.6399.00.201.11 - $5,372, Carry-forward funds due to COVID-19 - 289 - Title IV, Part A - $59,254, Training and resources to support well-rounded educational opportunities - 289 - Title IV, Part A - $38,909, Personnel - Brazosport Christian School - 266 - ESSER - 266.11.6119.00.202.11 - $6,388, Tutoring & Instructional resources - Local 24 - State Comp - $267,023 Strategy 9: The district will support all campuses by providing supplemental funding to address needs, such as personnel, Reviews tutoring, professional development, and supplies/materials. Formative Summative Strategy's Expected Result/Impact: Funds will supplement the cost of salaries for teachers who provided remote instruction in the spring of 2020 resulting in an increased number of students identified as engaged in remote learning. Nov Jan Mar June Staff Responsible for Monitoring: Federal Programs Coordinator Problem Statements: District Processes & Programs 6 Funding Sources: Supplies - 263 - Title III, Part A, Salaries - 266 - ESSER - $1,719,471

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 34 of 248 November 20, 2020 1:51 PM Strategy 10: The district will actively support, monitor and provide funds and resources that are aligned to the parent & family Reviews engagement needs and goals of the Title I, Part A Schoolwide campuses. The district will make available in both English and Formative Summative Spanish the district and campus improvement plans. Strategy's Expected Result/Impact: None Nov Jan Mar June Staff Responsible for Monitoring: Executive Director of Compliance & Data Quality Problem Statements: Demographics 2 - Student Learning 1, 8 - District Processes & Programs 4, 6, 12 Funding Sources: Personnel; Supplies/Materials; Training; Travel - 211 - Title I, Part A Parent & Family Engagement - 211.61.6***.00.889.24 - $27,491, Translation services for written documents - 889 - Federal Programs - 199.61.6299.00.889.99 - $9,000 Strategy 11: The district will provide ongoing support/guidance to key campus personnel through training and resources to Reviews assist in building relevant engagement opportunities for parents and families. Formative Summative Strategy's Expected Result/Impact: None Staff Responsible for Monitoring: Executive Director of Compliance & Data Quality Nov Jan Mar June Problem Statements: Demographics 2 - Student Learning 1, 8 - District Processes & Programs 4, 6, 12 Funding Sources: Supplies/Materials; Training; Travel - 211 - Title I, Part A Parent & Family Engagement - 211.61.6***.00.889.24 - $1,000 Strategy 12: The district will jointly develop with parents and family members a written Parent and Family Engagement Policy Reviews that will be available in English and Spanish, and accessible on the district website as well as in the district handbook, and will Formative Summative be annually evaluated with parents and family members. Strategy's Expected Result/Impact: Improved performance as measured by STAAR exams, TELPAS and reading and Nov Jan Mar June math end of year screeners at Title I schools. Staff Responsible for Monitoring: Executive Director of Compliance & Data Quality No Progress Accomplished Continue/Modify Discontinue

Performance Objective 6 Problem Statements:

Demographics Problem Statement 2: The graduation rate for African American students decreased by 5%, while the dropout rate increased by 1.9%. Root Cause: A disproportionate number of African American students are being removed from class for disciplinary reasons. Student Learning Problem Statement 1: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Problem Statement 3: At risk and special population groups lack numeracy skills they need to be successful on STAAR math in the third grade. Root Cause: Greater emphasis and attention is being given to building early literacy than early numeracy skills. Problem Statement 4: There is low performance in writing across all grade levels. Root Cause: There is a lack of clear, vertically aligned writing curriculum across all grade levels. Problem Statement 6: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 35 of 248 November 20, 2020 1:51 PM Problem Statement 7: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 8: STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause: Many parents lack the skills needed to support the learning of their children. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 11: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 1: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 4: STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause: Many parents lack the skills needed to support the learning of their children. Problem Statement 5: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management. Problem Statement 6: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 12: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Perceptions Problem Statement 1: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 36 of 248 November 20, 2020 1:51 PM Goal 2: Brazosport ISD learning environments will be safe, secure, and conducive to learning.

Performance Objective 1: In 2020-2021, BISD will implement strategies that ensure the health and safety of students and staff in all learning environments.

Evaluation Data Sources: District discipline tracking data Annual Safe Schools report (Violent and Criminal Incidents Report) District out-of-placement reports by ethnicity and special population group Summative Evaluation: None

Strategy 1: Health and safety specialists will be added to the two high schools and one intermediate school. Reviews Strategy's Expected Result/Impact: The addition of the two Health and Safety Specialists will support a reduction of Formative Summative state coded disciplinary actions. Staff Responsible for Monitoring: Assistant Superintendent of Compliance and Data Quality Nov Jan Mar June Funding Sources: Health and Safety Specialists (3) - 289 - Title IV, Part A - $75,000 Strategy 2: Train key district and campus personnel, including BISD Police and BISD Security/Safety Officers, in the National Reviews Incident Management System (NIMS) and their role in supporting school safety. [TEC 37.081] Formative Summative Strategy's Expected Result/Impact: By the end of the first semester, all personnel who are required to receive the training will be trained. Nov Jan Mar June Staff Responsible for Monitoring: Coordinator of Safety and Security Strategy 3: Adopt and train staff, students, parents, and district partners on the Standard Response Protocol, Student Reviews Reunification Method, and Stop the Bleed, providing drills to ensure preparedness for emergencies. Formative Summative Strategy's Expected Result/Impact: By the end of the school year, every campus will have conducted the Standard Response Protocol Drill, will complete a tabletop exercise on the Student Reunification Method with their crisis Nov Jan Mar June management team, and the last 800 teachers who need the training will be trained in Stop the Bleed. Staff Responsible for Monitoring: Coordinator of Safety and Security Strategy 4: Train staff and students on threat assessment reporting and protocols, as well as support threat assessment teams in Reviews evaluation and response to potential threats to school security. Formative Summative Strategy's Expected Result/Impact: By the end of the school year, the Threat Assessment administrative regulation will be revised and posted, and Threat Assessment Team members on each campus will be trained by either the School Safety Nov Jan Mar June Center, the Region 4 Service Center, or by district personnel. Staff Responsible for Monitoring: Assistant Superintendent of Administrative Services and Director of Student Services Strategy 5: Reviews Train school personnel in how to identify and assist victims of human trafficking. [TEC 38.0041(a)] [TEC 11.252(c)(9)] Formative Summative Strategy's Expected Result/Impact: By the end of the first semester, all personnel required to receive the training will complete it. Nov Jan Mar June Staff Responsible for Monitoring: Coordinator of Guidance & Counselors

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 37 of 248 November 20, 2020 1:51 PM Strategy 6: Develop and revise COVID-19 protocols based on changes of positivity rates to ensure maximization of face-to- Reviews face learning. Formative Summative Strategy's Expected Result/Impact: By the end of the school year, the number of students who participate in face-to- face instruction will increase. Nov Jan Mar June Staff Responsible for Monitoring: Assistant Superintendent of Administrative Services and Coordinator of Health Services Problem Statements: District Processes & Programs 6 Strategy 7: Implement a substance abuse prevention program to include an e-cigarette prevention program in grades 7-12. Reviews Strategy's Expected Result/Impact: By the end of the school year, a variety of resources will be used to ensure that all Formative Summative students participating in Teen Leadership at the high school level will receive instruction on e-cigarette prevention, and students who receive disciplinary actions due to using e-cigarettes will be assigned online modules or face-to-face lessons Nov Jan Mar June to complete to teach them about the dangers of e-cigarettes, and all students in grades 7-8 will receive instruction in the prevention of e-cigarettes according to individual campus' processes and procedures. Staff Responsible for Monitoring: At-risk Coordinator and Coordinator of Guidance & Counseling Strategy 8: Train staff and students on behavior expectations, including the district's policy on prevention, reporting, and Reviews response procedures related to bullying, sexual harassment (Title IX), and dating violence. [TEC 37.0832] [TEC 11.252(3)(E)] Formative Summative [TEC 37.083(a)] [TEC 11.252(a)(9)] [TEC 38.0041] [TEC 37.0831] [TAC 19 103.1201(b)] Strategy's Expected Result/Impact: At the beginning of the school year, all staff will receive the Title IX training. By Nov Jan Mar June the end of the first semester, staff will receive training in bullying, while all students in elementary and secondary schools will receive training in anti-bullying, which includes sexual harassment and dating violence, during the month of October. Staff Responsible for Monitoring: Director of Student Services Strategy 9: The district will provide an alternative education setting through the Lighthouse Learning Center to students who Reviews are experiencing behavioral difficulties on their home campus. (TAC 19.103.1201(b)) Formative Summative Strategy's Expected Result/Impact: During the 2020-2021 school year, students who are placed at the DAEP will receive the supports both behaviorally and academically they need to return to their home campus equipped for success as Nov Jan Mar June measured by a reduced recidivism rate. Staff Responsible for Monitoring: Asst. Superintendent of Administrative Services Problem Statements: Student Learning 3, 10, 11 - District Processes & Programs 2, 6, 10 - Perceptions 1, 3 Funding Sources: Alternative Education Placement facility, staff & resources - Local 24 - State Comp - $1,375,776 Strategy 10: Provide materials and supplies that support the health and safety of all students. Reviews Strategy's Expected Result/Impact: Provide the PNP's with the appropriate level of funding for the year. Formative Summative Staff Responsible for Monitoring: Coordinator of Federal Programs Nov Jan Mar June Problem Statements: District Processes & Programs 6 Funding Sources: PNP Sanitation Supplies - Our Lady Queen of Peace - 266 - ESSER - 266.52.6399.00.201.99 - $15,000, PNP Sanitation Supplies - Brazosport Christian School - 266 - ESSER - 266.52.6399.00.202.99 - $3,000 No Progress Accomplished Continue/Modify Discontinue

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 38 of 248 November 20, 2020 1:51 PM Performance Objective 1 Problem Statements:

Student Learning Problem Statement 3: At risk and special population groups lack numeracy skills they need to be successful on STAAR math in the third grade. Root Cause: Greater emphasis and attention is being given to building early literacy than early numeracy skills. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 11: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 6: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Perceptions Problem Statement 1: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 39 of 248 November 20, 2020 1:51 PM Goal 2: Brazosport ISD learning environments will be safe, secure, and conducive to learning.

Performance Objective 2: In 2020-2021, BISD will implement strategies that support the social and emotional learning needs of students.

Evaluation Data Sources: Communities in Schools monthly reports Report on supports to students identified as homeless or in foster care Implementation supporting documentation for statutorily required activities and trainings Summative Evaluation: None

Strategy 1: The district will provide support services to students through character education. Reviews Strategy's Expected Result/Impact: By the end of the year, counselors will complete the district character curriculum Formative Summative and will have covered each character trait. Staff Responsible for Monitoring: Coordinator of Guidance & Counseling Nov Jan Mar June Strategy 2: Increase ease of access to in house and outside counseling services through community partnerships to support Reviews mental health needs and suicide prevention, including a parental or guardian notification, that addresses student needs that can Formative Summative be directly attributable to the isolation caused by COVID-19. [TEC 11.252(3)(B)(i)] Strategy's Expected Result/Impact: By the end of the first semester, the process for referrals of students suffering from Nov Jan Mar June isolation issues will be fully implemented. Staff Responsible for Monitoring: Coordinator of Guidance & Counseling Strategy 3: Integrate trauma-informed care practices into the district's PBIS framework, including increasing increasing staff Reviews and parent awareness of trauma-informed care implementation of trauma-informed practices and care by District and campus Formative Summative staff, and providing information about available counseling options for students affected by trauma or grief. [TEC 11.252(a)(3) (E) [TEC 11.252(a)(10] [TEC 38.036] Nov Jan Mar June Strategy's Expected Result/Impact: By the end of the summer of 2021, all counselors and behavior specialists will complete training to become trauma-informed care specialists. Staff Responsible for Monitoring: Coordinator of Guidance and Counseling Title I Schoolwide Elements: 2.6 Problem Statements: Demographics 1 - Student Learning 10, 11 - District Processes & Programs 2, 10 - Perceptions 1, 3 Strategy 4: Provide Capturing Kids' Hearts and CKH2, as well as district-by-design support, to enhance staff's ability to Reviews connect and build positive relationships with and among students. [TEC 11.252(3)(B)(ii)] [TEC 11.252(3)(B)(iii)] Formative Summative Strategy's Expected Result/Impact: By the end of the school year, there will be a decrease in office discipline referrals at the secondary level. Nov Jan Mar June Staff Responsible for Monitoring: Director of Student Services Title I Schoolwide Elements: 2.6

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 40 of 248 November 20, 2020 1:51 PM Strategy 5: Implement mentoring programs through partnerships such as Loving BISD and through Lift Up, a district- Reviews facilitated mentoring initiative. Formative Summative Strategy's Expected Result/Impact: By the end of the second nine weeks, students who return to face-to-face learning and who have a district mentor will get connected to the mentor. Nov Jan Mar June Staff Responsible for Monitoring: Volunteer Coordinator Strategy 6: Provide case managers to support students and families at select campuses through a partnership with Communities Reviews in Schools and True to Life Ministries. Formative Summative Strategy's Expected Result/Impact: By the end of the school year, more than 500 of the district's most at-risk students who are not being successful in school will receive a variety of supports that address social, emotional, physical and Nov Jan Mar June academic needs. Staff Responsible for Monitoring: At-Risk Coordinator Problem Statements: Demographics 2 - Student Learning 10, 11 - District Processes & Programs 2, 10 - Perceptions 1, 3 Funding Sources: Youth Intervention Program - Criminal Justice Division Grant - 889 - Federal Programs - 199.32.6299.00.889.99 - $16,783, Traditional Communities in Schools Model Program @ Ogg & LJI - 289 - Title IV, Part A - 289.32.6299.00.889.24 - $36,000, Traditional Communities in Schools Model Program @ Velasco, Lanier & Rasco - 211 - Title I, Part A - 211.32.6299.00.889.24 - $54,000, Youth Intervention Program - VOCA - 289 - Title IV, Part A - 289.32.6299.00.889.24 - $18,000 Strategy 7: Provide after school programs at select campuses to support students through a partnership with Boys & Girls Club Reviews of Brazoria County and Communities in Schools (ACE). Formative Summative Strategy's Expected Result/Impact: By the end of the school year, ten BISD campuses will host after school Boys' and Girls' Club programs, and one BISD campus will host the Communities in Schools ACE program. Nov Jan Mar June Staff Responsible for Monitoring: At-Risk Coordinator Problem Statements: Demographics 2 - Student Learning 1, 10, 11 - District Processes & Programs 2, 6, 10, 12 - Perceptions 1, 3 Funding Sources: Boys & Girls Club after school programs at 6 Title I campuses - 211 - Title I, Part A - 211.32.6299.00.889.24 - $6,000, ACE After School Program at FIS - 211 - Title I, Part A - 211.32.6299.00.889.24 - $15,000 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 2 Problem Statements:

Demographics Problem Statement 1: The district is shifting instructional technology specialists over to instructional coaching roles to consolidate positions creating a need for a new approach to providing teachers with instructional technology support. Root Cause: District enrollment has declined by 1,017 students since October 2018. Problem Statement 2: The graduation rate for African American students decreased by 5%, while the dropout rate increased by 1.9%. Root Cause: A disproportionate number of African American students are being removed from class for disciplinary reasons. Student Learning

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 41 of 248 November 20, 2020 1:51 PM Problem Statement 1: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 11: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 6: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 12: STAAR reading scores show only slight gains and improvement. Root Cause: Not all students are exiting grade two reading at or above grade level. Perceptions Problem Statement 1: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 42 of 248 November 20, 2020 1:51 PM Goal 3: BISD will promote, communicate and market the accomplishments, achievements and successes of students and staff.

Performance Objective 1: In 2020-2021, BISD will implement a Campus Influencer Outreach Program for students who will promote their school, their feeder schools and the district through BISD Social Media platforms.

Evaluation Data Sources: Promotions documents Training documents Screenshots of Twitter and Facebook implementation examples. Summative Evaluation: None

Strategy 1: Communicate the Campus Influencer Outreach Program to all Principals at the November Principal Network Reviews meeting. Formative Summative Strategy's Expected Result/Impact: Principals will be able to communicate the program to their faculties at the next faculty meeting. Nov Jan Mar June Staff Responsible for Monitoring: Public Relations Administrator Problem Statements: Perceptions 2 Strategy 2: High School Principals will select two students from each high school to serve as Campus Influencers. Reviews Strategy's Expected Result/Impact: High school principals will provide the names of two students to the Public Formative Summative Relations Administrator who will serve as Campus Influencers. Staff Responsible for Monitoring: Public Relations Administrator Nov Jan Mar June Problem Statements: Perceptions 2 Strategy 3: Provide social media training to the six selected high school campus influencers. Reviews Strategy's Expected Result/Impact: At the end of the training all six influencers will be prepared to implement the Formative Summative outreach program for their feeder campuses and their high school. Staff Responsible for Monitoring: Public Relations Administrator Nov Jan Mar June Problem Statements: Perceptions 2 Strategy 4: Implement the Campus Influencer Outreach Program in the spring semester. Reviews Strategy's Expected Result/Impact: Campus Influencers will post an average of two posts per week while school is in Formative Summative session. Staff Responsible for Monitoring: Public Relations Administrator Nov Jan Mar June Problem Statements: Perceptions 2 Strategy 5: Meet with Campus Influencers in May to evaluate the spring implementation of the Campus Influencer Outreach Reviews Program and develop actions steps to be implemented in the fall of 2021-22. Formative Summative Strategy's Expected Result/Impact: A new implementation plan will be created for the 2021-22 school year. Staff Responsible for Monitoring: Public Relations Administrator Nov Jan Mar June Problem Statements: Perceptions 2

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 43 of 248 November 20, 2020 1:51 PM No Progress Accomplished Continue/Modify Discontinue

Performance Objective 1 Problem Statements:

Perceptions Problem Statement 2: We engage parents, not students in our social media campaign. Root Cause: Engaging students has not been a focus of the social media campaign.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 44 of 248 November 20, 2020 1:51 PM Goal 4: Brazosport ISD will exercise fiscal responsibility to ensure financial strength and provide the resources to equip and maintain quality facilities and educational programming.

Performance Objective 1: In 2020-2021, BISD Technology will implement four activities that will improve the technology infrastructure and support BISD initiatives.

Evaluation Data Sources: Evidence of implementation of each activity Summative Evaluation: None

Strategy 1: The Technology Department will maintain, replace, and add security cameras as needed along with upgrading Reviews surveillance servers district wide. Formative Summative Strategy's Expected Result/Impact: Security cameras throughout the district needing replacement will be replaced and new cameras will be added. Documentation will be gathered on all broken cameras and saved as a district record. The Nov Jan Mar June camera server will be updated to accommodate the additional cameras. Staff Responsible for Monitoring: Director of Technology Problem Statements: District Processes & Programs 7 Strategy 2: The Technology Department will evaluate and replace existing wired network with new switches and routers. Reviews Strategy's Expected Result/Impact: By the end of the school year, the Technology Department will complete an Formative Summative evaluation of wired network solutions, leading to the creation and issuing out of an RFP for wired equipment (routers, access switches, core switches) for implementation of a wired solution. The direct result will be the replacement of Nov Jan Mar June existing switches and routers with new ones. Staff Responsible for Monitoring: Director of Technology Problem Statements: District Processes & Programs 8 Strategy 3: The Technology Department will begin pursuing a Trusted Learning Environment certification for Brazosport ISD. Reviews Strategy's Expected Result/Impact: The Technology Department will create a TLE committee, and the committee will Formative Summative evaluate the TLE seal, and identify those processes, procedures and recommendations that are applicable to district identified needs. If appropriate following the committee's work, the Technology Department will apply for application of a Nov Jan Mar June TLE seal. Staff Responsible for Monitoring: Chief Operations and Technology Officer / Director of Technology Problem Statements: District Processes & Programs 9 Strategy 4: The Technology Department will implement processes, procedures, and systems to improve BISD's Cybersecurity Reviews framework. Formative Summative Strategy's Expected Result/Impact: By the end of the school year, the Technology Department will evaluate and/or Implement systems, processes and / or procedures to increase cybersecurity and protect data/network/users. Nov Jan Mar June Staff Responsible for Monitoring: Chief of Operations and Technology / Director of Technology Problem Statements: District Processes & Programs 7 No Progress Accomplished Continue/Modify Discontinue

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 45 of 248 November 20, 2020 1:51 PM Performance Objective 1 Problem Statements:

District Processes & Programs Problem Statement 7: District cybersecurity efforts are incomplete. Root Cause: Improving the district cybersecurity network is a multi-year process. Problem Statement 8: The district wired network systems need to be evaluated. Root Cause: The network wired systems are aging. Problem Statement 9: With the increase in need for technology-based instructional support tools to help virtual learning, the safety and security of student data becomes increasingly vulnerable. Root Cause: District student data security and safety systems may not be at a level to provide the protections needed with newer and more sophisticated technology-based instructional programs.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 46 of 248 November 20, 2020 1:51 PM Goal 4: Brazosport ISD will exercise fiscal responsibility to ensure financial strength and provide the resources to equip and maintain quality facilities and educational programming.

Performance Objective 2: In 2020-2021, the district will conduct an employee staffing review to identify alternative staffing models that will continue to meet the instructional and operational needs of the District while also ensuring the 2021-22 budget is balanced and sustainable. (Superintendent Appraisal Goal)

Evaluation Data Sources: Completed staffing review Summative Evaluation: None

Strategy 1: Engage with TASB to conduct a staffing review of all positions. The review will include staffing comparisons to Reviews peer districts as well as best practice standards for optimizing student achievement. Formative Summative Strategy's Expected Result/Impact: By April 2021, TASB will deliver the completed study to the district. Staff Responsible for Monitoring: Chief Financial Officer Nov Jan Mar June Chief Human Resources Officer Problem Statements: Student Learning 7, 8, 9, 10 - District Processes & Programs 1, 2, 3, 4 - Perceptions 3 Strategy 2: Consider adjustments necessary to staffing ratios based on enrollment, course selection and program needs. Reviews Strategy's Expected Result/Impact: By April 2020, staffing allocations will be adjusted to best meet the academic and Formative Summative program needs of the district. Staff Responsible for Monitoring: Chief Financial Officer Nov Jan Mar June Chief Human Resources Officer Problem Statements: Student Learning 7, 8, 9 - District Processes & Programs 1, 3, 4 Strategy 3: Engage with TASB to conduct annual review of pay structures. Reviews Strategy's Expected Result/Impact: By April 2021, TASB will deliver the completed study to the district and Formative Summative subsequent compensation decisions will be made by July 2021. Staff Responsible for Monitoring: Chief Financial Officer Nov Jan Mar June Chief Human Resources Officer Problem Statements: Student Learning 7, 8, 9, 10 - District Processes & Programs 1, 2, 3, 4 - Perceptions 3 Strategy 4: Conduct budget guiding principles survey with the Board of Trustees and Management Team. Reviews Strategy's Expected Result/Impact: In April 2021, the survey will be completed and the guiding principles set to guide Formative Summative the 2021-2022 budgetary decisions. Staff Responsible for Monitoring: Chief Financial Officer Nov Jan Mar June

No Progress Accomplished Continue/Modify Discontinue

Performance Objective 2 Problem Statements:

Student Learning

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 47 of 248 November 20, 2020 1:51 PM Problem Statement 7: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 8: STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause: Many parents lack the skills needed to support the learning of their children. Problem Statement 9: STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 1: Special education students perform substantially lower than the all students population group on state assessments. Root Cause: Teachers lack the training in best practices and differentiated instruction they need to fully support the learning needs of special education students. Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing. Problem Statement 4: STAAR reading scores are below the state average in middle school level and for high school EOC exams at every performance level. Root Cause: Many parents lack the skills needed to support the learning of their children. Perceptions Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 48 of 248 November 20, 2020 1:51 PM Goal 5: Brazosport ISD will recruit, develop, and retain highly effective staff.

Performance Objective 1: In 2020-2021, BISD will continue to build awareness and presence within the Colleges of Education at five universities to ensure that ten or more student teachers are assigned to the district for the school year. BISD will retain 80% or more of eligible student teachers in certified teaching roles within the district. (Superintendent Appraisal Goal)

Evaluation Data Sources: List of universities where BISD has an active presence List of all student teachers that identifies the students teachers who are retained in a certified teaching role Summative Evaluation: None

Strategy 1: Develop and fund an initiative/program to pay a minimum of 10 selected student teaching candidates each school Reviews year. Formative Summative Strategy's Expected Result/Impact: By the spring semester, ten or more students teachers will be assigned as a result of this initiative. Nov Jan Mar June Staff Responsible for Monitoring: Chief Human Resources Officer Problem Statements: Student Learning 9 - District Processes & Programs 3 Strategy 2: Strategically partner with management of local housing/apartment properties to offer selected student teachers a Reviews reduced rate of rent for the length of their student teaching experience with BISD. Formative Summative Strategy's Expected Result/Impact: Management companies will be identified, a pricing agreement set, and the management companies will be included in district recruitment packages. Nov Jan Mar June Staff Responsible for Monitoring: Chief Human Resources Officer Problem Statements: Student Learning 9 - District Processes & Programs 3 Strategy 3: Establish partnerships and seek/secure MOUs with University Colleges of Education. Reviews Strategy's Expected Result/Impact: In six months, BISD will have signed MOUs with two new universities. Formative Summative Staff Responsible for Monitoring: Chief of Human Resources Nov Jan Mar June Problem Statements: Student Learning 9 - District Processes & Programs 3 Strategy 4: Strategically place student teachers within campuses to ensure that candidates receive the appropriate mentorship Reviews and support they need to be successful. Formative Summative Strategy's Expected Result/Impact: Using student teacher interview information, campus needs assessments and local teacher interviews, all student teachers will be assigned to placements that promote their success according to their student Nov Jan Mar June teaching guidelines. Staff Responsible for Monitoring: Chief Human Resources Officer Problem Statements: Student Learning 9 - District Processes & Programs 3

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 49 of 248 November 20, 2020 1:51 PM Strategy 5: Strategically manage and develop student teachers/interns in a cohort model to ensure they are successfully Reviews completing program requirements and growing as an educator. Formative Summative Strategy's Expected Result/Impact: Through routine check-ins and support meetings that will permit the district to monitor success and intervene where needed, 80% of eligible student teachers participating in the program will be placed Nov Jan Mar June in contract positions for the 2021-2022 school year. Staff Responsible for Monitoring: Chief Human Resources Officer Problem Statements: Student Learning 9 - District Processes & Programs 3 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 1 Problem Statements:

Student Learning Problem Statement 9: STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing. District Processes & Programs Problem Statement 3: STAAR reading scores are below the state average in middle and high school ELA at every performance level. Root Cause: Attracting experienced teachers with a proven record for effectiveness is difficult given the location of the district and the availability of housing.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 50 of 248 November 20, 2020 1:51 PM Goal 5: Brazosport ISD will recruit, develop, and retain highly effective staff.

Performance Objective 2: In 2020-2021, BISD will ensure that teachers are receiving high-quality professional development that will support their efforts to improve classroom instruction and student performance.

Evaluation Data Sources: District Professional Development Plan PD reports from Eduphoria Teacher survey data from completed PD offered Summative Evaluation: None

Strategy 1: Identify, align, and focus resources on professional development activities that address district needs and high Reviews impact priorities (including Tier 1 Instructional Priorities). Formative Summative Strategy's Expected Result/Impact: By the end of the school year, all campuses will attain a sustaining level of Implementation rating for carry over instructional initiatives, and developing level or higher for new district initiatives. Nov Jan Mar June Staff Responsible for Monitoring: Asst. Superintendent of Instruction & Professional Learning Title I Schoolwide Elements: 2.4 Problem Statements: Demographics 1 - Student Learning 10, 11 - District Processes & Programs 2, 10 - Perceptions 1, 3 Funding Sources: Carry-forward funds due to COVID-19 - 255 - Title II, Part A - $164,166, Resources, conferences and training opportunities - 211 - Title I, Part A - $5,696, Resources, conferences and training opportunities - 255 - Title II, Part A - $201,290, Resources, conferences and training opportunities - 889 - Federal Programs - $4,050, Annual Homeless Conference & Homeless Trainings - 211 - Title I, Part A - 211.21.6411.00.889.24 - $900, PFE Conference & Region 4 PFE Trainings - 211 - Title I, Part A Parent & Family Engagement - 211.61.6239.00.889.24 & 211.61.6411.00.889.24 & 211.61.6411.00.889.24 - $148 Strategy 2: Provide curriculum documents for K-12 core classes that organize TEKS into units of study and offer guidance for Reviews sequencing and pacing. Formative Summative Strategy's Expected Result/Impact: Revision of the curriculum documents in the curriculum management plan timeline will be at 100% complete. Nov Jan Mar June Staff Responsible for Monitoring: Assistant Superintendent of Curriculum & Assessment All content area coordinators/specialists Title I Schoolwide Elements: 2.4 Problem Statements: Student Learning 6 - District Processes & Programs 5 Strategy 3: Instructional staff across central office departments will receive training on instructional coaching and provide Reviews training to campus staff. Formative Summative Strategy's Expected Result/Impact: All instructional staff across central office will receive the training in instructional coaching they need to provide trainng to campus staff. Nov Jan Mar June Staff Responsible for Monitoring: Asst. Superintendent of Instruction & Professional Learning Problem Statements: Demographics 1

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 51 of 248 November 20, 2020 1:51 PM Strategy 4: Campus and district staff will design, deliver and implement professional development on teaching in a virtual Reviews environment. Formative Summative Strategy's Expected Result/Impact: By the end of November 2020, the district's Asynchronous Plan will be approved by the Board of Trustees and by the Texas Education Agency. Nov Jan Mar June Staff Responsible for Monitoring: Asst. Superintendent of Instruction & Professional Learning Problem Statements: District Processes & Programs 6 Strategy 5: The instruction department will provide one-on-one coaching to targeted teachers to support a blended learning Reviews environment. Formative Summative Strategy's Expected Result/Impact: By the end of the 20-21 school year, all teachers in need of support in providing instruction in a blended learning environment will be provided the support. Nov Jan Mar June Staff Responsible for Monitoring: Asst. Superintendent of Instruction & Professional Learning Problem Statements: Demographics 1 Strategy 6: The Instruction and Professional learning department will work collaboratively with other departments to design a Reviews comprehensive professional development plan addressing the needs of all teachers and students. (CA Recommendation 5) Formative Summative Strategy's Expected Result/Impact: The completed professional development plan will be completed and approved by the District Educational Improvement Council in April 2021. Nov Jan Mar June Staff Responsible for Monitoring: Asst. Superintendent of Instruction & Professional Learning Problem Statements: Student Learning 4, 6 - District Processes & Programs 5, 6 No Progress Accomplished Continue/Modify Discontinue

Performance Objective 2 Problem Statements:

Demographics Problem Statement 1: The district is shifting instructional technology specialists over to instructional coaching roles to consolidate positions creating a need for a new approach to providing teachers with instructional technology support. Root Cause: District enrollment has declined by 1,017 students since October 2018. Student Learning Problem Statement 4: There is low performance in writing across all grade levels. Root Cause: There is a lack of clear, vertically aligned writing curriculum across all grade levels. Problem Statement 6: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 11: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. District Processes & Programs Problem Statement 2: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 52 of 248 November 20, 2020 1:51 PM Problem Statement 5: The fall 2020 curriculum audit included multiple action items under seven recommendations for the district to address findings from the audit. Root Cause: The district has deficiencies in the system of curriculum management. Problem Statement 6: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in remote learning possibilities. Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and reading. Problem Statement 10: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Perceptions Problem Statement 1: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally. Problem Statement 3: The performance of At-Risk students on state assessments is more than 10% lower on all assessments than the all students population group. Root Cause: At-risk students need relationships and interventions that support a vision of success academically, socially and culturally.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 53 of 248 November 20, 2020 1:51 PM State Compensatory

Personnel for District Improvement Plan

Name Position Program FTE Alesia Land Principal Lighthouse Learning Center 1.0 Amber Sather Teacher - Credit Recovery Brazoswood H.S. .75 Ana Sinick Teacher - Intervention / Dyslexia T.W. Ogg Elem. .87 Belinda Bowers Teacher - Intervention Rasco M.S. 1.0 Betty Edwards Paraprofessional Brazos Success Academy 1.0 Billy Johnson Teacher Lighthouse Learning Center 1.0 Binu John Assistant Principal Brazos Success Academy 1.0 Brenna Jones Teacher - ELA Brazos Success Academy 1.0 Brentley Moore Teacher Lighthouse Learning Center 1.0 Carla Kucera Teacher - Intervention / Dyslexia Rasco M.S. .60 Carolyn Edwards Secretary Brazos Success Academy 1.0 Carrie Heiserman Teacher Lighthouse Learning Center 1.0 Cathy Evans Teacher - Intervention A.P. Beutel 1.0 Catina Barkley Counselor Lighthouse Learning Center 1.0 Christina Godoy-Diguette Teacher - CTE & PRS Brazos Success Academy 1.0 Constance Haws Teacher Lighthouse Learning Center 1.0 Dana Mayberry Teacher - Intervention Bess Brannen 1.0 Darla Hale Paraprofessional Lighthouse Learning Center 1.0 Darnell Sidney Clerk Brazos Success Academy 1.0 Daryl Jamison Teacher - ELA Brazos Success Academy 1.0 Davis Gilbert Teacher Brazos Success Academy 1.0 Deborah "Gail" Logsdon Teacher Lighthouse Learning Center 1.0 Dianna Armstrong Teacher - Intervention / Dyslexia Lanier M.S. .62 Donna Omogbehin Teacher - Intervention Lake Jackson Intermediate 1.0 Dyanne Herrera Teacher - Intervention Brazoswood H.S. 1.0

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 54 of 248 November 20, 2020 1:51 PM Name Position Program FTE Elva Arroyo Teacher - Intervention Freeport Elementary .50 Eric Heckart Teacher - Credit Recovery Brazoswood H.S. 1.0 Eric Nelson Teacher Lighthouse Learning Center 1.0 Fred Brown Principal Brazos Success Academy 1.0 Jeannie Hernandez PEIMS Clerk Brazos Success Academy 1.0 Jennifer Watson Teacher - Intervention Brazoswood H.S. 1.0 John "Pete" Harris Teacher - Credit Recovery Brazoswood H.S. .87 Jonathan Herrera Teacher Lighthouse Learning Center 1.0 Julie Engelking Counselor Brazos Success Academy 1.0 Karen Barnes Teacher Lighthouse Learning Center 1.0 Karen Ramirez Teacher Lighthouse Learning Center 1.0 Kate Kearney Teacher - Science Brazos Success Academy 1.0 Kathy Reed Teacher - Intervention / Dyslexia Gladys Polk Elem. .69 Kelli McBrayer Teacher Lighthouse Learning Center 1.0 Kimberlee Vacek Teacher Lighthouse Learning Center 1.0 Kris Totten Teacher - Intervention Brazosport H.S. 1.0 Kristen Center Teacher - Social Studies Brazos Success Academy 1.0 Kristen Piper Teacher - ELA Brazos Success Academy 1.0 Laura Shirley Teacher - ELA Brazos Success Academy 1.0 Martha Allen Teacher Lighthouse Learning Center 1.0 Mary Heckendorn Teacher - Intervention / Dyslexia O.M. Roberts .80 Melissa Soto Teacher - Intervention / Dyslexia Madge Griffith .57 Michelle Hubbell Teacher - Intervention / Algebra I Freeport Intermediate .62 Natalie Campbell Interventionist - Math / Gen. Ed. Math T Freeport Intermediate .25 Pam Koelemay Teacher - Intervention / Dyslexia Freeport Elem. .4 Patrick Rivers Assistant Principal Lighthouse Learning Center 1.0 Paulette Howard Teacher - Intervention / Dyslexia S.F. Austin .76 Rachel Seymour Teacher - Intervention Clute Intermediate 1.0 Refina Totten Teacher - Intervention Brazosport H.S. 1.0 Regina Bishop Teacher - ESL Brazos Success Academy 1.0

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 55 of 248 November 20, 2020 1:51 PM Name Position Program FTE Samantha Stanley Teacher - Intervention / Dyslexia Freeport Intermediate .94 Sandra Bourgeois Nurse Lighthouse Learning Center 1.0 Sara Khabiz Shahin Teacher - Math Brazos Success Academy 1.0 Sarah "Jill" Clark Secretary Lighthouse Learning Center 1.0 Sarah Ebey Interventionist - Math / Gen. Ed. Math T Freeport Intermediate .13 Selina Ivy Teacher - Intervention Clute Intermediate .85 Shane Adair Teacher - Credit Recovery Brazoswood H.S. .50 Shane Leftely Teacher Lighthouse Learning Center 1.0 Sheila Rangel Paraprofessional Lighthouse Learning Center 1.0 Stephen Morris Paraprofessional - Credit Recovery Brazoswood H.S. .75 Tiffany Whipple Teacher - Intervention Lake Jackson Intermediate 1.0 Tina Gooden Paraprofessional Lanier M.S. 1.0 Valecia Alston Teacher Lighthouse Learning Center 1.0 Willane Charles Teacher Brazos Success Academy 1.0 Yvette Dinnon PEIMS Clerk Lighthouse Learning Center 1.0 Yvonne De La Garza Paraprofessional Brazos Success Academy 1.0

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 56 of 248 November 20, 2020 1:51 PM Title I Schoolwide Elements

ELEMENT 1. SWP COMPREHENSIVE NEEDS ASSESSMENT (CNA)

1.1: Comprehensive Needs Assessment

The comprehensive needs assessment was conducted during the spring of 2020. Data for review was gathered throughout the spring despite the COVID-19 closure of the district. Members of the District Educational Improvement Council met with district-level Directors and Assistant Superintendents to conduct the CNA. Additional work on the CNA was conducted in the summer of 2020 to address needs related to school start and instruction due to COVID-19. The CNA was revisited in August following the receipt of official 2020 CCMR accountability results. Performance objectives were added to align with the newly adopted House Bill 3 student outcome goals, and strategies were added under the performance objectives. The 2020 CNA process, inlcluding the timeline, materials, findings and training materials are included as attachments to this plan. ELEMENT 2. SWP CAMPUS IMPROVEMENT PLAN (CIP)

2.1: Campus Improvement Plan developed with appropriate stakeholders

The district improvement plan was developed as a collaborative effort of the DEIC and district-level departments. The DEIC provided critical feedback on the 2020-21 instructional calendar and approved the professional development plan for 2020-21. Each district-level department met to conduct the 2019-20 summative review, and provided the Assistant Superintendent of Compliance and Data Quality with recommendations on new strategies, and strategies they wanted to carry over to 2020-21. The Asst. Supt. of C & DQ rolled the 2019-20 plan to 2020-21, removed the five student outcome goals that were completed in 2019-2020, added the Board approved House Bill 3 student outcome goals as performance objectives, deleted strategies that were not to be continued and returned the plan to the deaprtments to complete. Departments added new strategies based on the district CNA. Performance objectives were presented to the Board of Trustees for approval. 2.2: Regular monitoring and revision

Departments review the progress being made on strategies they own according to the following schedule:

October 31, 2020 - First quarter review January 31, 2021 - Second quarter review March 31, 2021 - Third quarter review June 30, 2021 - Summative review 2.3: Available to parents and community in an understandable format and language

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 57 of 248 November 20, 2020 1:51 PM The district improvement plan is posted to the district website in two languages, Spanish and English, in accordance with the district's translation procedures. 2.4: Opportunities for all children to meet State standards

The district will support supplemental special education early intervention by providing IDEA-B Preschool funding for supplemental needs such as personnel, intervention, professional development, supplies, and materials. ELAR/SLAR Coordinator and Facilitators/Specialists will monitor the implementation of the reading curriculum, and provide training and resources to reading teachers. Mathematics Coordinator and Facilitator/Specialist will monitor the implementation of the mathematics curriculum, and provide training and resources to math teachers. The district will support supplemental special education Elementary, Middle, and High School instruction by providing and IDEA-B funding for supplemental needs such as personnel, intervention, professional development, supplies, and materials. The district will support content and language acquisition by providing local and Title III funding for supplemental needs such as personnel, ESL certification training and reimbursement, intervention, family and engagement activities, supplies, leadership training, and materials. 2.5: Increased learning time and well-rounded education

The district will support all campuses by providing supplemental funding to address needs, such as personnel, tutoring, professional development, and supplies/materials. 2.6: Address needs of all students, particularly at-risk

The district will provide programs and or services designed to improve and enhance the general education program for ALL students. Including: Materials, Supplies, Services, Resources. Additionally, the district will provide McKinney-Vento and Title I related services to students who have been identified as homeless. The district will also coordinate with the Region 4 ESC to recruit, identify and serve Migrant students. ELEMENT 3. PARENT AND FAMILY ENGAGEMENT (PFE)

3.1: Develop and distribute Parent and Family Engagement Policy

The district will provide ongoing support/guidance to key campus personnel through training and resources to assist in building relevant engagement opportunities for parents and families. The district will jointly develop with parents and family members a written Parent and Family Engagement Policy that will be available in English and Spanish, and accessible on the district website as well as in the district handbook, and will be annually evaluated with parents and family members. The district will jointly develop with parents and family members a written Parent and Family Engagement Policy that will be available in English and Spanish, and accessible on the district website as well as in the district handbook, and will be annually evaluated with parents and family members. 3.2: Offer flexible number of parent involvement meetings

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 58 of 248 November 20, 2020 1:51 PM The district will provide ongoing support/guidance to key campus personnel through training and resources to assist in building relevant engagement opportunities for parents and families, including guidance and monitoring in scheduling parent involvement meetings at flexible times in order to maximize parent involement opportunities.

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 59 of 248 November 20, 2020 1:51 PM Title I Personnel

Name Position Program FTE Alicia Reyna Teacher - Intervention Madge Griffith 1.0 Anne Tischler Teacher - Intervention / ESL S.F. Austin .83 Bethany Nutt Paraprofessional - Intervention T.W. Ogg Elem. 1.0 Beverly Mays Paraprofessional - Intervention Freeport Elem. 1.0 Carissa Sanchez Martinez Teacher - Intervention Clute Intermediate 1.0 Chelsea Foster Paraprofessional - Intervention Gladys Polk Elem. 1.0 Cherie Crabtree Teacher - Intervention Clute Intermediate 1.0 Christine Holman Paraprofessional - Intervention A.P. Beutel 1.0 Courtney Grill Teacher - Intervention Freeport Intermediate 1.0 Elaine Dunn Teacher - Intervention T.W. Ogg Elem. 1.0 Elizabeth "Diane" Hatthorn Teacher - Intervention Gladys Polk Elem. 1.0 Elsa Garza Teacher - Intervention / Model Classroom T.W. Ogg Elem. .42 Frances Macomber Teacher - Intervention Velasco Elem. 1.0 Heather Brown Paraprofessional - Intervention O.M. Roberts 1.0 Heather Potter Paraprofessional - Intervention O.M. Roberts 1.0 Jacqueline Matula Teacher - Intervention Rasco M.S. .49 Jamie McGuire Teacher - Intervention Velasco Elem. 1.0 Jasea Stansel Paraprofessional - Intervention Polk Elem. 1.0 Jean Cornelius Federal Programs Coordinator Federal Programs .50 Jennifer Martinez Paraprofessional - LEP Freeport Intermediate 1.0 Jessica Navarro Teacher - Intervention Velasco Elem. 1.0 Juanita Olivarez Paraprofessional - Intervention Madge Griffith 1.0 Kace Mundo Teacher - Early Childhood Specialist Freeport Elem. 1.0 Kristen Sosa Paraprofessional - Intervention Madge Griffith 1.0 Lauren McMillian Paraprofessional - Intervention Clute Intermediate 1.0 Leslee Johnson Paraprofessional - Intervention Lanier M.S. 1.0 Leslie Villegas Paraprofessional - Intervention T.W. Ogg Elem. 1.0 Brazosport Independent School District District #020905 Generated by Plan4Learning.com 60 of 248 November 20, 2020 1:51 PM Name Position Program FTE Lori Russell Teacher - Intervention Clute Intermediate 1.0 Luther Allen Teacher - Intervention Clute Intermediate .13 Mary "Teresa" Gonzalez Teacher - Intervention / Dyslexia O.M. Roberts .93 Melinda Boyett Teacher - Intervention Freeport Elem. 1.0 Melissa Kesler Teacher - Intervention E. Ney Elem. 1.0 Mindy Schneider Teacher - Intervention Rasco M.S. 1.0 Natasha Cooper Paraprofessional - Intervention E. Ney Elem. 1.0 Paula McDonald Teacher - Intervention Freeport Intermediate 1.0 Pricilla Ortiz Paraprofessional - Intervention Lanier M.S. 1.0 Reghan Sparrow Paraprofessional - Intervention Clute Intermediate 1.0 Rocio Medrano Paraprofessional - Intervention Madge Griffith 1.0 Sara Ermel Teacher - Intervention A.P. Beutel 1.0 Tamela Myers Paraprofessional - Intervention Freeport Elem. 1.0 Tanya Alford Teacher - Intervention Lanier M.S. 1.0 Tanya Chapa Paraprofessional - Intervention Madge Griffith 1.0 Tiffany DeAtley Paraprofessional - Intervention A.P. Beutel 1.0 Tracy Whitley Teacher - Intervention / Model Classroom T.W. Ogg Elem. .36

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 61 of 248 November 20, 2020 1:51 PM District Educational Improvement Council

Committee Role Name Position Ad hoc Danny Massey Superintendent Ad hoc Brian Cole Assistant Superintendent of Curriculum and Instruction Ad hoc Clara Sale-Davis Chief Academic Improvement Officer Ad hoc John Murtell Assistant Superintendent of Elementary Academics Ad hoc Jay Whitehead Assistant Superintendent of Administrative Services District-level Professional Ron Redden Assistant Superintendent of Compliance and Data Quality Administrator Margaret Meadows Principal Classroom Teacher Andrea Hutchison Music Teacher Classroom Teacher Ashley Sanders Teacher Classroom Teacher Kimberly Guevara Teacher Classroom Teacher Kaitlin Eighme Teacher Classroom Teacher Angela Brod Teacher Classroom Teacher Patricia Leal Teacher Classroom Teacher Leslie Sauceda Teacher Classroom Teacher Carolyn Ross Teacher Classroom Teacher Monica Sevedge Teacher Classroom Teacher Scott Jamison Teacher Parent Rosette Botros Elementary Parent Community Representative Judy Dolgovskij Community Classroom Teacher Nancy Ramirez Bilingual Education Teacher Paraprofessional Veronica Myers Paraprofessional Classroom Teacher Emily Williams Teacher Assistant Superintendent of Secondary Academics and Ad Hoc Richard Yoes Professional Development Administrator Lisa Land Secondary Principal Administrator Josh Lara Assistant Principal Classroom Teacher Shonda Harwell Teacher

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 62 of 248 November 20, 2020 1:51 PM Committee Role Name Position Classroom Teacher Rosanna Chamblee Teacher Classroom Teacher Tonia Kovar Teacher Classroom Teacher Joni Leger Teacher Classroom Teacher Laura Powell Teacher Classroom Teacher Corey Woodard Teacher Classroom Teacher Climmie Jackson Teacher Classroom Teacher Brentley Moore Teacher Classroom Teacher Alison Keeney Teacher Parent Jaime Morales Secondary Parent Community Representative Rachel Wilbanks Community Business Representative Nita Garza Business Business Representative Anne Bartlett Business

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 63 of 248 November 20, 2020 1:51 PM Parent Advisory Committee

Committee Role Name Position District-level Professional Jean Cornelius Federal Programs Coordinator Parent Erica Nugent Member Parent Rosie Botros Member Parent Heather Terrell Member Parent Crystal Garza Member Parent Julie Lewno Member Parent Sandra Carrisales Member Parent Kristen Walker Member Parent Daisy Reyes Member Parent Erika Labrada Member Parent Heather Campbell Member Parent Juanita Kucera Member Parent Jaime Morales Member Parent Shari Wright Member Parent Krunal Dalal Member Parent Maria Garcia Member Parent Maria Laws Member Parent Dr. Calin Agut Member Classroom Teacher Jamie Morton Member Classroom Teacher Alicia Reyna Member Non-classroom Professional Angela Wright Member Classroom Teacher Cami Lott Member Non-classroom Professional Cheryl Young Member Classroom Teacher Christina Giles Member Administrator Courtney Grill Member Classroom Teacher Arika Kulhavy Member Classroom Teacher Gabe Connell Member Brazosport Independent School District District #020905 Generated by Plan4Learning.com 64 of 248 November 20, 2020 1:51 PM Committee Role Name Position Paraprofessional Dawn Johnson Member Administrator Jessica Robertson Member Administrator Kayla Josey Member Classroom Teacher Melissa Kesler Member Classroom Teacher Mindy Pena Member Classroom Teacher Perri Weaks Member Classroom Teacher Sara Ermel Member Classroom Teacher Selina Ivy Member Non-classroom Professional Sonya Wyche Member

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 65 of 248 November 20, 2020 1:51 PM District Funding Summary

Local 24 - State Comp Goal Objective Strategy Resources Needed Account Code Amount 1 4 3 Staff & supplies/materials $1,282,735.00 1 4 5 Staff & materials (Summer School, Tutorials, Accelerated Instruction) $503,636.00 1 6 8 Tutoring & Instructional resources $267,023.00 2 1 9 Alternative Education Placement facility, staff & resources $1,375,776.00 Sub-Total $3,429,170.00 Budgeted Fund Source Amount $3,429,170.00 +/- Difference $0.00 Local 24 - State Comp Personnel Goal Objective Strategy Resources Needed Account Code Amount 1 6 8 Interventionists & Intervention Paras. to serve at-risk and EcoD students $1,495,000.00 Sub-Total $1,495,000.00 Budgeted Fund Source Amount $1,495,000.00 +/- Difference $0.00 Local 25 - BIL/ESL/LOTE/Early Childhood Goal Objective Strategy Resources Needed Account Code Amount 1 4 8 Resources, staff development, and memberships for Early Childhood $7,000.00 1 4 8 Resources, staff development, and memberships for LOTE $4,300.00 1 4 8 Resources, staff development, and memberships for ELs $16,200.00 1 6 5 Family Engagement $2,000.00 1 6 5 ESL Certification training and reimbursement $8,000.00 1 6 5 Leadership training, supplies, resources, and memberships $12,450.00 1 6 5 eSPED, eSTAR Subscription $17,192.00 1 6 5 Assessments $20,000.00 Sub-Total $87,142.00 Budgeted Fund Source Amount $87,142.00 +/- Difference $0.00 Brazosport Independent School District District #020905 Generated by Plan4Learning.com 66 of 248 November 20, 2020 1:51 PM 211 - Title I, Part A Goal Objective Strategy Resources Needed Account Code Amount 1 6 6 Migrant training for non-project districts 211.21.6411.00.889.24 $78.00 1 6 7 McKinney-Vento Resources/Supplies to meet needs of identified students 211.**.6***.00.***.** $3,000.00 1 6 8 Carry-forward funds due to COVID-19 $594,850.00 1 6 8 Required Newspaper posting of PNP meeting (The County News & The Facts) 211.21.6499.36.889.24 $500.00 1 6 8 Personnel; PD; Tutoring; Instructional Materials; Travel $2,475,576.00 1 6 8 Federal Programs Coordinator 211.21.6119.00.889.24 $53,363.00 Traditional Communities in Schools Model Program @ Velasco, Lanier & 2 2 6 211.32.6299.00.889.24 $54,000.00 Rasco 2 2 7 Boys & Girls Club after school programs at 6 Title I campuses 211.32.6299.00.889.24 $6,000.00 2 2 7 ACE After School Program at FIS 211.32.6299.00.889.24 $15,000.00 5 2 1 Resources, conferences and training opportunities $5,696.00 5 2 1 Annual Homeless Conference & Homeless Trainings 211.21.6411.00.889.24 $900.00 Sub-Total $3,208,963.00 Budgeted Fund Source Amount $3,208,963.00 +/- Difference $0.00 211 - Title I, Part A Parent & Family Engagement Goal Objective Strategy Resources Needed Account Code Amount 1 6 10 Personnel; Supplies/Materials; Training; Travel 211.61.6***.00.889.24 $27,491.00 1 6 11 Supplies/Materials; Training; Travel 211.61.6***.00.889.24 $1,000.00 211.61.6239.00.889.24 & 211.61.6411.00.889.24 & 5 2 1 PFE Conference & Region 4 PFE Trainings $148.00 211.61.6411.00.889.24 Sub-Total $28,639.00 Budgeted Fund Source Amount $28,639.00 +/- Difference $0.00 224 - IDEA B Goal Objective Strategy Resources Needed Account Code Amount 1 6 4 $2,557,128.00 Sub-Total $2,557,128.00 Budgeted Fund Source Amount $2,557,128.00 +/- Difference $0.00 Brazosport Independent School District District #020905 Generated by Plan4Learning.com 67 of 248 November 20, 2020 1:51 PM 225 - IDEA B Preschool Goal Objective Strategy Resources Needed Account Code Amount 1 6 1 $76,412.00 Sub-Total $76,412.00 Budgeted Fund Source Amount $76,412.00 +/- Difference $0.00 244 - Carl Perkins Goal Objective Strategy Resources Needed Account Code Amount 1 3 2 Certifications for Students $32,000.00 1 3 3 $12,586.00 1 3 5 Instructor Training $6,000.00 1 3 5 CTE Professional Development Training $6,000.00 1 3 5 Supplementals and Materials for CTE $20,000.00 1 4 6 Instructional Materials and Supplies $35,000.00 1 6 8 Technology for CTE Programs $23,799.00 Sub-Total $135,385.00 Budgeted Fund Source Amount $135,385.00 +/- Difference $0.00 255 - Title II, Part A Goal Objective Strategy Resources Needed Account Code Amount 1 1 1 Early Childhood Literacy Specialist 255.21.6119.00.889.24 $65,000.00 1 6 2 Literacy Specialist (Grades 3-5) 255.21.6119.00.889.24 $68,000.00 1 6 3 Mathematics/Science Facilitator $81,151.00 1 6 8 Private Non Profit (Our Lady Queen of Peace) $2,400.00 1 6 8 Private Non Profit (Brazosport Christian School) $2,595.00 5 2 1 Carry-forward funds due to COVID-19 $164,166.00 5 2 1 Resources, conferences and training opportunities $201,290.00 Sub-Total $584,602.00 Budgeted Fund Source Amount $584,602.00 +/- Difference $0.00

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 68 of 248 November 20, 2020 1:51 PM 263 - Title III, Part A Goal Objective Strategy Resources Needed Account Code Amount 1 1 6 Reading A-Z (carry forward from 2019-2020) $8,313.74 1 1 7 Imagine Learning (Carry forward from 2019-2020) $9,975.00 1 4 5 Tutorials $5,901.00 1 4 8 Contracted Services/Professional Development $22,488.00 1 4 8 Ellevation Resource Platform for all staff carry forward from 2019-2020 $24,080.00 1 4 10 Read 180 (Carry forward from 2019-2020) $5,250.00 1 6 5 Resources $64,204.00 1 6 5 Professional Development $12,392.00 1 6 5 Family Engagement $4,000.00 1 6 8 Private Non Profit (Our Lady Queen of Peace) $273.00 1 6 9 Supplies $0.00 Sub-Total $156,876.74 Budgeted Fund Source Amount $156,876.74 +/- Difference $0.00 263 - Title III, Part A Personnel Goal Objective Strategy Resources Needed Account Code Amount 1 6 5 Paraprofessional Velasco $24,909.00 Sub-Total $24,909.00 Budgeted Fund Source Amount $24,909.00 +/- Difference $0.00 289 - Title IV, Part A Goal Objective Strategy Resources Needed Account Code Amount 1 6 8 Private Non-Profit (Our Lady Queen of Peace) 289.**.6***.00.201.24 $2,400.00 1 6 8 Training and materials to support the effective use of technology $3,620.00 1 6 8 Carry-forward funds due to COVID-19 $59,254.00 1 6 8 Training and resources to support well-rounded educational opportunities $38,909.00 2 1 1 Health and Safety Specialists (3) $75,000.00 2 2 6 Traditional Communities in Schools Model Program @ Ogg & LJI 289.32.6299.00.889.24 $36,000.00 2 2 6 Youth Intervention Program - VOCA 289.32.6299.00.889.24 $18,000.00

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 69 of 248 November 20, 2020 1:51 PM 289 - Title IV, Part A Goal Objective Strategy Resources Needed Account Code Amount Sub-Total $233,183.00 Budgeted Fund Source Amount $233,183.00 +/- Difference $0.00 889 - Federal Programs Goal Objective Strategy Resources Needed Account Code Amount 1 6 8 District and Campus Planning software 199.21.6395.00.889.99 $9,500.00 1 6 8 Online software for Title I & SCE records management 199.21.6395.00.889.99 $10,000.00 1 6 10 Translation services for written documents 199.61.6299.00.889.99 $9,000.00 2 2 6 Youth Intervention Program - Criminal Justice Division Grant 199.32.6299.00.889.99 $16,783.00 5 2 1 Resources, conferences and training opportunities $4,050.00 Sub-Total $49,333.00 Budgeted Fund Source Amount $49,333.00 +/- Difference $0.00 266 - ESSER Goal Objective Strategy Resources Needed Account Code Amount 1 6 8 Technology - Brazosport Christian School 266.11.6399.00.202.11 $13,680.00 1 6 8 Software - Our Lady Queen of Peace 266.11.6399.00.201.11 $5,372.00 1 6 8 Personnel - Brazosport Christian School 266.11.6119.00.202.11 $6,388.00 1 6 9 Salaries $1,719,471.00 2 1 10 PNP Sanitation Supplies - Our Lady Queen of Peace 266.52.6399.00.201.99 $15,000.00 2 1 10 PNP Sanitation Supplies - Brazosport Christian School 266.52.6399.00.202.99 $3,000.00 Sub-Total $1,762,911.00 Budgeted Fund Source Amount $1,762,911.00 +/- Difference $0.00 276 - Instructional Continuity Grant Goal Objective Strategy Resources Needed Account Code Amount 1 4 7 Instructional Continuity Grant $40,295.00 Sub-Total $40,295.00 Budgeted Fund Source Amount $40,295.00

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 70 of 248 November 20, 2020 1:51 PM 276 - Instructional Continuity Grant Goal Objective Strategy Resources Needed Account Code Amount +/- Difference $0.00 Grand Total $13,869,948.74

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 71 of 248 November 20, 2020 1:51 PM Addendums

Brazosport Independent School District District #020905 Generated by Plan4Learning.com 72 of 248 November 20, 2020 1:51 PM

2020-2021 District/Campus Comprehensive Needs Assessment & DIP/CIP Development & Budget Processes CNA Multiple Measures of Data

DATE ACTIVITY NOTES

January 15 Present CNA & CIP Development Process to Principals (CNA Multiple Measures of Data); Budget Training with Principals

January - March Campus and Departments make staffing evaluations for 2019-2020

February to June District and Campuses CNAs and DIP/CIP Creation

February 7 DEIC CNA Training

By February 28 ● Prepare the timeline of CNA Team meetings. ● For Title I campuses, recruit additional parents to participate on CNA teams. ● Create rosters of CNA teams (CEIC plus staff) (Four Teams).

Enter the following information into the 2019-20 Plan4Learning CIP: ​ ​ ​ ​ ● The scheduled dates of CNA Meetings ● The CNA committee membership if different from the CEIC (CEIC members). ​ ​ ○ Members are to include a parent, business member, community member, and professional staff.

March Parent, Student and Staff Annual Survey Window / Title I Campuses PFE Survey Campuses that receive funding Window from Title I will provide a link to parents to the Title I survey.

April - June Program evaluations/department recommendations/ranking for 2019-2020

April 2019-2020 Budget Allocation Worksheets (Local) Available in TEAMS: Principals, Directors and other Budget Owners 2019-2020 Budget Allocation Worksheets (SCE and Title) available in Google Drive April Review Enrollment Projections for Campus Budget Allocations with Principals

April - June Conduct the Comprehensive Needs Assessment using the Upload sign-in sheet, agenda

2020-2021 District/Campus Comprehensive Needs Assessment & DIP/CIP Development & Budget Processes CNA Multiple Measures of Data

Multiple Measures of Data with notes/minutes and supporting documents in Title1Crate

April - May Campuses complete budget process and staffing allocations

May - June Human Resources/Campuses – Review of Class Sizes based on course selection/enrollment – adjust staffing accordingly

May Review Budget Guiding Principles With Principals

May 7 DEIC: District Comprehensive Needs Assessment using the Multiple Measures of Data Upload sign-in sheet, agenda with notes/minutes and supporting documents in Title1Crate

June 5 Expected Day for TEA to release ESSA & IDEA planning amounts

June 11 Supplemental funding planning sheets completed via google docs and Campus Needs Assessments Finalized

June 29 Enter completed Student Achievement CNA into the 2019-20 ​ ​ ​ Plan4Learning CIP. ​ All Title I campuses, complete the Draft Campus Improvement Plan. (Performance ​ Objectives with measures should be final, while strategies should be 95% final). Performance Objectives must align with district outcome goals and superintendent constraints.

Include the following in each strategy as appropriate: 1. Funding sources, 2. Title I Elements 3. Problem Statements - a statement for every strategy in the CIP

2020-2021 District/Campus Comprehensive Needs Assessment & DIP/CIP Development & Budget Processes CNA Multiple Measures of Data

July 30 All non-Title I campuses, complete the Draft Campus Improvement Plan. (Performance Objectives with measures should be final, while strategies should be 95% final). Performance Objectives must align with district outcome goals and ​ ​ superintendent constraints.

Include the following in each strategy as appropriate: 1. Funding sources, 2. Problem Statements - a statement for every strategy in the CIP

August 8 District receives accountability results

August 17 Board of Trustees Approves Student Outcome Goal and Constraint revisions (DIP POs for Goal 1) and Campus Performance Objectives

October TBD Principals present campus performance objectives and key initiatives to the Board of Trustees

October 19 Board of Trustees approves final campus and district performance objectives

October 23 District posts final draft of the District and Campus Improvement Plans in English 806 Technologies will be authorized to translate all plans

November 30 First quarter reviews of the DIP/CIP completed

2020-2021 District/Campus Comprehensive Needs Assessment & DIP/CIP Development & Budget Processes CNA Multiple Measures of Data

January 29 Second quarter reviews of the DIP/CIP completed

March 31 Third quarter reviews of the DIP/CIP completed

June 24 Summative reviews of the DIP/CIP completed

Campus Improvement Planning Process

Schedule CNA Meeting and Enter Meeting Date in Plan4Learning 2020-2021. Enter the Names of By February 28, 2020 Committee Members if not CEIC

CNA Folders Populated By March 1, 2020 by C & DQ Dept. in Google Drive

Student, Parent and By the end of March Staff Surveys Window

April - June Conduct the CNA and Enter Results

Sign-in Sheet Minutes and Data to be CNA Entered into Scanned and Findings reviewed Plan4Learning Uploaded Uploaded

Identify Problem Statements and Conduct a Root Cause Analyses

Review Current CIP Align strategies with district initiatives (see DIP) Are there current strategies aligned with the identified Write Strategies to Determine the cost for each strategy needs that you want to continue? address identified needs Decide who will be responsible for implementing the strategy Determine the timeline for implementing the strategy Are there strategies in your area that need to be eliminated? Are there strategies for your area you want to add?

Aligned with District Outcome Goals and Superintendent Constraints Write Performance under Goal 1 Objectives Aligned with Multiple Measures of Data under Goals 2-5

Finalize funding for each strategy and identify the funding source to use to pay for the strategy

Ensure that all documents from meetings are scanned/uploaded to Title I Crate Enter CNA Summary, Strengths, Problem Statement, Root Cause Update Performance Objectives and Summative Measures Update strategies, funding, formative measure, Enter CNA into Plan4Learning and complete alignment to problem statement, and funding Before leaving for the summer the plan checklist sources Enter the membership of your CEIC Complete the CIP Plan Checklist (P4L) Work with the Business Office and Federal Enter all information into Plan4Learning and Programs to update Comp Ed and Title 1 July 31, 2019 complete the plan checklist personnel

DD 1 DD

ental ental

ments. nment

ions e time, t o onm r

p ov on i tell e eptions v c of students c about about r r on ith ning

of r

can Over pe us envir impr

pe

differently. am lea us: r upon

us: on us: ted ted w

experiencing

oups ls student learning. used. og e “ L. ls ls the rchmont, rchmont, rin

hool” pr Tel impact The of demographic factors and attitudes about the en learning on processes Ey Tel environment student learning. The impact impact The student of If gr If are Tel sc ep La

PERCEPTIONS toria . R . the am progr the ic 6 2006

of nc on processes I 2006, 2006, , Perceptions Learning Environment ,

of V by on Education. on Education.

dt r

Values and Beliefs the e

us:

Attitudes icts,

of of on Ey eptions of the eptions of Data tr ls rnha rc Observations rmission is best. D Be NY: © Copyright Education used. Tel impact The student based learning pe and pe e oups lik of

us:

ls es

Tel processes/programs What gr different students ests ests , T

on el v

Abilities Le of about ests data

T Ethnicity ade ion t

LEARNING

Assessments Rate rformance the the ma

measures. ict.

pe learning

in of a to to a nt in in nt time, nt graphic time, hool at om om distr sc D Standardized Fr l Gender, Gender, Gr inforve mo ent ent ning Authentic Authentic Enrollment, Attendance, rove Drop-Out Drop-Out r Over gi stude differe stude DEMOGRAPHICS Over de indicate data changes context and the cher Observations Observations cher ud ea mp Note. Note. Using I St L Schoo STUDENT ea Norm/Criterion-Referenced Norm/Criterion-Referenced T student

of making

is and

Processes in

S hool c ams ams r

Prog e Multiple Measur

c

and and of Description

en s s

us:

SCHOOL

PROCESSES ls respect respect prediction differ oups r ith Tel If If a program a results. learning ticipation all students. all g r the

am progr t of pa

en best meet the learning the meet best ws

ocesses

us: tions/processes/programs

pr us:

how ls time, ac Allo that needs ls students w Student processes. Tel in differ in hool of Tel processes/ What to student learning. programs best programs work for different different for show classrooms change. Over sc Demographics SWOT Analysis for Campus Improvement

Strengths: ​Strengths are those features which allow you to operate more effectively. You need to consider your strengths from your own point of view and ​ from that of your stakeholders. You must be realistic and honest.

Weaknesses: ​Weaknesses are areas capable of improvement. You must face any unpleasant truths about your campus and be realistic.

Opportunities: ​Can you identify any new opportunities for your campus? Are there any strengths which you can build upon? Are there weaknesses you can effectively address to improve your campus?

Threats: ​Threats can be external or internal, and are anything which can adversely affect your campus. Knowing your obstacles is helpful as long as they don’t become excuses. Internal obstacles are things that can be addressed in an improvement plan.

Strengths Weaknesses What does performance data show that we do well? Based on data, what do we need to improve? What are other strengths we have that are not captured by data? What other areas not captured by data do we believe needs to improve?

Opportunities Threats What are things you are doing well that we want to continue? (Do What obstacles to improvement do we face? not document in CIP, just continue) Can any of the obstacles be addressed in the CIP? If so, what are What are some identified weaknesses we want to address in order they and how will you address them? to improve? (Source of CIP strategies)

Demographics SWOT Analysis for Campus Improvement

Strengths Weaknesses

Teacher retention Teacher population doesn’t match our student population based on Teacher Salary ethnicity Enrollment in CTE There are not a proportional number of male teachers, especially at Increased number of teachers elementary and middle schools Student to Teacher Ratio has gone down African American discipline is disproportional Distinctions has increased Improved STAAR performance on most exams

Opportunities Threats

Bilingual performance is improving, and we want to continue initiatives Sped performance is improving, but we want to continue initiatives in in this area this area since it has a direct impact on staging in RDA. Continue with Capturing Kids’ Hearts and relationship-building Student enrollment declines need to be closely monitored, as well as strategies at all campuses attendance Continue to keep strong teacher salaries and a lowered student to teacher ratio Continue to fill in gaps and focus on student performance strategies that are currently in place Increase parent/family relationships so families are welcomed and feel included Keep in place teacher incentives in order to attract diversity among staff

Demographics SWOT Analysis for Campus Improvement

Problem Statement 1: The performance of students in special education continues to lag behind that of the general education population by nearly ​ 50%

Root Cause: Special education teachers are not content experts in the subjects they are supporting. ​

Problem Statement 2: There is a disproportionate number of African American students receiving out of classroom placements by more than two ​ to one.

Root Cause: Families of color do not feel connected to the school due to cultural and demographic differences. ​

Additional areas to address in planning: ● Parent engagement - welcoming parents, involving parents in planning, etc. (Campus level engagement team building) ● Provide training to parents to help them to better understand remote learning and the Google Drive platform. ● Continue efforts to recruit teachers of color to better align with the district student demographics. (includer the teacher incentives!) ● Place a heavy emphasis on improving student attendance at every campus in the district. Student Learning SWOT Analysis for Campus Improvement

Strengths: Strengths are those features which allow you to operate more effectively. You need to consider your strengths from your own point of view and ​ ​ from that of your stakeholders. You must be realistic and honest.

Weaknesses: Weaknesses are areas capable of improvement. You must face any unpleasant truths about your campus and be realistic. ​

Opportunities: Can you identify any new opportunities for your campus? Are there any strengths which you can build upon? Are there weaknesses you ​ can effectively address to improve your campus?

Threats: Threats can be external or internal, and are anything which can adversely affect your campus. Knowing your obstacles is helpful as long as they ​ don’t become excuses. Internal obstacles are things that can be addressed in an improvement plan.

Strengths Weaknesses What does performance data show that we do well? Based on data, what do we need to improve? What are other strengths we have that are not captured by data? What other areas not captured by data do we believe needs to improve?

- Low performance in writing across all grade levels. - Student performance at the meets grade level is lower than we would like to see for all student groups students. This results in less distinction for all campuses and fewer targets being achieved in the Closing the Gaps Domain - Graduation rates and preparedness for college enrollment after graduation is lower than expected for all student groups.

Opportunities Threats What are things we are doing well that you want to continue? (Do What obstacles to improvement do we face? not document in CIP, just continue) Can any of the obstacles be addressed in the CIP? If so, what are What are some identified weaknesses we want to address in order they and how will we address them? to improve? (Source of CIP strategies) Student Learning SWOT Analysis for Campus Improvement

Strengths Weaknesses

Low performance in writing across all grade levels. Why? ● Lack of consistent foundations in earlier grades. ● Lack of consistency. ● Random variations in expectations and programs. ● Lack of a standard expectation, clear essential outcomes, and training related to writing across all grade levels. ● Lack of clear vertically aligned writing curriculum across all grade levels.

Student performance at the meets grade level is lower than we would like to see for all student groups. This results in less distinction for all campuses and fewer targets being achieved in the Closing the Gaps Domain. Why? ● Rigor ● Focus on Tier 1 Priorities ● Lack of understanding of rigor ● Understanding of boulders - What is absolutely essential ● Training on going deeper ● Coverage of curriculum vs. quality ● Understanding of depth and complexity of essential standards ● Understanding of assessments clearly tied to standard ● Consistency of collaboration ● Need to focus on all students not just those who are near passing Student Learning SWOT Analysis for Campus Improvement

● There is a need to further understanding of the connection between essentials, assessments, and rigor within collaborative groups. ● Lack of time during the school intervention day to ensure learning for all on the essentials ● Design of Tiered Interventions to support all learners.

Graduation rates and preparedness for college enrollment after graduation is lower than expected for all student groups. Why? ● See above for rigor and intervention supports.

Opportunities Threats

School Processes SWOT Analysis for Campus Improvement

Strengths: Strengths are those features which allow you to operate more effectively. You need to consider your strengths from your own point of view and ​ ​ from that of your stakeholders. You must be realistic and honest.

Weaknesses: Weaknesses are areas capable of improvement. You must face any unpleasant truths about your campus and be realistic. ​

Opportunities: Can you identify any new opportunities for your campus? Are there any strengths which you can build upon? Are there weaknesses you ​ can effectively address to improve your campus?

Threats: Threats can be external or internal, and are anything which can adversely affect your campus. Knowing your obstacles is helpful as long as they ​ don’t become excuses. Internal obstacles are things that can be addressed in an improvement plan.

Strengths Weaknesses What do we do well? Based on our discussion, what do we need to improve? What do others see as our strengths? Where do others say we need to improve?

Opportunities Threats What are things we are doing well that you want to continue? (Do What obstacles to improvement do we face? not document in CIP, just continue) Can any of the obstacles be addressed in the DIP? If so, what are What are some identified weaknesses we want to address in order they and how will we address them? to improve? (Source of CIP strategies)

School Processes SWOT Analysis for Campus Improvement

Strengths Weaknesses

● Success in Reading at the lower grade levels ● Reading levels decline as students move upward through the ● Behavior and discipline numbers are lower, good programs, grades CKH, and teachers working with students ● Lower enrollment will be effecting campus populations and ● Closing the gaps with our student groups funding ● Salaries have been continuously increasing which has positively ● Science and Social Studies are not performing at a level that is impact our retention and recruitment of teachers earning state distinctions ● Clute enrollment has a slight increase ● Writing scores are low and need improvement ● Distinctions went up except in Science and Social Studies ● Lack of community/family feeling when students move into the ● PD collaboration at the district level and campus level has middle and intermediate grade levels (Social Integration skills) improved and is productive ● Hiring practices has shown more hispanic teachers are being hired over previous years ● Implementation of elementary STREAM labs will help improve science scores

Opportunities Threats

● Address transitioning students from campus to campus in a ● Covid 19 has been and could continue to negatively effect manner that supports their academic and social needs student academic performance due to lack of participation from ● Opportunities to strengthen remote learning with Covid 19 students outbreak ○ Future attendance will be a concern ● Opportunities with some campuses (Rasco) increasing ○ Lower enrollment and a higher economically enrollment disasdvantaged number of students School Processes SWOT Analysis for Campus Improvement

Using the Threats and Observations information above, identify one to two areas under School Process that need to be addressed. Remember, School Processes define what teachers are doing to get the results that we are getting.

Problem statement 1: 50% or more of our students will enter the 2020-2021 school year not on grade level due to their lack of participation in ​ remote learning possibilities.

Root Cause: The lack of student participation and being held accountable through grades for remote learning activities created gaps in math and ​ reading.

Problem Statement 2: 50% or more of our students will enter the 2020-2021 school year not on grade level because their subject TEKS were not ​ covered comprehensively.

Root Cause: The move to remote learning opportunities necessitated the need to streamline the curriculum, which created academic gaps that will ​ need to be addressed.

Additional areas to address in planning:

Brazosport Independent School District

Perceptions CNA Team Comittee Data Review and Reflection Document

Directions: Please review the resources below and reflect on the questions that follow. We will ​ discuss the questions during our virtual meeting on Thursday, 5/14/2020, at 2:00 PM.

Resources to Review ● District Parent Survey Results ● District Student Survey Results ● District Staff Survey Results ● District Parent Survey Positive Comments ● District Parent Survey - Ways to Improve Comments ● District Student Comments - What I like Most About My School ● District Student Comments - Ways to Improve ● District Performance Data Presentation

Questions for Meeting Discussion:

1. What are some positive things that stood out to you in each of the survey results (parent, student, staff)?

● High level of trust between our community and our district. ● Family - parents see the district as a family - very powerful. ● Safety - mentioned as a positive - in this day and age very important. - Major initiative on the part of the district for support of students, officers, safety and security ● Lots of fine arts and groups - engagement of students. Connecting kids to school through support activities ● The right teacher is key - knowing the student’s teacher cares is critical - relationship is the key. ● Parents have been wonderful - very responsive

2. What are some growth/focus areas that stood out to you for the district to focus on for each of the areas (parent, student, staff)?

● COVID impact - planning where kids are doing less videos, worksheets, and receiving more instructional time through Google meet. Ongoing challenges moving forward - having a plan in place if this occurs again. ○ Motivation factors for Google meetings - virtual challenges ○ Kids working during school hours - unique challenges of our students ● Kids want more activities - pep rallys - feel connected to their campus - continuous challenge to find ways to connect kids to school ● Parents have high expectations for kids - be sure our parents know all their options for ​ kids ● More parental involvement - classes regarding what kids are doing at school - ST Math for parents as well as students - can’t help without knowing how to use these programs ● Offer services in Spanish as well - many parents are not fluent in English - need assistance - very hard and frustrating for them not being able to help their students ● Parents feel less welcome in schools than perhaps staff perceives. Focus on welcoming ​ of parents on campus. Continual focus on customer service. Re-focus on how to engage parents in learning and campus interaction. Increasing engagement overall. ● Student mental stress - how do they deal with the changes? ○ Respect among students ○ Respect to teachers ○ Counselors just to address student mental health issues

3. What are your thoughts regarding the possible barriers associated with addressing areas for growth?

● COVID - how to rethink parent engagement and training moving forward ○ The timing and types of training to support ○ Beginning of year as a critical focus area ● Overcoming communication and social media challenges to increase positive relationships between teachers and parents and students.

4. How do we as a district possibly address these barriers?

● Find ways to share available options to parents for post-high school career ● Early planning to try to anticipate various COVID scenarios will be critical ● Training to increase comfort level between parents and campuses ● Enabling counseling devoted exclusively to student mental health

5. What other additional thoughts would you like to share after reviewing the data?

● Issue surrounding STAAR - give parents more information on why STAAR is around - education on this front ● Ambassador training book on image of public schools - promoting our schools - sharing the good things going on

Parent Survey Highlights:

What is one word that you would use to describe your child's school?

Strongly Agree/ Question Agree/ Satisfied Combined Satisfied

How would you rate your child's overall school 49% 40% experience so far this school year? 89%

My child is receiving a quality education. 43% 50% 93%

My child is being well prepared for the future. 38% 51% 89% I have been informed about my child’s progress 48% 44% throughout the year. 92%

My child’s school is providing me with information that I can use to support my 42% 45% 87% child's learning.

Parent/teacher conferences are scheduled at a 43% 47% time when I am able to attend. 90%

My child feels safe at school. 46% 46% 92%

My child feels a sense of belonging and is part 40% 46% of a supportive and caring school culture. 86%

My child receives the support he/she needs to 42% 47% learn successfully. 89%

My child received the supports he/she needed to 38% 50% transition to a new school. 88%

My child was treated fairly at school regardless of race, gender, culture, or religious 49% 43% 92% background.

When I had an issue or concern, my child’s principal, assistant principal, counselor, or 47% 46% 93% teacher was available to talk to me.

Brazosport ISD Asynchronous Plan 2020-2021 Key Requirement Instructional Schedule: ​ Describe (or attach a description of) the structure of your asynchronous schedule highlighting any differences by grade level and/or content area.

Elementary Sample Schedules

Note: All virtual and face-to-face learning will follow the BISD Curriculum Framework and utilize the district resources provided. Students will receive both synchronous and/or asynchronous instruction each day. The number and duration of each period will vary by grade level/campus. Virtual teachers will make connections with families prior to school start date to ensure that everyone is connected and ready for learning. The amount of instructional time and breaks will be varied as necessary and appropriate for each grade band (eg., PK-2 will have additional breaks and academic time may be divided into smaller blocks of time). Examples of elementary schedules are below:

Schedule Examples Notes

Pre-K 2nd Grade Students will be engaged in instruction for a minimum of three to four hours daily. All subjects will be a blend of synchronous and asynchronous instruction. Students are expected to be actively engaged in scheduled activities. Kindergarten 3rd Grade Appropriate breaks based on developmental age will be given. Interventions will be 1st Grade 4th Grade provided to students based on individual performance and student need. Office hours for student help/parent contact will be established by individual classroom teachers.

Alternate Schedule Examples Notes

PK-2nd Grade 3rd-4th Grade Same as Above but provides an Alternate schedule to address a smaller number of ​ ​ ​ students if needed.

Secondary Sample Schedule

Grades 5-12 Notes Students will be engaged for a minimum of 300 minutes of both synchronous and/or asynchronous instruction each 1st Period 7:30-8:15 day. The number and duration of each period varies by grade level/campus. Face-to-face instruction will be

2nd Period 8:20-9:05 happening concurrently for some students.

3rd Period 9:10-9:55 Unique daily schedules are provided to students and parents based on a student’s course selection. 4th Period 10:00-10:45 Teachers have sections scheduled for each period to provide live instruction, tutorials, academic support, and/or Intervention 10:50-11:25 monitor student engagement. Students have access to their teacher during this scheduled time each day.

5th Period Students are expected to follow their daily schedule for either live or on-demand learning each day. Students in a (and lunch) 11:30-1:00 fully asynchronous course will have access to their teacher for tutorials during the scheduled period, and teachers 6th Period 1:05-1:50 will actively monitor student progress and intervene appropriately.

7th Period 1:55-2:40 Intervention time is embedded in the scheduled school day. Teachers and administrators will work to schedule students for this extra intervention time as evidenced by student need. Intervention time will include a mix of 8th Period 2:45-3:30 synchronous and asynchronous engagement.

Summarize how your instructional schedules meet the criteria:

Component Explanation

What are the expectations for Students are expected to be meaningfully engaged for a minimum of 300 minutes per day. There are designated blocks of synchronous time for each class daily student interaction with in the daily schedule. However, the overall time is based on a combination of instructional time and assigned work. Students and teachers are expected to academic content? follow the daily schedule to the greatest extent possible. Daily, live, two-way virtual instruction is offered in all classes at all levels and required under our instructional guidelines for staff as outlined in the Virtual Instruction Handbook for staff. Teachers utilize Google Meets to host their classes.

Teachers can track student progress via Google Classroom and/or Schoology, and can tailor content for students based on formative assessment data derived from informal teacher assessments, as well as common assessments administered through the LMS, Eduphoria, Edgenuity, or other software. Additional small group instruction time is determined based on formative assessments, and daily office hours are available for students in the small number of courses dominated by asynchronous content via Edgenuity. Formal assessments are built into the scope and sequence of each course to ensure students are progressing at the appropriate pace.

In limited cases, students will be provided with paper packets as means of daily academic content interaction for students with connectivity issues. These will be designed to engage students for a minimum of 300 minutes per day as well.

How will you ensure all student In addition to the daily schedule at each level, content area PLCs collaborate with district staff to ensure that activities at each stage of the gradual release groups and grade levels will have model are paced to equal an equivalent to full day instruction for students. At each step, we work to ensure that neither too many, nor too few the opportunity to engage in assignments are provided in each area. Each course has a scope and sequence followed by both face to face and virtual learners that covers the depth approx. a full day of academic and breadth of each student expectation for teachers, and model lessons have been prepared as exemplars for what a complete lesson entails in the content every day? virtual environment.

What are the expectations for Teachers and students are expected to follow their daily schedule and meet face to face via Google Hangouts during each specified time block. Brazosport teacher/student interactions? ISD believes there is no substitute for a good teacher, and that this interaction is crucial. While opportunities for recording asynchronous attendance without the live interaction are available, we will use those qualifying methods sparingly. For the few courses at the high school level where students do not have daily face to face instruction required, daily open office hours where teachers can meet with students or answer student questions are required. Attending office hours is not mandatory; students may determine if they choose to attend. As stated above, all students and teachers are expected to follow their daily schedule to the greatest extent possible. Teachers are teaching virtually from campus, and administrators are providing accountability that daily student/teacher interaction is occurring.

How will teacher/student Students who are eligible and are enrolled in special education, 504, or receiving EL accommodations will have their IEPs implemented in a virtual interactions be differentiated for environment purposefully. District and campus staff reviewed these student files and made sure appropriate staffing allocations were made before the students with additional learning start of school. Students not part of a special program with additional learning needs will be serviced through our PLC and RTI processes. Teachers will be needs? implementing small group instruction and providing individualized feedback in the virtual environment to the greatest extent possible, as they would for face to face instruction. Intervention blocks are built in the master schedules of all of our schools.

Key Requirement Material Design:

Describe how your instructional materials support your asynchronous environment, including how all students can access instructional materials.

Progress Grade Instructional Is it TEKS What resources are included to support Subject/ Course Monitoring and What resources are included to support ELs? Level(s) Materials aligned? students with disabilities? Assessment

Curriculum Google Classroom

Frameworks Activities There is a spanish version available for EL students. Visual and virtual manipulatives accessible for HMH: Texas Go Campus Based EL and Sped learners Math (K-5) Unit Assessments Visual and virtual manipulatives accessible for EL and Sped learners Math Instructional Differentiation and scaffolding supports are HMH: myhrw District Common Materials embedded in the curriculum. PK-12 (6th-8th) Assessments Yes Linguistic accommodations for instruction,

and designed supports for assessment, will be McGraw Hill Accommodations and/or modifications will be Star Renaissance determined by the LPAC committee. (Secondary) provided to students based on their Math Assessments individualized education plan. Cengage Supports for English Learners TEMI Special Services-Accessibility Resources for

TEKS Resource ALL Learners System CLI Engage

ST Math

Think Up! Math

STEMScopes Math k-2

ALEKS

Agile Minds - Intensified Algebra

Texas Home Learning 3.0

Edgenuity

Curriculum Frameworks Google Classroom TEKS Resource Activities System Campus Based HMH and McGraw Unit Assessments Differentiation and scaffolding supports are Hill Textbook embedded in the curriculum. Resources District Common Linguistic accommodations for instruction, ELAR/SLAR Assessments Accommodations and/or modifications will be and designed supports for assessment, will be Texas Home Instructional provided to students based on their determined by the LPAC committee. Learning 3.0 Materials K-12 Renaissance STAR Yes individualized education plan. Reading Edgenuity Assessments Special Services-Accessibility Resources for ALL Learners Supports for English Learners No Red Ink 5-12 iStation Assessments iStation CLI Engage Renaissance Accelerated TPRI and Tejas Lee Reader

Read 180

Leveled Literacy Interventions

Curriculum Frameworks Google Differentiation and scaffolding supports are Texas Science Fusion and STEMSCOPES have TEKS Resource ClassroomDiDistm embedded in the curriculum. an online hub that features English and System Activities Spanish materials such as videos and Science Accommodations and/or modifications will be resources. Instructional Texas Science Campus Based provided to students based on their Materials K-12 Fusion Unit Assessments Yes individualized education plan. Linguistic accommodations for instruction, and designed supports for assessment, will be STEMSCOPES District Common Special Services-Accessibility Resources for determined by the LPAC committee. Assessments ALL Learners Texas Home Supports for English Learners Learning 3.0

Edgenuity

Curriculum Differentiation and scaffolding supports are Frameworks embedded in the curriculum. K-5 Studies Weekly provides all resources in TEKS RS Google Classroom Accommodations and/or modifications will be Spanish Activities provided to students based on their Social Studies Studies Weekly individualized education plan. Linguistic accommodations for instruction, Instructional Campus Based and designed supports for assessment, will be Materials K-12 McGraw-Hill Yes Unit Assessments Special Services-Accessibility Resources for determined by the LPAC committee. ALL Learners Cengage District Common Supports for English Learners Assessments Assigning Lexile Levels for McGraw-Hill Texas Home Textbooks Spanish Content for MGraw-Hill Textbooks. Learning 3.0 Studies Weekly Accessibility Features Edgenuity

iCev Google Classroom Differentiation and scaffolding supports are Cengage Activities embedded in the curriculum.

Career & Goodheart-Willcox Certification Accommodations and/or modifications will be Technical Examinations 7-12 Yes provided to students based on their Linguistic accommodations for instruction, Education NCCER (Certiport, NHA, individualized education plan. and designed supports for assessment, will be Materials etc.) determined by the LPAC committee. Savvas (formerly Special Services-Accessibility Resources for Pearson) Campus Based ALL Learners Texas CTE for EL Learners Assessments Edgenuity

Provide additional explanations of how your instructional materials meet the criteria if needed:

The majority of instructional resources listed above are available in a virtual format making them easily accessible and available to students and parents in a virtual learning environment. In limited circumstances, our instructional resources will be adapted for low-tech learners with connectivity troubles through the provision of paper packets.

Curriculum Frameworks are our internal curriculum documents that include scope/sequences, sample assessment items, sample learning activities, clarification of academic standards.

Texas Home Learning 3.0 will be utilized to as a resource to supplement our existing instructional resources in the applicable grade levels/ subjects.

Other electives will make use and adapt the appropriate adopted resources for use with virtual learners utilizing the same scope and sequence in a similar manner to core curriculum courses.

Component Explanation

How will materials be designed or Instructional materials will be made available through our learning management system (Google Classroom / Edgenuity / Schoology). ​ will be adapted for asynchronous Teachers will adapt/modify them appropriately for students to engage in a virtual learning environment. Pre-recorded and live instruction, ensuring coherence instruction will be a key component of our virtual learning to ensure students know how to access and navigate the instructional and retention on knowledge materials and receive clear/direct instruction on new concepts and skills. Students in a virtual learning environment will be following the same scope and sequence as students in an at school learning environment.

What additional supports (in Continuity in personalized support for students with specialized needs and services (i.e., special education, 504, English Learners, etc.) will be provided addition to resources listed above) appropriately within the asynchronous learning environment as determined by each student’s individual plan. The Departments of Language Acquisition will be provided for students with and Special Services have developed extensive guidance documents to support staff in accommodating and/or modifying curriculum based on each disabilities and ELs? student’s individual plan, including Accessibility Resources for ALL learners. ● Language Acquisition Guidance ○ Language Acquisition Accessibility Resources ● Special Services B*Ready 2020 Guidelines ○ Special Services- Accessibility Resources for ALL Learners

Key Requirement Student Progress:

Describe (or attach a description of) how you’re tracking student engagement and progress in your asynchronous environment.

Component Explanation

What is the expectation for Students must be engaged daily with pre-assigned instructional activities; failure to demonstrate engagement on a given day will result in being daily student engagement? marked absent.

Instructional activities for engagement will include but are not limited to: ● completing assigned instructional tasks ● completing projects ● participating in live virtual instruction ● answering questions ● submitting pictures of assignments / tasks ● submitting tasks through a learning management system ● participating in pre-recorded virtual instruction ● submitting assigned instructional activities

These activities must be clearly defined, measurable, and published for parents and students.

All students are expected to be engaged daily and are assigned activities that are designed to equate to the minutes assigned for specific grades.

Additionally, teachers will be available for office hours to provide additional guidance and support.

Students are expected to demonstrate this engagement during the scheduled school day for the assigned activities to be marked Present - Remote Asynchronous; however, if a students completes the required engagement for the day prior to 11:59 PM on that day, the teacher may record the student as Present - Remote Asynchronous on the following day.

What is the system for ● Attendance will be recorded as “Present-Remote Asynchronous” based on the following: tracking daily student ○ For daily progress in the student management system, student attendance will be recorded no less than weekly for each individual day of engagement? enrollment based on reports from the system. ○ For daily progress via student-teacher interaction, attendance will be recorded no later than 4 PM each day. ○ For the completion / turn in of assignments, attendance will be recorded no later than 4 PM each day. ○ If a student is engaged and demonstrates sufficient progress after 4 PM but prior to midnight, the teacher will submit an attendance change to Preset-Remote Asynchronous.

Students who participate in virtual learning will be assigned a designated teacher. Students will engage in daily synchronous academic instruction (see schedules above) with their teachers as well as asynchronous instruction to provide additional learning activities based upon the TEKS and grade and content level district curriculum documents. Virtual teachers will follow the district’s adopted curriculum scope and sequence. ● Students attending school virtually will be marked Present Remote Asynchronous (RA), or Absent (A) each day. Examples of how these codes are ​ ​ ​ ​ applied are provided in the bullets below. ○ A student who logs into their live class meeting and participates in class activities is marked Present Asynchronous. ​ ○ A student who does not attend a scheduled online class meeting, does not submit work for the day and does not have interaction with the teacher is marked Absent. ​ ​ ○ A student who does not attend a scheduled online class meeting, but does submit their daily work as provided through Google Classroom, ​ ​ Schoology, or other platforms, or who has daily progress through interaction with the teacher at another time that day, is marked Present ​ Asynchronous. They may be initially marked absent by the teacher when they miss class, and their code will be changed once they submit ​ ​ the work. ○ To be counted Present Remote Asynchronously (RA) for the day, students are expected to complete the work or activities that are assigned for that day. Students are not permitted to work ahead or to catch up on daily assignments and receive attendance credit since they will not have completed the assigned tasks on the day for which they were assigned. ● Daily engagement activities will also be monitored including: ○ The use of Google Meet to provide live whole or small group instruction, ○ The use of GoGuardian to monitor students usage of chromebooks, ○ Completion of lessons, activities, assessments, and required student projects on a daily basis (in both electronic/paper versions) ○ engagement with the teacher(s). ● Time stamps may be used when appropriate engagement measures are submitted through the learning management system to determine if a student completed the measure of engagement for that day on that day. ● The district is committed to solving the digital divide. BISD has provided hotspots to all families in need through district purchases and thorough TEA’s operation connectivity. Every student is provided with a chromebook. In the isolated incidences where a student does not have adequate internet access at home to participate virtually, is unable to use a district provided hotspot for whatever reason, and is unable to attend face to face, campus staff will provide a weekly system of work distribution and collection equivalent to asynchronous instruction in the digital environment.

How are the expectations for Grades PK - 4 daily student engagement The following expectations align with the processes and procedures that would occur if the student was attending a traditional class on campus: consistent with progress that ● Students in all grades will begin their day synchronously with their teacher and will be expected to participate synchronously in instruction in all core would occur in an on- content subjects. campus environment? ● Whole group and small group instruction will be provided and students will be expected to complete and submit assignments, projects, and tasks as per teacher request. ● Students will be required to regularly check Google Classroom for assignments and actively engage daily with their teacher(s.) ● Students will interact with their Special’s teachers (ie; music, PE, STREAM) through a blend of synchronous and asynchronous instruction. ● Students will be expected to take all district screeners and curriculum based assessments to determine student growth and achievement levels for possible intervention placement. ● Students identified for intervention classes will be expected to fully engage in the curriculum provided by their teacher. ● Office hours will be provided by teachers to work with students needing additional academic support while also providing time for parent contact.

● All district attendance requirements will be adhered to by students attending remote virtual learning. ● Handouts, assignments, and teacher resources will be provided to students who are having temporary internet connectivity issues to ensure students are keeping up with classroom expectations.

Grades 5-12 ● Students engaged in asynchronous learning will follow the same scope and sequence as students in on-campus learning or in synchronous learning. The instructional activities, learning targets, and coursework for asynchronous will have been adapted from the on-campus learning model many times by the same team of educators teaching on campus. Asynchronous learners will still be expected to follow an instructional schedule that mirrors the on-campus schedule. Much of the coursework would be designed for completion either during that time period or later in that same day. ● All students are expected to maintain 90% attendance for course credit whether participating in learning virtually or at school.

What is the system for tracking student academic ● Students will engage in synchronous learning with teachers and their class on a schedule defined by the teacher but ensures the district’s scope and progress? sequence for curriculum is implemented. Students will check in with their teacher daily. In addition, student academic progress will be monitored by the following: ○ Recording daily attendance and adhering to district/TEA guidelines for student absenteeism. ○ Student participation in all formative assessments such as unit tests, curriculum based assessments and other district required tests to track student academic progress. ○ Teachers will track student progress utilizing the LMS. ○ Grades will be entered into the TEAMS gradebook which can be viewed by students and parents. ○ Virtual learners will also submit assignments to teachers throughout each unit for the purpose of determining academic progress. ○ Monitoring of computer programs and resources will be conducted by the teacher to ensure student utilization. The use of GoGuardian will be employed to monitor proper chromebook use. ○ Holding weekly grade and content level PLC’s to review student academic progress and making adjustments in instruction to meet student needs. ○ Google Hangout will be available for conferences with parents to discuss student academic progress. ○ Title 1 campuses will be conducting individual parent conferences to review the Title 1 Compact and review student progress. ○ Students and parents will have access to Google Classroom to provide communication of assignments and requirements. District parent portal will also be utilized for increased communication. ○ Grading expectations are the same as face-to-face learners.

Special Services B*Ready 2020 Guidelines-Collect data on all students progress both for virtual instruction and in person instruction on the students electronic service ​ ​ log/data collection form in order to update goals and objectives every 9 weeks in alignment with general reporting requirements.

What is the system for Students will receive feedback on their academic progress through a variety of methods: providing regular (at least ● Daily interaction with their teacher on assignments, activities, and lessons. weekly) feedback to all ● The use of Google classroom to create feedback on academic progress. students on progress? ● Instructional software that provides real-time instructional feedback (ST Math, Istation, STEMscopes, Texas Go Math, Think Up, etc.). ● Teachers will meet in weekly PLC meetings to track student progress and communicate with students and parents. Based on student data, teachers will reach out to students in need to provide intervention/enrichment supports. ● The use of screeners, unit tests, and curriculum based assessments will be employed to monitor student progress, adjust instruction, and inform students of their academic strengths and deficiencies as they progress throughout the school year. ● Grades are recorded weekly enabling students/parents access to student performance.

● Parent Portal, ClassDojo, and School Messenger will provide various means of communication for parents regarding individual student and campus information.

Key Requirement Implementation:

Describe specific supports for educators and families to implement effective remote asynchronous instruction.

Date/Time of Year Key Topics Audience

May 26-28, 2020 Remote Summer Professional Development Teachers - Eduphoria Test Builder - Implementing Tech in the Classroom - Summarizing Strategies at Work - Sliding into Blended Learning - Video as a Tool in the Classroom

June 1, 2020 Instructional Coaching Planning Instructional Coaches - Sharing of Remote Learning Strategies - Remote Learning Expectations Coordinators - Development of Virtual Handbook

June 4, 2020 Instructional Coaching Planning Instructional Coaches - Instructional Expectations for Remote Learning - Model Virtual Lesson Development Coordinators - Trainer of Trainer Planning for Leadership Retreat

July 7, 2020 Attendance and Enrollment Training for Synchronous and Asynchronous District Administration expectations

July 9, 2020 Model Lesson building and review Curriculum & - Bank of subject-level model lessons Assessment Dept - Technology integration - Remote Learning Expectations Instruction & - Finish Train the Trainer planning for Leadership Retreat Professional Learning Dept

July 13, 2020 BeReady 2020 Review District Administration - Review of back-to-school plan - Review of Broad Strokes Remote Instruction Expectations Campus Administration

July 16, 2020 PPE & Chromebook Deployment review District Administration - Materials and safety equipment to be provided to campuses - Plans for deployment of Chromebooks to students before school Campus Administration starts

July 21 & 28, 2020 Edgenuity Training: Administrators Curriculum Coordinators Campus Administration

July 21 & 28, 2020 Edgenuity Training: Counselors Counselors

July 29-30, 2020 Leadership Retreat Campus Administration - Be Ready 2020 Back to School Expectations Review - Train the Trainer for Remote Learning Implemented

August 3-4, 2020 Remote Summer PD Part 2 Teachers - Topics include: - Video as a Tool in the Classroom - Google Classroom & Drive - Screencastify & Flipgrid

August 5-7, 2020 Teacher Induction Program New and New-to-District - Curriculum Resources Teachers - Remote Learning Strategies - Classroom Management

August 5-12, 2020 Edgenuity Webinars: Intro to Courseware Curriculum Coordinators Campus Administration Campus Teachers

August 7, 2020 Attendance Procedures for Asynchronous Learning and a review of District Administration Asynchronous Expectations Campus Principals

August 13, 2020* District PD - Curriculum in the Virtual Environment Teachers and - Curriculum Frameworks Instructional Staff - Model Virtual Lessons - Remote Learning Expectations and Support

August 24-25, 2020 GoGuardian Training (Student Management Software) Media Specialists - Introduction to GoGuardian Instructional Coaches - Updates to the program Principals Teachers

August 24-26, 2020 Edgenuity: Student Progress and Data Management Campus Administration Campus Teachers

August 25 & 27, 2020 Schoology for Teachers District Administration - Provide teachers with foundational support to successfully utilize Campus Administration

Schoology platform Teachers

August 24 & 31, 2020 Schoology for Campus Leaders District Administration - Support campus administrators as they lead campuses utilizing Campus Administration Schoology

Monthly from Assistant Principal Meetings and Principal Meetings Campus Administration September- May - Each meeting will review remote learning procedures and remote learning expectations. - Each meeting will feature a professional development portion for refining remote learning practices.

October 16, 2020* District PD Teachers - Focus on remote lesson development - Teams will refined the scope and sequence as needed to ensure appropriate pacing

October 19, 2020 Campus PD Campus Administration - PLCs will build remote lesson plans based on district PD Teachers

February 12, 2021* District PD Teachers - Focus on remote lesson development - Teams will refined the scope and sequence as needed to ensure appropriate pacing

February 15, 2021 Campus PD Campus Administration - PLCs will build remote lesson plans based on district PD Teachers *Please note, every district-pd day includes training for campus staff in every assignment, including Special Education and EL. Summarize how your professional development for educators will support asynchronous instruction:

Component Explanation

How will both initial and ongoing, Initial training for remote learning expectations and support will be delivered in a trainer of trainer format. Campus Administrators are trained by job-embedded educator district staff and then provide training at the campus level. Training on content specific lesson formats, supports, and expectations will occur on each development opportunities occur? district wide staff development day, and is followed by a campus day to plan for classroom level implementation.

How will professional Brazosport ISD’s professional development program traditionally focuses on three areas: content knowledge, instructional methodology, and development experiences develop instructional strategies. Those three focus areas remain the same, but have been tailored to meet the needs of remote learning. Content knowledge educator content knowledge to development is done through comprehensive district wide staff development on days embedded in the school calendar as outlined above. Instructional support internalizing the methodology in the virtual environment has been the primary focus of professional development for leadership teams and in turn, campus based PD this asynchronous curriculum and year. The PD has centered around explaining expectations in the virtual environment and available supports to meet those expectations. The analyzing and responding to data? instructional coaches and/or media specialists at each campus are providing job-embedded support/training to teachers as they refine their practices. Instructional strategies beyond methodology have focused primarily on technology tools. In accordance with the calendar above, we are providing ongoing training in the use of: Google suite (we are an EDU customer), Schoology (LMS), Screencastify (video creation and editing), and Go Guardian

(student management software). Additionally, model lessons were created for each content area to illustrate the use of these tools to successfully implement the teaching of content.

Describe your communication and support plan for families engaging with asynchronous learning:

Component Explanation

How will you communicate the Communication with parents will be facilitated through multiple platforms including the Brazosport ISD website, School Messenger, ClassDojo and Parent expectations for asynchronous Portal. instruction to families? ● A parent guidance document outlining student expectations for virtual learning has been developed for both the elementary (Spanish) and secondary (Spanish) levels and will be updated as needed to provide pertinent information. ○ Elementary Parent Guide to Virtual Learning | Español ​ ​ ○ Secondary Parent Guide to Virtual Learning | Español ​ ​ ● Classroom teachers will be communicating with families to keep them abreast of classroom routines, student assignments/activities/projects, and expectations for student progress. ● Two way communication between teacher and families will be frequent and students identified for interventions will receive additional supports and increased school to home communication.

What are the expectations for Families will be expected to support their students by attending and engaging in the following learning activities outlined by their classroom teacher(s): family engagement/support of students? ● Establish daily routines for engaging in the learning process. Identify a space at home where students can learn and study comfortably. ● Regularly check Google Classroom for assignments and monitor individual progress in academic computer programs used to reinforce instruction. ● Complete classroom lessons, assignments, and activities on-time and with academic honesty and integrity. ● Monitor your student’s academic progress including the completion and submission of teacher requested assignments. ● Actively engage in academic interventions and utilize teacher office hours to address any educational concerns. ● Communicate with your teacher and or campus staff (ie; counselor, behavior specialist, Special Education support staff, etc.) if additional student supports are needed.

What additional supports, The following additional supports will be provided to families: training, and/or resources will be ● Use of Chromebooks for all students and Help Desk information for parents. provided for families who may ● Use of Wifi hotspots to enable internet connectivity. Use of campus computer labs if needed to support student learning. need additional support? ● District created videos to show how students/parents log into and use various educational computer programs and platforms. ● District Websites including: Just Ask, B*Connect Jr, and B*Ready for Covid information. ● Provide virtual learning guides for parents: ○ Elementary Parent Guide to Virtual Learning | Español ​ ​ ○ Secondary Parent Guide to Virtual Learning | Español ​ ​ ● Social media platforms including Facebook, Twitter, Ready Rosie and YouTube. ● Campus newsletters/Virtual Parent Meetings

● Access to ancillary staff for social-emotional supports ● Free meal service for students enrolled in virtual learning.

Special Services B*Ready 2020 Guidelines- Special Services Parent Resources, Training, and Engagement Opportunities ​ ​

Brazosport ISD Family and Community Engagement Plan 2020-2021

In accordance with TEC 29.168, 19 TAC 102.1003 a school district shall develop, implement, and make available on the district, charter, or campus website, a family engagement plan to assist the district in achieving and maintaining high levels of family involvement and positive family attitudes toward education. An effective family engagement plan creates a foundation for the collaboration of mutual partners, embraces the individuality and uniqueness of families, and promotes a culture of learning that is child centered, age appropriate, and family driven. Family engagement as defined by TEA is the mutual responsibility of families, schools, and communities to build relationships to support student learning and achievement and to support family well-being and the continuous learning and development of children, families, and educators. Family engagement is fully integrated in the child's educational experience and supports the whole child and is both culturally responsive and linguistically appropriate. TEA has defined six family engagement categories that must be supported within the local family engagement plan. The following pages outline the six areas and list district activities to support each family engagement category.

1. Facilitate family-to-family support. Create a safe and respectful environment where families can learn from each other as individuals and in groups; Invite former program participants, including families and community volunteers, to share their education and career experiences with current families; and Ensure opportunities for continuous participation in events designed for families by families such as training on family leadership ● Parent Teacher Associations/Parent Teacher Organizations ● Campus Shared Decision Making Committee ● District Community Meetings held throughout the District ● Title 1 Campus Meetings ● Volunteer opportunities ● PK Round-Up Activities ● Campus Community Partners ● Parental Involvement Conference 2. Establish a network of community resources. Build strategic partnerships; Leverage community resources; Monitor and evaluate policies and practices to stimulate innovation and create learning pathways; Establish and maintain partnerships with businesses, faith-based organizations, and community agencies; Identify support from various agencies, including mental and physical health providers; Partner with local community-based organizations to create a family-friendly transition plan for students arriving from early childhood settings; Provide and facilitate referrals to family support or educational groups based on family interests and needs; Communicate short- and long-term program goals to all stakeholders; and Identify partners to provide translators and culturally relevant resources reflective of home language ● Collaboration with Brazoria County Head Start ● District Family Support Services ● District and Campus Health Fairs ● Special Education Parent Trainings ● Children’s Learning Institute ● Communities in Schools

● Boys and Girls Club ● Harvard Family Engagement in Education Program – Skill building for Parents ● Breakfast in the Classroom and Summer Meals programs ● Summer School and Campus Enrichment Programs ● Mental Health site locations throughout the district ● Brighter Bites Fresh Fruits/Veggies family partnership ● Loving BISD - Church/School District Partnership ● Brazosport Cares Food Pantry - Student Backpack Program ● True to Life Ministries - student success coach ● Bay Area Council on Drugs and Alcohol (BACODA) - providing counseling, mentoring, parent information sessions on drug, alcohol, and tobacco use and abuse ● Youth and Family Counseling - provides free/reduced counseling for BISD students and families ● Licensed Professional Counselors at each high school 3. Increase family participation in decision making. Develop and support a family advisory council; Develop, adopt, and implement identified goals within the annual campus/school improvement plan targeting family engagement; Develop and support leadership skills for family members and providing opportunities for families to advocate for their children/families; Collaborate with families to develop strategies to solve problems and serve as problem solvers; Engage families in shaping program activities and cultivating the expectation that information must flow in both directions to reflect two-way communication; Develop, in collaboration with families, clearly defined goals, outcomes, timelines, and strategies for assessing progress; Provide each family with an opportunity to review and provide input on program practices, policies, communications, and events in order to ensure the program is responsive to the needs of families; and Use appropriate tools such as surveys or focus groups to gather family feedback on the family engagement plan ● Title 1 Parent Advisory Committee Meetings and Campus Parent Compact ● Campus Shared Decision Making Committee ● PTA/PTO Participation ● District Parent Satisfaction Survey ● District Social Media Opportunities ● Campus Event Evaluations for Parent Feedback ● Campus Weekly Communication Folders ● District Surveys

● School Health Advisory Council ● Read 20/Free Read Jamboree 4. Equip families with tools to enhance and extend learning. Design or implementing existing home educational resources to support learning at home while strengthening the family/school partnership; Provide families with information and/or training on creating a home learning environment connected to formal learning opportunities; Equip families with resources and skills to support their children through the transition to school and offering opportunities for families and children to visit the school in advance of the prekindergarten school year; Provide complementary home learning activities for families to engage in at home with children through information presented in newsletters, online technology, social media, parent/family-teacher conferences, or other school- or center-related events; Provide families with information, best practices, and training related to age-appropriate developmental expectations; Emphasize benefits of positive family practices such as attachment and nurturing that complement the stages of children's development; Collaborate with families to appropriately respond to children's behavior in a non-punitive, positive, and supportive way; Encourage families to reflect on family experiences and practices in helping children; and Assist families to implement best practices that will help achieve the goals and objectives identified to meet the needs of the child and family ● Full-day Pre-K at 5 schools (Lake Jackson, Clute, and Freeport) ● Parent Online Access to Grade Level Curriculum and Resources ● Campus Registration Activities to Support Ready Rosie ● Campus Early Literacy and Math Family Nights ● Parent Notification of Performance - ISTATION, CLI, etc. ● Report Cards and Progress Reports ● Campus Conference Days and Open House ● Social Media/Technology – District and Campus websites, Facebook, Twitter, Ready Rosie, Peachjar, campus apps – Remind 101, Class Dojo. Etc., one-to-one devices ● Pre-K Round-Up Activities ● Campus-Based After School Programs and Tutorials ● Parent Communication in English/Spanish ● District automated phone calls and texts regarding district/campus events ● Recommendation of free apps that students can access at home to continue to skill build and practice ● Campus Activities – Donuts with Dad/Muffins with Mom

● Student Homework Logs ● Character Education ● College Career Awareness ● Campus Make and Take Parent Sessions ● Read 20/Free Read Jamboree ● Velasco partnership with Brazoria County Extension office with garden and lessons on healthy eating ● Communities in Schools - parenting classes, provide tools and resources 5. Develop staff skills in evidence-based practices that support families in meeting their children's learning benchmarks. Provide essential professional development for educators in understanding communication and engagement with families, including training on communicating with families in crisis; Promote and developing family engagement as a core strategy to improve teaching and learning among all educators and staff; and Develop staff skills to support and use culturally diverse, culturally relevant, and culturally responsive family engagement strategies ● Culturally relevant classroom libraries ● Title 1 Part A Parent Engagement Activities ● RICE SLC Fall and Winter Training ● Harvard Family Engagement in Education Program – Skill building for Parents ● Counseling and Guidance Support ● Training in schoolwide and classroom-wide behavior management ● Training in individualized behavioral interventions and support strategies ● Training in culturally responsive strategies 6. Evaluate family engagement efforts and use evaluations for continuous improvement. Conduct goal-oriented home visits to identify strengths, interests, and needs; Develop data collection systems to monitor family engagement and focusing on engagement of families from specific populations to narrow the achievement gap; Use data to ensure alignment between family engagement activities and district/school teaching and learning goals and to promote continuous family engagement; Ensure an evaluation plan is an initial component that guides action; Use a cyclical process to ensure evaluation results are used for continuous improvement and adjustment; and Ensure teachers play a role in the family engagement evaluation process ● District Parent Survey Feedback to Evaluate and Improve Services for the Next Year ● Perception Data collected from Campus Event Evaluation Forms

● Parent Participation Data ● Student Performance Data ● Annual Title 1 Part A Parent Engagement Survey/Log/Documentation ● Pre-K Coordinator Parent Engagement Feedback ● TEA Evaluation Support

Plan de participación de familias y comunidad de ​ Brazosport ISD 2019-2020

Para el año escolar 2016-17, Brazosport ISD recibió el subsidio de Pre-Kindergarten de alta calidad TEA. http://ritter.tea.state.tx.us/rules/tac/chapter102/ch102aa.html El ​ ​ objetivo de esta subvención fue "brindar oportunidades para que los distritos amplíen y mejoren los programas de prekindergarten de alta calidad para los estudiantes que califican". Para el 2017-18, todos los distritos de Texas deben cumplir con los requisitos resumido ​ ​ ​ ​ en la concesión del año anterior ahora especificado en Rider 78. Rider 78 FAQ. ​ ​ ​ El compromiso familiar definido por TEA es la responsabilidad mutua de las familias, las escuelas y las comunidades para establecer relaciones que respalden el aprendizaje y el rendimiento de los alumnos y para respaldar el bienestar familiar y el aprendizaje y desarrollo continuo de los niños, las familias y los educadores. El compromiso familiar está completamente integrado en la experiencia educativa del niño y apoya al niño en su totalidad, y es culturalmente receptivo y lingüísticamente apropiado. Para 2019-20 cada distrito escolar o una escuela chárter de inscripción abierta deberá desarrollar, implementar y poner a disposición en el distrito, carta o sitio web del campus un plan de participación familiar para ayudar al distrito a lograr y mantener altos niveles de participación familiar y positiva actitudes familiares hacia la educación. Un plan de participación familiar eficaz crea una base para la colaboración de los socios mutuos, abarca la individualidad y la singularidad de las familias, y promueve una cultura de aprendizaje centrada en el niño, apropiada para su edad e impulsada por la familia. TEA ha definido seis categorías de participación familiar que deben ser apoyadas dentro del plan local de participación familiar. Las siguientes páginas describen las seis áreas y enumeran las actividades del distrito para apoyar cada categoría de participación familiar.

1. Facilitar el apoyo de familia a familia crear un ambiente seguro y respetuoso donde las familias puedan aprender unas de otras como individuos y en grupos; invitar a los ex participantes del programa, incluidas las familias y los voluntarios de la comunidad, a compartir sus experiencias educativas y profesionales con las familias actuales; y asegurar oportunidades para la participación continua en eventos diseñados para familias por familias, tales como capacitación en liderazgo familiar ● Asociaciones de Padres y Maestros / Organizaciones de Padres y Maestros ● Comité de toma de decisión compartida del campus ● Reuniones Comunitarias de Distrito celebradas en todo el Distrito ● Reuniones del campus del Título 1 ● Oportunidades para voluntarios ● Actividades de resumen de PK ● Socios comunitarios del campus ● Conferencia de participación de los padres

2. Establecer una red de recursos comunitarios. ​ construir alianzas estratégicas; aprovechar los recursos de la comunidad; monitorear y evaluar las políticas y prácticas para estimular la innovación y crear vías de aprendizaje; establecer y mantener alianzas con empresas, organizaciones religiosas y agencias comunitarias; identificar el apoyo de varias agencias, incluidos los proveedores de salud mental y física; asociarse con organizaciones locales basadas en la comunidad para crear un plan de transición orientado a las familias para los estudiantes que llegan desde los entornos de la primera infancia; proporcionar y facilitar referencias a grupos de apoyo familiar o educativos basados en intereses y necesidades familiares; ​​

comunicar los objetivos del programa a corto y largo plazo a todos los interesados; e identificar socios para proporcionar traductores y recursos culturalmente relevantes que reflejen el idioma del hogar ● Colaboración con Brazoria County y Upbring Head Start ● Servicios de apoyo familiar del distrito ● Ferias de salud del distrito y del campus ● Entrenamientos para padres de educación especial ● Comunidades en las escuelas ● Boys and Girls Club ● Programa Harvard Family Engagement in Education - Desarrollo de habilidades para los padres ● Programas de desayuno en el salón y comidas de verano ● Programas de Enriquecimiento de la Escuela de Verano y el Campus ● Clínicas basadas en la escuela Stephen F Austin y ubicaciones de sitios de salud mental ● Brighter Bites Frutas frescas / Veggies family partnership ● Houston Food Bank (Freeport Intermediate) Mercado de alimentos ● Loving BISD - Asociación de la Iglesia / Distrito Escolar ● Brazosport Cares Food Pantry - Programa de mochila para estudiantes ● True to Life Ministries - el programa de mentores Belay y entrenadores de ​ éxito estudiantil ● Menotres Lift Up ● Consejo del Área de la Bahía sobre Drogas y Alcohol - proporcionando consejería, tutoría, sesiones de información para padres ● Programas gratuitos después de la escuela provistos por iglesias locales (First Baptist of LJ, The Lighthouse Church, St. Timothy's Episcopal) ● Consejería para jóvenes y familias: proporciona asesoramiento gratuito / reducido para estudiantes y familias de BISD

3. Aumentar la participación familiar en la toma de decisiones. ​ desarrollar y apoyar un consejo asesor familiar; desarrollar, adoptar e implementar metas identificadas dentro del plan anual de mejora de la escuela / escuela enfocado en la participación familiar; desarrollar y apoyar habilidades de liderazgo para los miembros de la familia y brindar oportunidades para que las familias aboguen por sus hijos / familias; colaborar con las familias para desarrollar estrategias para resolver problemas y servir como solucionadores de problemas;

involucrar a las familias en la configuración de las actividades del programa y cultivar la expectativa de que la información debe fluir en ambas direcciones para reflejar la comunicación bidireccional; desarrollar, en colaboración con las familias, metas, resultados, plazos y estrategias claramente definidos para evaluar el progreso; brinde a cada familia la oportunidad de revisar y proporcionar información sobre prácticas, políticas, comunicaciones y eventos del programa a fin de garantizar que el programa responda a las necesidades de las familias; y utilizar herramientas apropiadas, como encuestas o grupos focales, para recabar comentarios de la familia sobre el plan de participación familiar ● Reuniones del Comité asesor de padres del Título 1 y Compacto de padres del campus ● Comité de toma de decisión compartida del campus ● Participación de PTA / PTO ● Encuesta de Satisfacción de Padres del Distrito ● Oportunidades de los medios sociales del distrito ● Comentarios de los padres en evaluaciones de eventos del campus ● Carpetas de comunicación semanales del campus ● Encuestas de distrito ● Consejo Asesor de Salud Escolar ● Leer 2020 / Jamboree de lectura gratuita

4. Equipar a las familias con herramientas para mejorar y extender el aprendizaje. ​ diseñar o implementar los recursos educativos existentes en el hogar para apoyar el aprendizaje en el hogar mientras se fortalece la asociación entre la familia y la escuela; proporcionar a las familias información y / o capacitación sobre la creación de un ambiente de aprendizaje en el hogar conectado a oportunidades formales de aprendizaje; equipar a las familias con recursos y habilidades para apoyar a sus hijos a través de la transición a la escuela y ofrecer oportunidades para que las familias y los niños visiten la escuela antes del año escolar de prekindergarten; proporcionar actividades complementarias de aprendizaje en el hogar para que las familias participen en el hogar con los niños a través de la información presentada en boletines informativos, tecnología en línea, redes sociales, conferencias entre padres y familia u otros eventos relacionados con la escuela o el centro;

proporcionar a las familias información, mejores prácticas y capacitación relacionada con las expectativas de desarrollo apropiadas para la edad; enfatizar los beneficios de las prácticas positivas de la familia, como el apego y la crianza que complementan las etapas del desarrollo de los niños; colaborar con las familias para responder apropiadamente al comportamiento de los niños de una manera no punitiva, positiva y solidaria; alentar a las familias a reflexionar sobre las experiencias y prácticas familiares para ayudar a los niños; y ayudar a las familias a implementar las mejores prácticas que ayudarán a lograr las metas y objetivos identificados para satisfacer las necesidades del niño y la familia ● Pre Kínder de día completo ● Acceso en línea de los padres al plan de estudios y recursos de nivel de grado ● Actividades de registro en el campus para apoyar a Ready Rosie ● Noches de alfabetización temprana y matemáticas para familias en el campus ● Notificación a los padres sobre el rendimiento: CIRCLE, ISTATION, etc. ● Boletas de calificaciones e informes de progreso ● Días de conferencia en el campus y dia de casa abierta ● Redes sociales / Tecnología: sitios web del distrito y del campus, Facebook, Twitter, Peachjar, aplicaciones del campus: Recordar 101, Class Dojo. Etc., dispositivos uno a uno ● Actividades de acercamiento al pre kínder ● Programas y tutoriales extracurriculares basados en el campus ​​ ● Comunicación con los padres en inglés / español ● Llamadas telefónicas automatizadas del distrito y textos relacionados con eventos del distrito / campus ● Recomendación de aplicaciones gratuitas a las que los alumnos pueden acceder desde casa para continuar construyendo habilidades y practicando ● Actividades en el campus - Donuts con papá / muffins con mamá ● Registros de tarea del estudiante ● Educación del carácter ● Conciencia de Carrera Universitaria ● Sesiones para padres de Campus para hacer y tomar ● Leer 2020 / Jamboree de lectura gratuita ● Asociación de Velasco con la oficina de extensión del condado de Brazoria con jardín y lecciones sobre alimentación saludable

5. Desarrollar habilidades del personal en prácticas basadas en la evidencia que apoyen a las familias en el cumplimiento de los puntos de referencia de aprendizaje de sus hijos. ​ proporcionar desarrollo profesional esencial para los educadores en la comprensión de la comunicación y el compromiso con las familias, incluida la capacitación en la comunicación con las familias en crisis; promover y desarrollar el compromiso familiar como una estrategia central para mejorar la enseñanza y el aprendizaje entre todos los educadores y el personal;

y desarrollar habilidades del personal para apoyar y utilizar estrategias de participación familiar culturalmente relevantes, culturalmente receptivas y culturalmente diversas ● Bibliotecas de aula culturalmente relevantes ● Título 1 Parte A Actividades de participación de padres ● Entrenamiento de RICE SLC ● Entrenamiento de educacion prescolar de Region 4 ● Programa Harvard Family Engagement in Education - Desarrollo de habilidades para los padres ● Asesoramiento y orientación ● Entrenamiento para el manejo del comportamiento en toda la escuela y el salón de clase ● Entrenamiento en intervenciones conductuales individualizadas y estrategias de apoyo ● Entrenamiento de estrategias culturalmente responsivas

6. Evaluar los esfuerzos de participación familiar y usar evaluaciones para la mejora continua. ​ realizar visitas domiciliarias orientadas a objetivos para identificar fortalezas, intereses y necesidades; desarrollar sistemas de recolección de datos para monitorear la participación familiar y enfocarse en la participación de familias de poblaciones específicas para reducir la brecha de rendimiento; usar datos para asegurar la alineación entre las actividades de participación de la familia y las metas de enseñanza y aprendizaje del distrito / escuela y para promover la participación familiar continua; asegurar que un plan de evaluación sea un componente inicial que guíe la acción; utilice un proceso cíclico para garantizar que los resultados de la evaluación se utilicen para la mejora y el ajuste continuos;

y garantizar que los docentes desempeñen un papel en el proceso de evaluación del compromiso familiar ● Comentarios de la encuesta de padres del distrito para evaluar y mejorar los servicios para el próximo año ● Datos de Percepción recopilados a través de los formularios de evaluación de ​ ​ eventos del campus ● Datos de participación de los padres ● Datos de rendimiento del estudiante ● Participación / Inscripción Ready Rosie ​ ● Encuesta de participación de los padres / Registro / Documentación anual Título 1 Parte A ● Comentario de participación de los padres de pre kínder ​ ​

2020-2021 Brazosport ISD Parent & Family Engagement Policy

All school districts receiving Federal Title I, Part A funds are required under Section 1112 of the Every Student Succeeds Act (ESSA) to develop a written parent involvement policy for the district to explain how the school district supports the important role of families in the education of their children and the action steps the district will take to facilitate family support in promoting the academic success of students. This plan, as outlined below, complies with this statute. Requirement Plan

1. Is the district parent and family engagement policy Brazosport ISD has established a District level Parent presented in a format and written in a language Advisory Committee (PAC) which meets at least annually parents/families can understand? (is it user friendly?) to review/revise the District Parent & Family Engagement ESSA Section 1116 (b)(1) (PFE) Policy to ensure that it is presented in a format and written in a language parents/families can understand. The PFE Policy is provided to parents in English & Spanish in the BISD Student Handbook as well as on the BISD website. District PAC representatives include Title I campus administrators, teachers, and parents. Title I campuses select at least one staff member, and one parent to serve as PAC representatives. The district schedules the PAC meetings at convenient times and locations to support active participation in the comprehensive review of the Parent & Family Engagement Policy and family engagement programs.

2. Does the district policy describe how the LEA will involve BISD enlists parents annually to participate in the District parents in the joint development of the District Educational Improvement Committee (DEIC), which Improvement Plan? ESSA Section 1116 (a)(2)(A) meets to review the Comprehensive Needs Assessment as well as the District Improvement Plan. Committee members provide feedback and make recommendations on possible updates. The DEIC meets several times throughout the school year.

3. Does the district policy describe how the LEA will BISD believes that families are integral partners with provide the coordination, technical assistance, and other school personnel in the education of their children and will support necessary to assist and build the capacity of all promote active engagement of families to empower their participating schools to plan and implement effective support of student learning. BISD will accomplish this by parent involvement activities to improve student academic supporting campus-based Parent & Family Engagment achievement and school performance? ESSA Section initiatives, including, but not limited to: 1116(a)(2)(B) ● Family Academic Events; ● Attendance at parent & family engagement trainings/conferences; and ● Adult literacy, technology, and parenting trainings The district will ensure that parents with children attending Title I campuses meet at least once a year with campus staff to review and, as necessary, revise the District and Campus PFE Policies. Families will be informed about the meetings through multiple communication methods. In support of the Title I campuses, the district level Title I PAC will include parents, teachers and administrators from campuses with Title I programs. The PAC reps. will participate in training throughout the year on needs, activities, and evidence-based strategies associated with improving effective PFE Programs. The meetings will be scheduled at convenient times and locations to support

1 of 5 2020-2021 Brazosport ISD Parent & Family Engagement Policy active participation in the comprehensive review of the campus/district family engagement programs. BISD allocates to the Title I campuses 100% of the Title I, Part A PFE 1% set-aside. The campus principals consult with their Site-Based Decision Making Committees about use of these funds. The district collaborates with campus staff regarding Title I funding approval for identified PFE activities, and the district monitors the campuses for (a) Title I fiscal & programmatic compliance, and (b) high quality Title I PFE Program implementation.

4. Does the district policy describe how the LEA will BISD campuses with Title I programs will involve coordinate and integrate parental involvement strategies, community organizations in family engagement activities to the extent feasible and appropriate, with relevant when possible and will participate in programs that will Federal, State, and local laws and programs? ESSA benefit families and students. The district will coordinate Section 1118 (a)(2)(C) and integrate PFE strategies in Title I, Part A with other appropriate Parent and Family Engagement programs. Families are encouraged to participate through volunteer programs at school and to create a supportive home atmosphere which promotes the profile of a learner. Each Title I campus will provide family engagement activities designed to meet the unique needs of the students, families, and community. The annual evaluation data will be used in the planning of effective programs. This will aid in the building of relationship driven, results focused, intentional, and personalized student owned activities.

5. Does the district policy describe how, with the BISD will provide parents/caregivers of students attending meaningful involvement of parents, the LEA will conduct an Title I campuses with an annual “Title I Parent and Family annual evaluation of the content and effectiveness of the Engagement ” evaluation survey to identify program parent and family engagement policy in improving the strengths and opportunities for growth. The district will academic quality of all schools? ESSA Section 1116 compile and distribute survey results to each Title I (a)(2)(D) campus in order to aide in the development of the Campus Improvement Plans and Campus Needs Assessments. Such plans will be used by campus leadership teams to design strategies that will address their specific needs. The district level Title I PAC will be made up of parent and staff representation from campuses with Title I programs and will meet at least annually. The purpose of this committee is to serve in an advisory role for program improvements and to revise the district’s Parent & Family Engagement Policy.

6. Does the district policy describe that the annual BISD will conduct, with the engagement of parents and evaluation will also (i) identify barriers to greater families, an annual evaluation of the content and participation by parents/families in activities authorized by effectiveness of this PFE Policy in improving the quality of this section; (ii) identify needs of parents/families to assist its Title I, Part A schools. The evaluation will include with the learning of their children; (iii) identify strategies to identifying barriers to greater participation by parents in support successful school and family interactions? ESSA PFE activities (with particular attention to parents who are Section 1118 (a)(2)(D)(i - iii) economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). A committee of school district employees and parents will use the findings of the evaluation about its PFE Policy and

2 of 5 2020-2021 Brazosport ISD Parent & Family Engagement Policy activities to design strategies for more effective Parent and Family Engagement and to revise its Parent and Family Engagement policies. ● Each Title I campus will annually distribute to parents and families, a Parent and Family Engagement Survey to identify possible barriers, determine the individual needs of the parents/families they serve, and identify strategies to support successful school and family interactions.

7. Does the district policy describe that the findings from BISD utilizes feedback from the annual evaluation and the evaluation will be used to design evidence-based survey to ensure alignment between family engagement strategies for more effective parental involvement and to activities and district/school teaching and learning goals revise, if necessary, the parent and family engagement to promote continuous improvement of family (district and school) policies? ESSA Section 1116 (a)(2)(E) engagement. Evaluation and survey data, as well as feedback from PAC members, are utilized when reviewing/revising the district and school PFE policies to assist with designing evidence-based PFE strategies.

8. Does the district policy describe how to involve parents Families will have the opportunity to participate and in the activities of the schools, which may include collaborate in the Title I programs, Family Engagement establishing a parent advisory council? ESSA Section Policies, and campus specific School-Parent Compacts. 1116 (a)(2)(F) One meeting will be held annually to review/revise the compact and policy. Every family and community member is always welcome in our schools to collaborate with our campuses to make every student in our district a successful learner. BISD will provide appropriate family participation opportunities for regular meetings, course sessions, and workshops to ensure that every student succeeds. BISD will conduct an annual evaluation survey to identify strengths and growth opportunities for the procedures in place. The survey results will be used to aid in the campus planning process, including the development of the Campus Improvement Plans and Campus Needs Assessments that will be shared with campus stakeholders. These plans will be used by campus leadership teams to outline the activities that will address their specific needs to ensure that every student is future ready. Families are encouraged to serve on campus, as well as district committees, and take part in the following: ● Parent Teacher Associations/Parent Teacher Organizations ● District Community Meetings held throughout the District ● Title 1 Campus Meetings ● Volunteer opportunities ● PK Round-Up Activities ● Campus Community Partners ● Annual Region 16 Parent Involvement Conference

3 of 5 2020-2021 Brazosport ISD Parent & Family Engagement Policy 9. Shall provide assistance to parents/families in BISD is committed to building trust and a sense of understanding such topics as the challenging State security and belonging in order to provide trainings and academic standards, State and local academic other resources to help parents and families of children assessments, how to monitor a child's progress, and how participating in Title I programs better understand the to work with educators to improve the achievement of their state’s academic standards (TEKS) and local/state children. ESSA Section 1116 (e)(1) academic assessments (e.g. STAAR, TELPAS, Benchmarks). The district will monitor campus Title I PFE events to ensure capacity-building information is being provided to families on a regular basis. ● School-Family academic events, parent-teacher conferences, Title I Compact, Parent Portal, or written communication (i.e. report cards and progress reports) may be used to serve this purpose.

10. Shall provide materials and training to help parents to BISD campuses with Title I programs will provide work with their children to improve their children's materials and targeted trainings in order to empower achievement, such as literacy and technology. ESSA families to support their children at home to improve Section 1116 (e)(2) achievement. The district will ensure that a variety of programs and materials are offered for families and staff based on the identified needs of each campus in their Campus Improvement Plan. The district will provide each Title I Principal and PAC member with information on effective research-based PFE strategies.

11. Shall educate teachers, specialized instruction support BISD campuses with Title I programs shall hold an annual personnel, principals, and other school leaders, and other meeting with staff members and families to inform them staff, with the assistance of parents, in the value and utility about the Title I elements, requirements, as well as the of contributions of parents/families, and in how to reach out family engagement programs that will provide to, communicate with, and work with parents as equal opportunities for continuous engagement and partners, implement and coordinate parent programs, and improvement. The district will provide the campuses with build ties between the parents and the school. ESSA the basic information that must be presented during the Section 1116 (e)(3) meeting. The campuses may personalize the information by adding information that addresses campus-specific strategies.

12. Shall, to the extent feasible and appropriate, coordinate BISD campuses with Title I programs will involve and integrate parental involvement programs and activities community organizations in family engagement activities with other Federal, State, and local programs, including when possible and will participate in programs that will public preschool programs, and conduct other activities benefit families and students. The district will coordinate such as parent resource centers. ESSA Section 1118 and integrate PFE strategies in Title I, Part A with other (a)(2)(C) and (e)(4) appropriate PFE programs. BISD has established a network of community/district/family resources, such as: ● Collaboration with Brazoria County Head Start ● District Family Support Services ● District and Campus Health Fairs ● Special Education Parent Trainings ● Communities in Schools ● Boys and Girls Club ● Harvard Family Engagement in Education Program – Skill building for Parents ● Breakfast in the Classroom and Summer Meals programs ● Summer School and Campus Enrichment

4 of 5 2020-2021 Brazosport ISD Parent & Family Engagement Policy Programs ● Stephen F Austin School Based Mental Health site locations ● Brighter Bites Fresh Fruits/Veggies family partnership ● Houston Food Bank (Freeport Intermediate) Food market ● Loving BISD - Church/School District Partnership ● Brazosport Cares Food Pantry - Student Backpack Program ● True to Life Ministries - Belay mentoring program and student success coaches ● Bay Area Council on Drugs and Alcohol - providing counseling, mentoring, parent information sessions ● Free after school programs provided by local churches (First Baptist of LJ, The Lighthouse Church, St. Timothy’s Episcopal) ● Youth and Family Counseling - provides free/reduced counseling for BISD students and families

13. Shall ensure that information related to school and In an effort to best accommodate the needs of families, parent/family programs, meetings, and other activities is the district will: sent to the parents/families in a format and, to the extent ● Monitor campus-based Title I Parent and Family practicable, in a language the parents can understand. Engagement events (meetings, trainings and ESSA Section 1116 (e)(5) other activities) to ensure they are being offered at different times during the day, and through multiple communication methods and in a format and language families can understand; ● Provide Title I information for parents to each Title I campus; and ● Provide a set of discussion points for the “Annual Title I Meeting for Parents” to each Title I campus. The district will ensure each Title I campus disseminates the district-provided information in their Annual Title I Meeting for Parents.

14. Shall provide such other reasonable support for Title I, Part A funds are available to campuses for parental involvment activities under this section as parents approved Parent and Family Engagement activities. may request. ESSA Section 1116 (e)(14) Activities could include, but are not limited to, childcare, transportation, and/or home visit expenses to enable parents to participate in school-related meetings and training sessions. The district will provide other reasonable support for Parent and Family Engagement activities as campuses or parents may request. This Parent & Family Engagement Policy was developed jointly with and agreed upon by staff and parents of children participating on campuses with Title I, Part A programs. The policy was adopted by the Brazosport ISD Parent Advisory ​ Committee on May 5, 2020 and will be in effect for the 2020-2021 school year. BISD will make the policy available ​ ​ ​ ​ ​ electronically no later than September 20, 2020 on the Brazosport ISD Parent & Family Engagement website, in the District Student Handbook, and in paper format at the District’s Administration Building. The policy will be reviewed annually and revised as necessary. For more information, please contact Jean Cornelius, Federal Programs Coordinator for Brazosport ISD (Ph: 979-730-7000 or email: [email protected]) ​ ​ 5 of 5 2020-2021 Brazosport ISD Política de participación de padres y familias

Todos los distritos escolares que reciben fondos federales del Título I, Parte A son requeridos bajo la Sección 1112 de la Ley de éxito de todos los estudiantes (ESSA) para desarrollar una política escrita de participación de los padres para que el distrito explique cómo el distrito escolar apoya el importante papel de las familias en la educación de sus hijos y los pasos de acción que tomará el distrito para facilitar el apoyo familiar en la promoción del éxito académico de los estudiantes. Este plan, como se describe a continuación, cumple con esta ley. ​ Requisito Plan

1. ¿La política de participación de padres y familias del Brazosport ISD ha establecido un Comité Asesor de distrito se presenta en un formato y está escrita en un Padres (PAC) a nivel de distrito que se reúne al menos idioma que los padres / familias puedan entender? (¿es una vez al año para revisar / revisar la Política de fácil de usar?) Sección 1116 (b) (1) de la ESSA participación de padres y familias del distrito (PFE) para garantizar que se presente en un formato y esté escrito en un idioma que los padres / familias puedan entender. La Política de PFE se proporciona a los padres en inglés y español en el Manual del estudiante de BISD, así como en el sitio web de BISD. Los representantes del Distrito PAC incluyen administradores del campus de Título I, maestros y padres. Los campus de Título I seleccionan al menos un miembro del personal y un padre para servir como representantes de PAC. El distrito programa las reuniones de PAC en horarios y lugares convenientes para apoyar la participación activa en la revisión integral de la Política de participación de padres y familias y los programas de participación familiar.

2. ¿La política del distrito describe cómo la LEA BISD recluta a los padres anualmente para participar en involucrará a los padres en el desarrollo conjunto del Plan el Comité de Mejora Educativa del Distrito (DEIC), que se de Mejoramiento del Distrito? Sección 1116 (a) (2) (A) de reúne para revisar la Evaluación de Necesidades la ESSA Integrales, así como el Plan de Mejora del Distrito. Los miembros del comité brindan comentarios y hacen recomendaciones sobre posibles actualizaciones. El DEIC se reúne varias veces durante el año escolar.

3. ¿La política del distrito describe cómo la LEA BISD cree que las familias son socios integrales con el proporcionará la coordinación, asistencia técnica y otro personal escolar en la educación de sus hijos y tipo de apoyo necesario para ayudar y desarrollar la promoverá la participación activa de las familias para capacidad de todas las escuelas participantes para potenciar su apoyo al aprendizaje de los estudiantes. planificar e implementar actividades efectivas de BISD logrará esto apoyando las iniciativas de participación de los padres para mejorar el rendimiento participación de padres y familias en el campus, que académico de los estudiantes y el rendimiento escolar? incluyen, entre otras: Sección 1116 (a) (2) (B) de la ESSA ● Eventos académicos familiares; ● Asistencia a entrenamientos / conferencias de participación de padres y familias; y ● Alfabetización de adultos, tecnología y capacitación para padres. El distrito se asegurará de que los padres con niños que asisten a los campus de Título I se reúnan al menos una vez al año con el personal del campus para revisar y, según sea necesario, revisar las Políticas de PFE del Distrito y del Campus. Las familias serán informadas sobre las reuniones a través de múltiples métodos de comunicación.

1 of 6 2020-2021 Brazosport ISD Política de participación de padres y familias En apoyo de los campus de Título I, el PAC de Título I a nivel de distrito incluirá a padres, maestros y administradores de los campus con programas de Título I. Los representantes de PAC. participará en capacitación durante todo el año sobre necesidades, actividades y estrategias basadas en evidencia asociadas con la mejora de programas efectivos de PFE. Las reuniones se programarán en horarios y lugares convenientes para apoyar la participación activa en la revisión integral de los programas de participación familiar del campus / distrito. BISD asigna a los campus de Título I el 100% de la reserva de Título 1, Parte A PFE 1%. Los directores del campus consultan con sus Comités de toma de decisiones basados en el sitio sobre el uso de estos ​​ fondos. El distrito colabora con el personal del campus con respecto a la aprobación de fondos del Título I para las actividades identificadas de PFE, y el distrito supervisa los campus para (a) el cumplimiento fiscal y programático del Título I, y (b) la implementación de alta calidad del Programa del Título I PFE.

4. ¿Describe la política del distrito cómo la LEA coordinará Las escuelas de BISD con programas de Título I e integrará las estrategias de participación de los padres, involucrarán a organizaciones comunitarias en en la medida de lo posible y apropiado, con las leyes y actividades de participación familiar cuando sea posible y programas federales, estatales y locales relevantes? participarán en programas que beneficiarán a familias y Sección 1118 (a) (2) (C) de la ESSA estudiantes. El distrito coordinará e integrará las estrategias de PFE en el Título I, Parte A, con otros programas apropiados de participación de padres y familias. Se alienta a las familias a participar a través de programas de voluntariado en la escuela y a crear un ambiente hogareño de apoyo que promueva el perfil de un alumno. Cada campus de Título I proporcionará actividades de participación familiar diseñadas para satisfacer las necesidades únicas de los estudiantes, las familias y la comunidad. Los datos de la evaluación anual se utilizarán en la planificación de programas efectivos. Esto ayudará en la construcción de actividades dirigidas por las relaciones, enfocadas en los resultados, intencionales y personalizadas de los estudiantes.

5. ¿La política del distrito describe cómo, con la BISD proporcionará a los padres / cuidadores de participación significativa de los padres, la LEA llevará a estudiantes que asisten a los campus de Título I una cabo una evaluación anual del contenido y la eficacia de la encuesta de evaluación anual de “Participación de política de participación de los padres y la familia para padres y familias de Título I” para identificar las fortalezas mejorar la calidad académica de todas las escuelas? y oportunidades de crecimiento del programa. El distrito Sección 1116 (a) (2) (D) de la ESSA recopilará y distribuirá los resultados de la encuesta a cada campus de Título I para ayudar en el desarrollo de los Planes de mejora del campus y las Evaluaciones de las necesidades del campus. Dichos planes serán utilizados por los equipos de liderazgo del campus para diseñar estrategias que aborden sus necesidades específicas. El PAC de Título I a nivel de distrito estará compuesto por representantes de padres y personal de los campus

2 of 6 2020-2021 Brazosport ISD Política de participación de padres y familias con programas de Título I y se reunirá al menos anualmente. El propósito de este comité es servir como asesor para mejorar el programa y revisar la Política de participación de padres y familias del distrito.

6. ¿La política del distrito describe que la evaluación anual BISD llevará a cabo, con la participación de los padres y también (i) identificará barreras para una mayor las familias, una evaluación anual del contenido y la participación de padres / familias en actividades efectividad de esta Política de PFE para mejorar la autorizadas por esta sección; (ii) identificar las calidad de sus escuelas Título I, Parte A. La evaluación necesidades de los padres / familias para ayudar con el incluirá la identificación de barreras para una mayor aprendizaje de sus hijos; (iii) identificar estrategias para participación de los padres en las actividades de PFE apoyar las interacciones escolares y familiares exitosas? (con especial atención a los padres que están en Sección 1118 (a) (2) (D) de la ESSA (i - iii) desventaja económica, que están discapacitados, tienen un dominio limitado del inglés, tienen una alfabetización limitada o son de cualquier origen racial o étnico minoritario). Un comité de empleados y padres del distrito escolar utilizará los resultados de la evaluación sobre su Política y actividades de PFE para diseñar estrategias para una participación más efectiva de los padres y la familia y para revisar sus políticas de participación de los padres y la familia. ● Cada campus de Título I distribuirá anualmente a los padres y las familias, una Encuesta de participación de padres y familias para identificar posibles barreras, determinar las necesidades individuales de los padres / familias a las que sirven e identificar estrategias para apoyar las interacciones exitosas entre la escuela y la familia.

7. ¿Describe la política del distrito que los resultados de la BISD utiliza los comentarios de la evaluación anual y la evaluación se utilizarán para diseñar estrategias basadas encuesta para garantizar la alineación entre las en evidencia para una participación de los padres más actividades de participación familiar y las metas de efectiva y para revisar, si es necesario, las políticas de enseñanza y aprendizaje del distrito / escuela para participación de padres y familias (distrito y escuela)? promover la mejora continua de la participación familiar. Sección 1116 (a) (2) (E) de la ESSA) Los datos de evaluación y encuesta, así como los comentarios de los miembros del PAC, se utilizan al revisar / revisar las políticas de PFE del distrito y de la escuela para ayudar a diseñar estrategias de PFE basadas en evidencia.

8. ¿Describe la política del distrito cómo involucrar a los Las familias tendrán la oportunidad de participar y padres en las actividades de las escuelas, lo que puede colaborar en los programas del Título I, las Políticas de incluir el establecimiento de un consejo asesor de padres? participación familiar y los Pactos específicos de la Sección 1116 (a) (2) (F) de la ESSA escuela y los padres del campus. Una reunión se llevará a cabo anualmente para revisar / revisar el pacto y la política. Todos los miembros de la familia y la comunidad siempre son bienvenidos en nuestras escuelas para colaborar con nuestros campus para que cada estudiante de nuestro distrito sea un alumno exitoso. BISD proporcionará oportunidades apropiadas de participación familiar para reuniones regulares, sesiones de cursos y talleres para garantizar que cada estudiante tenga éxito. BISD llevará a cabo una encuesta de evaluación anual

3 of 6 2020-2021 Brazosport ISD Política de participación de padres y familias para identificar fortalezas y oportunidades de crecimiento para los procedimientos establecidos. Los resultados de la encuesta se utilizarán para ayudar en el proceso de planificación del campus, incluido el desarrollo de los Planes de mejora del campus y las Evaluaciones de necesidades del campus que se compartirán con las partes interesadas del campus. Estos planes serán utilizados por los equipos de liderazgo del campus para delinear las actividades que abordarán sus necesidades específicas para garantizar que cada estudiante esté preparado para el futuro. Se alienta a las familias a servir en el campus, así como en los comités del distrito, y participar en lo siguiente: ● Asociaciones de padres y maestros / Organizaciones de padres y maestros ● Reuniones comunitarias del distrito celebradas en todo el distrito ● Reuniones de la escuela Título 1 ● Oportunidades para voluntarios ● Actividades de PK Round-Up ● Socios de la comunidad del campus ● Conferencia Anual de Participación de Padres de la Región 16

9. Deberá brindar asistencia a los padres / familias para BISD se compromete a generar confianza y un sentido comprender temas como los desafiantes estándares de seguridad y pertenencia para proporcionar académicos estatales, las evaluaciones académicas capacitación y otros recursos para ayudar a los padres y estatales y locales, cómo monitorear el progreso de un las familias de los niños que participan en los programas niño y cómo trabajar con los educadores para mejorar el del Título I a comprender mejor los estándares rendimiento de sus hijos. Sección 1116 (e) (1) de la ESSA académicos estatales (TEKS) y las evaluaciones académicas locales / estatales (por ejemplo, STAAR, TELPAS, Benchmarks). El distrito supervisará los eventos del Título I PFE del campus para garantizar que se brinde información sobre el desarrollo de capacidades a las familias de manera regular. ● Los eventos académicos entre la escuela y la familia, las conferencias de padres y maestros, el Título I Compact, el Portal para padres o la comunicación escrita (es decir, las boletas de calificaciones y los informes de progreso) se pueden utilizar para este propósito

10. Proporcionará materiales y capacitación para ayudar a Los campus de BISD con programas de Título I los padres a trabajar con sus hijos para mejorar el proporcionarán materiales y capacitaciones específicas rendimiento de sus hijos, como la alfabetización y la con el fin de capacitar a las familias para apoyar a sus tecnología. Sección 1116 (e) (2) de la ESSA hijos en el hogar para mejorar el rendimiento. El distrito se asegurará de que se ofrezca una variedad de programas y materiales para las familias y el personal en función de las necesidades identificadas de cada campus en su Plan de mejora del campus. El distrito proporcionará a cada Director de Título I y miembro de PAC información sobre estrategias efectivas de PFE basadas en investigación.

11. Deberá educar a los maestros, personal de apoyo a la Los campus de BISD con programas de Título I

4 of 6 2020-2021 Brazosport ISD Política de participación de padres y familias instrucción especializada, directores y otros líderes mantendrán una reunión anual con los miembros del escolares y otro personal, con la asistencia de los padres, personal y las familias para informarles sobre los en el valor y la utilidad de las contribuciones de los padres elementos, requisitos de Título I, así como los programas / familias, y en cómo comunicarse, comunicarse y trabajar de participación familiar que brindarán oportunidades con los padres como socios iguales, implementar y para una participación y mejora continua. El distrito coordinar programas para padres, y construir lazos entre proporcionará a los campus la información básica que los padres y la escuela. Sección 1116 (e) (3) de la ESSA debe presentarse durante la reunión. Los campus pueden personalizar la información agregando información que aborde las estrategias específicas del campus.

12. Deberá, en la medida de lo posible y apropiado, Los campus de BISD con programas de Título I coordinar e integrar los programas y actividades de involucrarán a organizaciones comunitarias en participación de los padres con otros programas federales, actividades de participación familiar cuando sea posible y estatales y locales, incluidos los programas preescolares participarán en programas que beneficiarán a familias y públicos, y realizar otras actividades, como los centros de estudiantes. El distrito coordinará e integrará las recursos para padres. Sección 1118 (a) (2) (C) y (e) (4) de estrategias de PFE en el Título I, Parte A con otros la ESSA programas apropiados de PFE. BISD ha establecido una red de recursos comunitarios / distritales / familiares, tales como: ● Colaboración con Brazoria County Head Start ● Servicios de apoyo familiar del distrito ● Ferias de salud del distrito y del campus ● Entrenamientos para padres de educación especial ● Comunidades en escuelas ● Club de niños y niñas ● Programa de participación familiar en educación de Harvard - Desarrollo de habilidades para padres ● Desayuno en el aula y programas de comidas de verano ● Programas de enriquecimiento de escuela de verano y campus ● Stephen F Austin Localizaciones de sitios de salud mental en la escuela ● Asociación familiar de frutas más frescas / verduras frescas ● Houston Food Bank (Freeport Intermediate) Mercado de alimentos ● BISD cariñoso - Asociación Iglesia / Distrito Escolar ● Brazosport cuida la despensa de alimentos - Programa de mochila para estudiantes ● Ministerios True to Life: programa de tutoría de Belay y entrenadores de éxito estudiantil ● Consejo del Área de la Bahía sobre Drogas y Alcohol - brindando asesoramiento, tutoría, sesiones de información para padres ● Programas gratuitos después de la escuela proporcionados por iglesias locales (First Baptist of LJ, The Lighthouse Church, St. Timothy’s Episcopal) ● Asesoramiento para jóvenes y familias: proporciona asesoramiento gratuito / reducido

5 of 6 2020-2021 Brazosport ISD Política de participación de padres y familias para estudiantes y familias de BISD

13. Se asegurará de que la información relacionada con la En un esfuerzo por acomodar mejor las necesidades de escuela y los programas para padres / familias, reuniones las familias, el distrito: y otras actividades se envíe a los padres / familias en un ● Monitorear los eventos de participación de formato y, en la medida de lo posible, en un idioma que los padres y familias del Título I en el campus padres puedan entender. Sección 1116 (e) de la ESSA (5) (reuniones, capacitaciones y otras actividades) para garantizar que se ofrezcan en diferentes momentos durante el día, y a través de múltiples métodos de comunicación y en un formato y lenguaje que las familias puedan entender;; ● Proporcionar información de Título I para los padres a cada campus de Título I; y ● Proporcionar un conjunto de puntos de discusión para la "Reunión Anual de Título I para Padres" a cada campus de Título I. El distrito se asegurará de que cada campus de Título I difunda la información proporcionada por el distrito en su Reunión Anual de Título I para Padres.

14. Deberá proporcionar otro tipo de apoyo razonable para Los fondos del Título I, Parte A están disponibles para los las actividades de participación de los padres en esta campus para padres y familiares aprobados sección según lo soliciten los padres. Sección 1116 (e) de Actividades de compromiso. Las actividades pueden la ESSA (14) incluir, entre otras, cuidado de niños, gastos de transporte y / o visitas al hogar para permitir a los padres participar en reuniones y sesiones de capacitación relacionadas con la escuela. El distrito proporcionará otro apoyo razonable para las actividades de participación de padres y familias, según lo soliciten los campus o los padres. Esta Política de participación de los padres y la familia fue desarrollada conjuntamente y acordada por el personal y los padres de los niños que participan en los campus con los programas de Título I, Parte A. La política fue adoptada por el Comité Asesor de Padres de Brazosport ISD el 5 de mayo de 2020 y entrará en vigencia durante el año escolar ​ ​ ​ ​ 2020-2021. BISD hará que la política esté disponible electrónicamente a más tardar el 20 de septiembre de 2020 en el ​ sitio web de Brazosport ISD Parent & Family Engagement, en el Manual del Estudiante del Distrito y en formato de papel en el Edificio de Administración del Distrito. La política se revisará anualmente y se modificará según sea necesario. Para obtener más información, comuníquese con Jean Cornelius, Coordinador de Programas Federales de Brazosport ISD (Ph: 979-730-7000 o envíe un correo electrónico: [email protected]) ​ ​

6 of 6

Brazosport Independent School District

Student Code of Conduct

2020 – 2021 Disponible en Español

http://www.brazosportisd.net P.O. DRAWER Z • Freeport, Texas • 77542 Board Approved 6.16.2020

Brazosport Independent School District

Student Code of Conduct

Table of Contents

1. Introduction ...... 4 1.1. Accessibility ...... 4 1.2. Non-Discrimination Statement ...... 4 1.3. Purpose ...... 5 1.4. Scope of the Student Code of Conduct ...... 5 1.5. Behavior Expectations for the School Community ...... 7 1.6. Ejection or Exclusion from School Property ...... 7 1.7. Responsibilities ...... 8 ■ Students ■ Parents ■ Teachers ■ Campus Administrators ■ District Administrators ■ BISD Police ■ School Board 2. Prevention & Intervention ...... 12 2.1. School-wide Positive Behavior Interventions & Support (PBIS) . 12 ■ School-wide & Common Area Expectations ■ Classroom Systems ■ Teaching Plan for Behavior & Social Skills ■ Recognition ■ Discipline Procedures ■ Multi-Tiered Systems of Support ■ Monitoring Plan 2.2. Capturing Kids’ Hearts (CKH) ...... 15 2.3. Tobacco, Alcohol, and Drug Prevention ...... 16 ■ Prevention & Education ■ Intervention ■ Identification & Enforcement 2.4. Attendance Interventions ...... 18 ■ Compulsory Attendance

1

■ Attendance for Credit or Final Grade ■ Support Related to Excused Absences ■ Activity Absences ■ Leaving School Early ■ Unexcused Absences ■ Tiered Interventions for Unexcused Absences ■ Truancy ■ Tardies ■ Attendance Officer 2.5. Title IX Sexual Harassment Response and Prevention ...... 24 ■ Prohibited Conduct ■ Reporting Sex-Based Harassment ■ Response to Sex-Based Harassment ■ Title IX Formal Complaint Process ■ Sexual Assault and Campus Assignments 2.6. Bullying Response and Prevention ...... 26 ■ Prohibited Conduct ■ Reporting Bullying ■ Response to Reports of Bullying ■ Transfer Options ■ Prevention Programs 2.7. Threat Assessment Teams ...... 33 2.8. Character Education ...... 33 3. Misbehavior ...... 34 3.1. Investigative Process ...... 34 3.2. Offense Levels, Definitions, & Consequences ...... 34 ■ Level I ■ Level II ■ Level III ■ Level IV ■ Level V ■ Level VI 3.3. Consequence Descriptions ...... 62 ■ Detention ■ In-School Suspension ■ Out-of-School Suspension ■ Corporal Punishment ■ District Alternative Education Program (DAEP)

2

■ Juvenile Justice Alternative Education Program (JJAEP) 3.4. Removal from the Regular Educational Setting ...... 74 3.5. Parental Notifications ...... 75 ■ Parent-Teacher Conferences ■ Parent Notification of Disciplinary Action ■ Administrator Conferences 3.6. Appeals Process ...... 76 3.7. Scholastic Penalties ...... 79 3.8. Participation in Graduation Activities...... 79 3.9. Interrogations and Searches ...... 80 3.10. Metal Detectors ...... 80 3.11. Physical Restraint ...... 81 3.12. Prohibited Aversive Techniques ...... 81 3.13. Temporary Removal from Class or Campus ...... 82 3.14. Student Arrests ...... 82 3.15. Students Registered as Sex Offender ...... 83 3.16. Certain Felonies ...... 84 3.17. Discipline of Students Served by Special Education ...... 85 3.18. Discipline of Students Served by 504 ...... 87 4. Specific Behavior Policies ...... 88 4.1. Dress Code ...... 88 4.2. Telecommunication Devices ...... 90 ■ Unacceptable and Inappropriate Use of Technology ■ Possession and Use of other Personal Electronic Devices ■ Acceptable Use of District Technology Resources 4.3. Transportation Policy ...... 92 5. Appendices ...... 96 5.1. Acceptable Use Agreement for Internet/Network Access ...... 97 5.2. Acknowledgement of Electronic Distribution of Student Handbook & Student Code of Conduct, and Internet Acceptable Use Agreement ...... 103 5.3. Office Discipline Form – Secondary ...... 104 5.4. Office Discipline Form – Elementary ...... 105 5.5. Glossary ...... 106

3

Introduction

1.1 Accessibility If you have difficulty accessing the information in this document, please contact the campus Principal. You may also contact Director of Student Services, Dr. Robin Pelton, or Assistant Superintendent of Administrative Services, Mr. Jay Whitehead, at 979-730-7000.

1.2 Non-Discrimination Statement In its efforts to promote nondiscrimination and as required by law, Brazosport ISD does not discriminate on the basis of race, religion, color, national origin, gender, sex, disability, age, or any other basis prohibited by law in providing education services, activities, and programs, including Career and Technical Education (CTE) programs. The District provides equal access to the Boy Scouts and other designated youth groups.

In accordance with Title IX, Brazosport ISD does not and is required not to discriminate on the basis of sex in its educational programs or activities. The requirement not to discriminate extends to admission and employment. Inquiries about the application of Title IX may be referred to the district’s Title IX Coordinator (see below), to the Assistant Secretary for Civil Rights of the Department of Education, or both.

Other federal laws that prohibit discrimination include Title VI, Section 504, the Age Discrimination Act, the Boy Scouts Act, and Title II.

Brazosport ISD has designated and authorized the following employee as the Title IX Coordinator to address concerns or inquiries regarding discrimination on the basis of sex, including sexual harassment, sexual assault, dating violence, domestic violence, stalking, or gender-based harassment: Dr. Robin Pelton at 301 Brazoswood Dr., Clute, Texas 77531, 979-730-7000 extension 24101, [email protected],. Reports can be made at any time and by any person, including during non-business hours, by mail, phone, or email. During district business hours, reports may also be made in person. Upon the district receiving notice or an allegation of sex-based harassment, the Title IX Coordinator will promptly respond in accordance with the process described at FFH(LOCAL).

For concerns regarding discrimination on the basis of disability, please contact the ADA/Section 504 Coordinator: Lorin Furlow, 301 W. Brazoswood Dr., Clute, Texas 77531, 979-730-700 extension 19246, [email protected].

For all other concerns regarding discrimination, please contact the Superintendent: Danny Massey, 301 W. Brazoswood Dr., Clute, Texas 77531, 979-730-7001, [email protected].

4

1.3 Purpose The purpose of this Student Code of Conduct is to foster a safe learning environment and ensure academic success for all students. After collaboration among community members, parents, district personnel, and campus personnel, this policy has been adopted in accordance with the requirements of Chapter 37 of the Texas Education Code by the Brazosport Independent School District’s Board of Trustees. In order to assist students, parents, families, administrators, and school personnel in maintaining a safe and supportive environment within the Brazosport schools, this Student Code of Conduct will: ● describe district behavior expectations; ● describe responsibilities of students, families, and district staff; ● identify and describe district prevention and intervention strategies; ● identify and define classifications of misbehavior, along with corrective strategies and disciplinary consequences; ● specify circumstances that may result in a student being removed from a classroom, campus, or school transportation in accordance with Chapter 37 of the Texas Education Code, and describe the considerations given when making such a decision; ● describe rights of students with disabilities as it relates to discipline; and ● describe the District dress code, technology policy and transportation policy.

1.4 Scope of the Student Code of Conduct The Student Code of Conduct applies to actions of students throughout the entire 2020 – 2021 school year, including summer school and all school-related events and activities outside of the school year, until an updated version is adopted by the Board of Trustees. Because the Student Code of Conduct is adopted by the district’s board of trustees, it has the force of policy; therefore, in cases of conflict with the Student Handbook, the Student Code of Conduct prevails. The District has disciplinary authority over a student: ➢ during the regular school day and while the student is going to and from school or a school-sponsored or school related activity on district transportation; ➢ during lunch periods in which the student is allowed to leave the campus; ➢ for certain offenses committed within 300 feet of school property as measured from any point on the school’s property boundary line; ➢ while the student is in attendance at a school-sponsored or school-related activity, regardless of time or location; ➢ for certain offenses committed while on school property or while attending a school- sponsored or school-related activity of another district in Texas; ➢ for any school-related misconduct, regardless of time and location;

5

➢ when the student engages in cyberbullying, as provided by Education Code 37.0832; ➢ when criminal mischief is committed on or off school property or at a school-related event; ➢ when retaliation against a school employee or Board member or volunteer is involved, regardless of time or location; ➢ when the student commits a felony, as provided by Texas Education Code 37.006 or 37.0081, and ➢ when the student is required to register as a sex offender. The District does not have jurisdiction over other situations occurring in the community even though an incident may involve students (including technology-related communications – such as emails, texting, Facebook, messages, etc. – containing threats, bullying, and/or harassment) unless there is a direct impact to the school setting. District personnel may, however, conference with students regarding inappropriate behavior and effective ways to resolve conflict. Student clubs, organizations, and performing groups such as, but not limited to, band, choir, cheerleading, and drill and athletic teams may establish additional standards of behavior including consequences for misbehavior that are stricter than those for students in general. If a violation is also a violation of school rules, the consequences specified by the Student Code of Conduct or by local policy will apply in addition to any consequences specified by the organization(s). All standards of behavior and any related consequences established or specified by the applicable organization(s) are adopted and incorporated herein.

This Student Code of Conduct includes a range of appropriate responses for student misbehavior. In doing so, it is recognized that: ➢ Poor academic achievement is not an act of misconduct. Therefore, the Student Code of Conduct will not be used to discipline students for poor academic achievement or failure. ➢ A parent’s failure to appropriately support his/her child’s education cannot be considered misconduct on the part of the child. ➢ The Student Code of Conduct applies to all students; however, the discipline of students with disabilities who are eligible for services under federal law (Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act of 1973) is subject to the provisions of those laws. ➢ In working within the Student Code of Conduct, school administration and staff will be sensitive to cultural differences a student may exhibit.

6

1.5 Behavior Expectations for our School Community

All Brazosport ISD learning environments will be safe and conducive to learning. Therefore, behavior expectations have been identified for our entire school community, which include students, families, campus and district staff, and community members. These expectations serve the purpose of guiding our decision-making, enhancing our ability to communicate effectively with one another, and creating the kind of school environment that is supportive for all people within our schools. Our vision is to set the standard for educational excellence, and that requires the whole school community’s adherence to these behavior expectations.

The District firmly believes that every student has the right to attend school and school- related activities free from all forms of discrimination on the basis of sex, including sexual harassment. The District considers sexual harassment of students to be serious and will consider the full range of discipline options up to and including placement in the District’s DAEP, according to the nature of the offense.

The school community is expected: ● to treat one another courteously, with respect for the other person’s feelings; ● to avoid any behaviors known to be offensive; and ● to stop these behaviors when asked or told to stop.

1.6 Ejection or Exclusion from School Property Pursuant to Texas Education Code § 37.105, a school administrator or peace officer may refuse entry or eject an individual from district property if the individual refuses to leave peaceably upon request and: 1. The person poses a substantial risk of harm to any person; or

7

2. The person behaves in a manner inappropriate for the school setting, and the individual persists in the behavior after being given a verbal warning that the behavior is inappropriate and may result in refusal of entry or ejection. At the time an individual is ejected or excluded, the school administrator or peace officer will provide the individual a written explanation of the appeal process. Appeals regarding refusal of entry or ejection from district property may be filed in accordance with policies FNG(LOCAL) or GF(LOCAL), as appropriate. The timelines for the district’s grievance procedures shall be adjusted as necessary to permit the person to address the board in person within 90 days, unless the complaint is resolved before a board hearing. Ejection or exclusion may not last more than two years, and if the individual is a parent, the district must accommodate the parent to ensure parental participation in an ARD or 504 committee meeting.

The school administrator or peace officer shall maintain a written log of all verbal warnings issued to include the individual’s name, the date, and a brief description of the inappropriate behavior.

1.7 Responsibilities For schools to be safe and orderly, everyone has a responsibility. Each person within the community has a role. The following are responsibilities as they relate to student behavior:

Student Responsibilities

● Attend the entire instructional day, except when ill or otherwise excused. ● Be on time to all classes. ● Be prepared for each class with assigned work and appropriate materials. ● Strive toward self-discipline, setting individual goals and utilizing good work habits. ● Pursue mastery of the curriculum as prescribed by the district and the state. ● Ask teachers, counselors, support staff, parents, school administrators, and other adults for help in solving problems. ● Establish and maintain an effective working relationship with parents, peers, and school personnel. ● Show respect for others, including peers, teachers, school staff, and campus guests. ● Show respect for the property of yourself and others. ● Manage personal and district technology appropriately. ● Express opinions and ideas in a respectful and courteous manner. ● Follow all district policies, including the Student Code of Conduct, as well all campus- established rules and procedures. ● Cooperate with and follow directives issued by school personnel. ● Report any bullying and/or harassment you witness to your teacher, a counselor, or an administrator.

8

● Seek changes in school policies and regulations through approved channels in an orderly and responsible manner and in collaboration with teachers and administrators. ● Assume responsibility for making choices and accept consequences for your behaviors.

Parent/Guardian Responsibilities

● Send your child to school daily and notify the school in writing within 48 hours (two business days) to explain the reason for absences and tardies. ● Supervise and interact with your child in a positive manner. ● Make certain your child is properly attired for school according to the dress code described in the Student Code of Conduct. ● Review the Student Code of Conduct with your child and support adherence to discipline policies. ● Establish and maintain a positive attitude toward education and school personnel. ● Maintain up-to-date and correct home, mailing, and email addresses, and phone numbers that include home, cell, work, and emergency contacts with the school office through Parent Portal. ● Communicate home or family issues that may affect your child’s learning or behavior. ● Seek available resources to support your child within the school and the community. ● Attend scheduled conferences, respond in a timely manner to the teacher's initial contact, or contact the teacher yourself as needed. ● Collaborate with school personnel when your child is involved in a discipline problem. ● Cooperate with school administrators and teachers in their efforts to achieve and maintain a quality school system, contacting teachers first and then counselors or campus administrators with concerns. ● Review the BISD EmpowerED Student/Parent Handbook and the BISD Acceptable Use Agreement with your child, promote its provisions, monitor your child’s use of district technology, and support adherence to established policies and procedures related to issuance of technology devices. Note: Throughout this Student Code of Conduct and related discipline policies, the term “parent” includes a parent, legal guardian, or other person having lawful control of the child.

Teacher Responsibilities

● Define, teach, model, supervise, and support appropriate student behaviors to create positive school environments. ● Use appropriate classroom management strategies to maintain a learning environment that supports academic success. ● Teach and routinely review the Student Code of Conduct. ● Positively reinforce adherence to the school-wide, common area, and classroom expectations. ● Provide corrective feedback and re-teaching of a behavioral skill in a positive and respectful manner when a student demonstrates challenging behavior or when misconduct occurs.

9

● Address infractions through a variety of interventions, including Positive Behavior Interventions and Supports. ● Utilize Capturing Kids’ Hearts tools, techniques, and strategies (secondary). ● Consider academic needs as contributing factors to disciplinary infractions and address those needs with appropriate academic interventions and supports. ● Value parents as partners in the educational process and demonstrate a positive attitude toward parents and their child. ● Promptly contact parents when behavior is not appropriate and respond promptly to parent inquiries, keeping documentation of these conferences. ● Participate in daytime and after-hours campus activities that promote parent, family, and/or student involvement. ● Develop positive relationships with parents, students, and other district professionals to solve problems at the classroom level. ● Collaborate with counselors, interventionists, and administrators when behavioral support is needed for specific students. ● Follow any Behavior Intervention Plan (BIP) or 504/IEP behavior supports that are in place for identified students. ● Report the behavior to the appropriate school administrator for a student who engages in ongoing misconduct, despite appropriate interventions. ● Review discipline data to make informed decisions. ● Request additional training or staff development as needed.

Campus Administrator Responsibilities

● Define, teach, model, reinforce, and support appropriate student behaviors to create positive school environments. ● Monitor, support, and sustain the effective implementation and maintenance of school-wide Positive Behavior Interventions & Supports. ● Consider academic needs as contributing factors to disciplinary infractions and address those needs with appropriate academic interventions and supports. ● Value parents as partners in the educational process and demonstrate a positive attitude toward parents and their child. ● Respond promptly and appropriately to parent inquiries about their children. ● Implement the Student Code of Conduct in an equitable and consistent manner. ● Review each discipline referral, investigate, and ensure that appropriate interventions, corrective strategies, and/or consequences are developed and implemented in accordance with the Student Code of Conduct. ● Identify training and resources as needed to implement positive behavior interventions and supports. ● Maintain accurate discipline data of students. ● Review discipline data at least monthly to assist with data-based decision making.

10

● Collaborate with teachers, counselors, and interventionists when behavioral support is needed for specific students. ● Ensure behavior support plans for at-risk youths are implemented with integrity and compliance. ● Conduct and/or participate in suspension, DAEP, expulsion conferences/hearings.

District Administrator Responsibilities

● Monitor, support, and sustain the effective implementation and maintenance of district-wide positive behavior interventions & supports. ● Provide appropriate, on-going and sustainable training and resources to implement Positive Behavior Interventions and Supports at each school. ● Utilize district and campus discipline data to target and allocate professional development services for school administrators and staff in school-wide Positive Behavior Interventions & Support. ● Develop positive relationships with students, staff, parents, and the community. ● Assist campus administration in addressing campus or student behavioral issues. ● Assist parents who are unable to resolve student behavioral issues at the campus level. ● Conduct DAEP Level 2 conferences/hearings.

BISD Police Responsibilities

● Protect the safety and welfare of students, staff, and guests, as well as property of the district. ● Patrol school district buildings and property. ● Provide security at specified district events. ● Enforce all laws and investigate criminal incidents occurring on school district property. ● Arrest and file charges for crimes occurring on district property. ● Network with area law enforcement agencies. ● Support administrators and staff in creating and maintaining a safe learning environment. ● Develop positive relationships with students, staff, parents, and the community. ● Present crime prevention programs to students, staff, parents, and community. ● Complete mandated state training and remain current on legal issues.

School Board Responsibilities

• With the advice of the District Educational Improvement Committee (DEIC), adopt a Student Code of Conduct. • Approve changes or amendments to the Student Code of Conduct. • Conduct JJAEP Level 2 conferences/hearings.

11

Prevention & Intervention

2.1 School-wide Positive Behavior Interventions & Support (PBIS) A positive school climate supports academic achievement and promotes fairness, civility, acceptance of diversity, as well as mutual respect. The School Board of Brazosport Independent School District has adopted and is implementing the framework of school-wide Positive Behavior Interventions & Support (PBIS) to assist in these efforts.

PBIS is a proven, research and evidence-based discipline model that emphasizes the need for school staff to teach, model, and reinforce appropriate behaviors, while maintaining high standards. It utilizes a multi-tiered system of supports that is responsive to the needs of students in ways that contribute to academic achievement and school-wide success. PBIS supports a safe school environment and upholds expectations for all members of the school community to be responsible and respectful.

Described below are features of PBIS that are embedded into the practices of all schools within our district.

● School-wide & Common Area Expectations - Each campus has established 3-5 positively stated school-wide behavior expectations which are posted throughout the school. These expectations apply to both students and staff. Common area expectations align with the school-wide expectations and clearly describe appropriate behavior for specific areas such as cafeterias, hallways, restrooms, and transportation pick-up areas. ● Classroom Systems - Rules and procedures that align with the school-wide expectations are defined, taught to students, and posted in each classroom. Procedures explicitly address each of the various activities that occur within the classroom, so students have a clear understanding of expectations for activities such as whole group instructional time, cooperative learning activities, independent work times, and class transitions. CHAMPS is an example of a successful behavior management system that many campuses in the district utilize to achieve this goal. ● Teaching Plans for Behavior & Social Skills - Campuses have designed lessons for teaching school-wide and common area expectations, as well as individual classroom rules and procedures. These lessons include examples and non-examples of what appropriate behavior looks like and utilize a variety of teaching strategies. Booster lessons are provided for selected students who need occasional reteaching, and plans are in place for orienting new students who enroll during the school year. Lessons for teaching social skills also are utilized as needs for instruction are identified by teachers and campus staff.

12

● Recognition - Various methods of recognition and rewards are utilized on each campus that are designed to maintain student interests and are linked to school-wide expectations. Input from students help to identify meaningful incentives, and staff incentives are included as well. In Brazosport schools, we recognize people are motivated by positive acknowledgement and work hard to ensure praise and recognition occurs at a 4:1 ratio.

● Discipline Procedures - At times, correction and consequences for misbehavior are necessary. The flowchart above depicts the framework that campus staff utilizes when making decisions about implementing corrective measures or applying consequences. An array of appropriate responses that align to the Student Code of Conduct are described within this document. This process is established to support consistent and fair application of disciplinary measures.

13

● Multi-Tiered Systems of Support (MTSS) - As part of the PBIS framework, a multi- tiered system of behavioral supports is utilized on each campus to improve the educational outcome for all students. As depicted in the diagram above, a continuum of tiered interventions with increasing levels of intensity and duration is used to provide the interventions or supports a student needs to be academically or behaviorally successful. Approximately 85 percent of students are typically able to meet universal school-wide expectations with minimal levels of in-class Tier I intervention. Approximately 10 percent of students may need Tier II supports, which will require assistance from a campus MTSS team. Less than 5 percent of students generally need the highest levels of support and individualized services. While the structure of MTSS teams varies from campus to campus, all schools have systems in place to assist students who require Tier II and Tier III support. What follows is a model that demonstrates the tiered levels of behavior support a student might receive in Brazosport schools.

14

● Monitoring Plan - Each campus has a PBIS team that meets at least monthly to review data, including office discipline referral data, attendance, grades, and other data as appropriate. This data is used to make decisions that lead toward continuous improvements in school-wide behavior. This team provides feedback to the staff on an ongoing basis, so strategies can be developed and implemented in a timely manner.

2.2 Capturing Kids’ Hearts (CKH) Secondary schools in Brazosport ISD utilize the socio-emotional learning techniques and classroom facilitation tools developed by Capturing Kids’ Hearts (CKH). These are designed to peak student interest, establish collaborative agreements of behavior in every classroom, create high performing groups, increase pro-social skills, create more time on-task, and increase student performance. Described below are the CKH EXCEL Teaching Model™ core features embedded into the practices of all secondary schools within our district:

15

• Engage - Greet students at the door to welcome and affirm each student as they enter • Xplore - Begin class periods by encouraging students to share "good things" • Communicate o Make relevant connections o Initiate class dialogue o Exhibit flexibility o Use the “four questions” for redirection i. What are you doing? ii. What should you be doing? iii. Are you doing it? iv. What are you going to do about it? • Empower - With student involvement, develop and utilize a social contract • Launch - Provide a powerful "end and send" closure for each class period

2.3 Tobacco, Alcohol, and Drug Prevention Brazosport ISD provides multiple preventions, education, and intervention programs throughout our district that vary by campus. Below are a few of the programs available; however, to learn of specific programs at your child’s school, please contact your child’s teacher, counselor, or administrator. Also described below are identification and enforcement methods that relate to tobacco, drug, and alcohol offenses. Prevention & Education 1. Red Ribbon Week – October 23-31 is designated as National Red Ribbon Week, where people across the country unite and show a personal commitment to a drug- free lifestyle. BISD designates a week within this timeframe for students to participate in this national campaign. 2. C.H.I.C.K.E.N. Club - All fourth grade students across the district are able to become a member of the C.H.I.C.K.E.N. Club, which is an anti-drug campaign that stands for “Cool, Honest, Intelligent, Clear-headed, Keen, Energetic, Not Interested in Drugs.” By signing an oath stating they will remain drug free, these students receive a C.H.I.C.K.E.N. Club t-shirt that is worn regularly, as well as participate in a district- wide rally held at Brazoswood High School where all fourth graders unite and celebrate their commitment to remain drug-free. 3. CATCH My Breath Youth E-cigarette Prevention Program – This program aims to increase students’ knowledge of the dangers related to E-cigarettes, nicotine and addiction. This curriculum is taught at intermediate and high school campuses. 4. BACODA - Our district partners with the Bay Area Council on Drugs and Alcohol to provide training to district staff, as well as provide tobacco, alcohol, and drug education and prevention activities to students. BACODA also provides parent and staff presentations as requested.

16

5. Teen Leadership – Provide tobacco, alcohol, and drug prevention lessons to ninth grade students as a supplemental part of the Teen Leadership curriculum. 6. Police Officer Lessons – BISD Police Officers deliver drug and alcohol prevention lessons with students throughout the year based on trends and current topics. 7. Prom Promise – Brazoswood High School Student Council and Brazosport High School PALS provide a program preceding prom to educate their peers, as well as parents and local businesses, about the dangers of drinking and driving. 8. Random Drug Testing - Brazosport ISD implements random drug testing for students in grades 9 - 12 as a condition of their participation in competitive after school extracurricular activities and/or as a condition of obtaining/maintaining a permit to park on campus. If appropriate consent is not given, the student shall not be allowed to participate in extracurricular activities or park on campus. While there are interventions and consequences associated with a positive test result, the primary purpose of this program is to deter non-using students from ever using drugs by providing them motivation and confidence to resist peer pressure. See Brazosport ISD Board Policy FNF(LOCAL). Intervention 1. Response to Tobacco/e-cigarette Offenses – When a student commits a tobacco or e- cigarette offense, campus staff provide site-based education and cessation programs such as ASPIRE and other intervention strategies to warn students of the dangers of tobacco/e-cigarette use and counsel them on making healthy choices and decision- making strategies. 2. Counseling/Education in Response to Positive Drug Tests - When students who are involved in extracurricular activities or drive to school receive a positive result on a drug test, parents are notified and a conference is held. The student is also required to participate in a District-provided counseling program or show evidence of outside counseling. 3. Counseling in Response to Drug and Alcohol Disciplinary Offenses - When a student commits a drug or alcohol related offense, in addition to school consequences, the student must participate in counseling/education about the dangers of drug use, making healthy choices, and decision-making strategies. This counseling is provided by district counselors, unless the parent shows evidence of outside counseling. Identification & Enforcement 1. K-9 Program - Specifically trained dogs and handlers visit our campuses on a random schedule to identify if drugs are on campus or in parking lots. 2. Consequences of Drug and Alcohol Disciplinary Offenses - In addition to counseling intervention, students who commit a drug or alcohol related offense receive a 50-day disciplinary alternative education program assignment at the Lighthouse Learning Center. A student with a valid prescription for low-THC

17

cannabis as authorized by Chapter 487 of the Health and Safety Code does not constitute a drug or alcohol related offense. 3. Consequences of Positive Drug Tests - The first time a student who is involved in after-school extracurricular activities or drives to school receives a positive test result, in addition to counseling, the student loses extracurricular participation and parking privileges for 15 days. Upon a second positive test result, the student loses those privileges for 30 days, and a third positive result carries the consequence of losing privileges for one calendar school year.

2.4 Attendance Interventions Two state laws—one dealing with the required presence of school-aged children in school, e.g., compulsory attendance, the other with how a child’s attendance affects the award of a student’s final grade or course credit—are of special interest to students and parents. They are discussed below.

Compulsory Attendance Prekindergarten and Kindergarten Prekindergarten and kindergarten students are subject to compulsory school attendance while they are enrolled in school. Upon enrollment in prekindergarten or kindergarten, a child must attend school.

Between Ages 6 and 19 State law requires that a student between the ages of 6 and 19 attend school, as well as any applicable accelerated instruction program, extended year program, or tutorial session, unless the student is otherwise excused from attendance or legally exempt. See Education Code § 25.085(e), (f); Policy FEA.

Age 19 and Over A student who voluntarily attends or enrolls after his or her 19th birthday is required to attend each school day until the end of the school year. If a student age 19 or older has more than five unexcused absences in a semester, the district may revoke the student’s enrollment. The student’s presence on school property thereafter would be unauthorized and may be considered trespassing. See Education Code § 25.085(e), (f); Policy FEA.

After a student age 19 or older incurs a third unexcused absence, the district will send the student a letter as required by law explaining that the district may revoke the student’s enrollment for the remainder of the school year if the student has more than five unexcused absences in a semester. As an alternative to revoking a student’s enrollment, the district may implement a behavior improvement plan.

18

Exemptions to Compulsory Attendance: All Grade Levels State law allows exemptions to the compulsory attendance requirements for several types of absences if the student makes up all work. These include the following activities and events: • Religious holy days; • Required court appearances; • Activities related to obtaining U.S. citizenship; • Is in grades 6 through 12 and misses school for the purposes of sounding “Taps” at a military honors funeral held in Texas for a deceased veteran; • Is participating in an activity that is approved by our local school board and is under the direction of a professional staff member, an adjunct staff member, or a paraprofessional staff member of the school district; • Documented health-care appointments for the student or a child of the student, including absences for recognized services for students diagnosed with autism spectrum disorders, if the student comes to school or returns to school on the same day as the appointment. A note from the health-care provider must be submitted upon the student’s arrival or return to campus; and • For students in the conservatorship (custody) of the state, o An activity required under a court-ordered service plan; or o Any other court-ordered activity, provided it is not practicable to schedule the student’s participation in the activity outside of school hours.

Absences of up to five (5) days in a school year will also be considered an exemption for visits with parent, stepparent, or legal guardian who is an active duty member of the uniformed services and has been called to duty for, is on leave from, or is immediately returned from continuous deployment of at least four months outside of the locality where the parent, stepparent, or legal guardian regularly resides. An absence for this reason must be taken no earlier than 60 days before the date of deployment or no later than 30 days after the date of return from deployment.

Exemptions to Compulsory Attendance: Secondary Grade Levels As authorized by the board under policy FEA(LOCAL),and provided the student receives approval from the campus principal, follows the campus procedures to verify such a visit, and makes up any work missed, absences of up to two days in a school year will also be considered an exemption for: • Juniors and Seniors who are visiting a college or university; and • A student serving as an early voting clerk or an election clerk, as authorized in policy FEA(LOCAL), and provided the student notifies his or her teachers of the absence(s), and the student receives approval from the principal prior to the absence(s).

19

Failure to Comply with Compulsory Attendance Parents should also be aware that if their child is absent from school on 10 or more days or parts of days within a six-month period for an unexcused reason in the same school year, or on three or more days or parts of days (including tardies) within a four-week period: 1. The student’s parent is subject to prosecution for failure to require their child to attend school as required by law; and 2. The student is subject to a referral to truancy court for truant conduct.

When a student incurs unexcused absences for three or more days or parts of days within a four-week period, the school will send a notice to the student’s parent, as required by law, to remind the parent that it is the parent’s duty to monitor his or her child’s attendance and to require the student to come to school. The notice will also inform the parent that the district will initiate truancy prevention measures and request a conference between school administrators and the parent. These measures will include a behavior improvement plan, school-based community service, or referrals to either in-school or out-of-school counseling or other social services. Any other measures considered appropriate by the district will also be initiated.

The truancy prevention facilitator for the district is Marilou Duchaney. If you have questions about your student and the effect of his or her absences from school, please contact the facilitator or any other campus administrator. There are procedures in place to support students whose attendance does not meet these requirements for reasons beyond their control, and interventions available that are designed to motivate and assist a student in improving attendance when it is within their control.

Attendance for Credit or Final Grade (Kindergarten–Grade 12) Children in Texas must attend school through their 19th birthday unless exempted by law. They are required by state law to be in attendance for at least 90 percent of the days a class is offered in a semester in order to receive credit for classes in which they are enrolled, and absences must be excused for reasons outlined in the Student Handbook.

Support Related to Excused Absences If a student accumulates sufficient excused absences to be unable to meet the per semester attendance requirement, the principal or a designee may convene a Campus Attendance Committee meeting to consider circumstances and grant the student credit for the class for the semester/year. [See Policy FEC.] Absences documented and verified for the following reasons, but not limited to, will be classified as excused: ● personal illness; ● serious or documented illness or death in the family; ● medical or dental appointments;

20

● quarantine; ● weather or road conditions making travel dangerous; ● religious holy day observance; ● court-ordered or legally related absence; ● days of suspension for which assignments are satisfactorily completed; ● lice – maximum 2 days per incident; or ● other unusual causes acceptable to the principal.

Absences for reasons other than those listed above, but not limited to, will be considered unexcused and may result in disciplinary consequences. Excessive numbers of excused illness absences may also result in the committee requiring clearance from the school nurse if a doctor is not seen.

A student will not be counted absent for an appointment with a doctor, dentist, or other health care professional if the student attends school at any time on the day of the appointment, provides appropriate documentation, and satisfactorily completes the missed schoolwork in a reasonable amount of time. For the absence to be excused, the student must return to school with a note signed by the parent that provides the following information: ➢ The student's name and grade ➢ The date(s) of the absence ➢ The reason for the absence, (i.e., the student had the flu, a court appearance) ➢ The parent's daytime telephone number or a contact number, if possible

The note from the parent must be received within 48 hours (two business days) of the student's return to school or the absence will become an unexcused absence. A note regarding a student's absence signed by a student, even with the parent's permission, will be considered a forgery, and the student will be disciplined. A principal may require a physician's verification of an illness at any time.

Activity Absences Participation in school-sponsored extracurricular and co-curricular activities is not considered an absence from school. However, students may not miss a class to participate in any one or a combination of such activities more than 10 times during a school year, four in the first semester and six in the second semester. Students participating in activities approved by the Commissioner of Education as non-school extracurricular activities may not be absent to participate in these activities or a combination of commissioner-approved activities and school extracurricular activities more than 10 times during the school year. Participation in a non-school, commissioner-approved activity results in an excused absence provided it is within the limit previously mentioned.

21

Leaving School Early For a student to leave the campus during the school day, the student should obtain a permit to leave from the attendance clerk before reporting to his last class of attendance and show the permit to the teacher at the time the student is to leave.

Unexcused Absences If a student accumulates a enough unexcused absences to be unable to meet the per semester attendance requirement, a recommendation will be made by the principal or a designee to the Campus Attendance Committee to deny the student credit for that class for that semester. Upon being notified of the recommendation to deny a student credit, a student's parent may petition to request award of credit before the Campus Attendance Committee to present information regarding why the child's absences should not result in loss of credit. This request must be made in writing within five school days of receipt of notification. The Campus Attendance Committee may find that denial of credit is appropriate or that the parent has presented compelling evidence that the child should not be denied credit. Unexcused absences may receive a disciplinary consequence.

Tiered Interventions for Unexcused Absences Student attendance is monitored closely by teachers and campus administrators. Parents can also monitor their child’s attendance through Parent Portal and are notified through School Messenger callouts when their child is absent. Students who have an unexcused absence will receive Tier I interventions which may include student conferences and parent contacts. Students who accumulate multiple unexcused absences will receive Tier II and III interventions which include written notifications, conferences, attendance contracts, and visits from a district attendance officer. Counselors may also intervene and changes in the student’s schedule may be considered. If interventions are not successful in eliminating continued unexcused absences, consequences are put in place that include make-up hour requirements or referrals to the Justice of the Peace court.

Truancy Truancy is an absence of more than 15 minutes from class without a valid excuse. Leaving class early without teacher permission also constitutes truancy. Truancy counts as an unexcused absence from each class missed. Truancy may result in a referral to an administrator for disciplinary action.

Tardies A student who is late to school must report to the attendance personnel, sign in, and get a tardy slip. A note from the parent explaining the tardy is requested. The tardy may be excused or unexcused. Tardies to class are unexcused unless the student has a pass indicating a staff member detained the student. Some secondary campuses have electronic tardy

22

machines to monitor records of students who are tardy to class periods. At those campuses, students who are late to any class period scan in through the electronic tardy machines located throughout the school to gain a pass that allows them to enter class. A student is subject to disciplinary action for tardies.

Attendance Officer Brazosport Independent School District employs district Attendance Officers. In addition, Principals and assistant principals are authorized to serve as Attendance Officers on behalf of BISD. The attendance officer investigates possible violations of the compulsory attendance law and verifies questions of student residency. If applicable, the Attendance Officer presents evidence of compulsory attendance law violations to the court.

2.5 Title IX Sex-Based Harassment Response and Prevention Prohibited Conduct Brazosport ISD prohibits discrimination, harassment, dating violence, and retaliation as defined below, even if the behavior does not rise to the level of unlawful conduct. Prohibited conduct also includes sex-based harassment as defined by Title IX. [See FFH(LEGAL).]

SEXUAL HARASSMENT is conduct on the basis of sex that satisfies one or more of the following: • An employee of the District conditioning the provisions of an aid, benefit, or service of the District on an individual’s participation in unwelcome sexual conduct (i.e., quid pro quo sexual harassment) • Unwelcome conduct determined by a reasonable person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient’s education program or activity; or • “Sexual assault” as defined in 20 U.S.C. 1092(f)(6)(A)(v), “dating violence” as defined in 34 U.S.C. 12291(a)(10), or “stalking” as defined in 34 U.S.C. 12291(a)(30).

Examples of sexual harassment of a student may include sexual advances; touching intimate body parts or coercing physical contact that is sexual in nature; jokes or conversations of a sexual nature; and other sexually motivated conduct, communications, or contact. Use of e- mail, the internet, or other technologies may constitute sexual harassment as much as use of in-person, postal mail, handwritten, or other communications.

SEXUAL ASSAULT as defined in 20 U.S.C. 1092(f)(6)(A)(v) means an offense classified as a forcible or nonforcible sex offense under the uniform crime reporting system of the Federal Bureau of Investigation.

23

DATING VIOLENCE occurs when a person in a current or past dating relationship uses physical, sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control another person in the relationship. Dating violence also occurs when a person commits these acts against a person in a marriage or dating relationship with the individual who is or was once in a marriage or dating relationship with the person committing the offense, as defined by Section 71.0021 of the Family Code.

TITLE IX RETALIATION: Retaliation against a person who makes a good faith report of dating violence, discrimination, or harassment is prohibited. Retaliation against a person who is participating in an investigation of alleged dating violence, discrimination, or harassment is also prohibited. Title IX regulations define retaliation as "intimidation, threats, coercion, or discrimination, including charges against an individual for code of conduct violations that do not involve sex discrimination or sexual harassment, but arise out of the same facts or circumstances as a report or complaint of sex discrimination, or a report or formal complaint of sexual harassment, for the purpose of interfering with any right or privilege secured by Title IX. However, charging an individual with a conduct code violation for making a materially fast statement in bad faith in the course of a Title IX grievance proceeding is not retaliation. Complaints of Title IX retaliation may be addressed using the District’s Title IX grievance process.

Examples of retaliation may include threats, intimidation, coercion, rumor spreading, ostracism, assault, destruction of property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does not include petty slights or annoyances. [34 C.F.R. § 106.71]

CONFIDENTIALITY: The school must keep confidential the identity of complainants, respondents, and witnesses, except as may be permitted by FERPA, or as required by law, or as necessary to carry out a Title IX proceeding.

Reporting Sex-Based Harassment Any person may report sex discrimination, including sexual harassment, regardless of whether the person is the alleged victim of the reported conduct, in person, by mail, by telephone, or by email, using the contact information listed for the Title IX Coordinator, or by any other means that results in the Title IX Coordinator receiving the person’s report. Such a report may be made at any time, including during non-business hours, by using the telephone number or email address, or by mail to the office address, listed for the Title IX Coordinator. Should the student need to bring a complaint against a school administrator, the complaint should be filed with the next level of authority. [See Policy FFH(LOCAL); Education Code § 37.083.] A person who has knowledge of a student who is believed to have been sexually

24

harassed by a District employee may also seek assistance from Texas Department of Family and Protective Services at 1-800-252-5400.

The complainant, or person who is alleged to be the victim of conduct that could constitute sexual harassment, may file a formal complaint with the Title IX Coordinator by mail or email. At the time of filing a formal complaint, a complainant must be participating in or attempting to participate in the education program or activity of the Brazosport ISD. The Title IX Coordinator may also sign a complaint, thus triggering an investigation; however, this does not make the Title IX Coordinator a party in the grievance process. However, a third- party reporter may not file a formal complaint. If the complainant/alleged victim is not a willing participant in the investigation, he or she will have access to supportive measures and receive written notice of steps in the grievance procedures.

Upon receiving a report of prohibited conduct as defined by policy FFH, the district will determine whether the allegations, if proven, would constitute prohibited conduct as defined by that policy. If not, the district will refer to policy FFI to determine if the allegations, if proven, would constitute bullying, as defined by law and that policy. If the alleged prohibited conduct, if proven, would constitute prohibited conduct and would also be considered bullying as defined by law and policy FFI, an investigation of bullying will also be conducted. Depending on the nature of the violation, the District may also be required to report the conduct to local, state, or federal authorities.

Response to Sex-Based Harassment Upon the District receiving notice or an allegation of sex-based harassment or retaliation— regardless of whether a formal complaint is filed—the Title IX coordinator shall promptly contact the complainant to: • Discuss the availability of supportive measures and inform the complainant that they are available, with or without the filing of a formal complaint; • Consider the complainant’s wishes with respect to supportive measures; and • Explain to the complainant the process for filing a formal complaint. The District’s response to sex-based harassment shall treat complainants and respondents equitably by offering supportive measures to both parties, as appropriate and without charge, before or after the filing of a formal complaint and by following the Title IX formal complaint process before imposing disciplinary sanctions or other actions that are not supportive measures against a respondent. Supportive measures are non-disciplinary, non- punitive, individualized services that are designed to restore or preserve equal access to the education program or activity without unreasonably burdening the other party. Examples of supportive measures include counseling, course modifications, schedule changes, increased monitoring or supervision.

25

34 C.F.R. § 106.44.

The respondent student may be subject to immediate emergency removal from the campus if the District conducts an individualized analysis and finds it necessary to protect a student or other individual from immediate threat to their physical health or safety. 34 C.F.R. § 106.44(c). The respondent student being removed is entitled to notice and an opportunity to challenge the decision immediately after the removal. An emergency removal does not modify any rights under the Individuals with Disabilities Education Act (IDEA), Section 504 of the Rehabilitation Act of 1973, or the Americans with Disabilities Act.

Title IX Formal Complaint Process

Brazosport ISD’s Title IX Formal Complaint Process specifically applies to allegations of sex-based harassment, including dating violence. The District’s general grievance policies (DGBA, FNG, and GF) do not apply to reports of sex-based harassment.

The District has wide latitude to consolidate formal complaints against more than one respondent, by more than one complainant against one or more respondents, or by one party against another party, where the allegations arise out of the same facts or circumstances. 34 C.F.R. § 106.45(b)(4).

In accordance with Policy FFH (Legal), Brazosport ISD’s Title IX Formal Complaint Process provides the following: 1. Equitable treatment of complainants and respondents; 2. An objective evaluation of all relevant evidence, both inculpatory and exculpatory, and the prohibition of credibility determinations based on a party’s status as complainant, respondent, or witness; 3. A requirement that the Title IX coordinator, investigator, decision-maker, or any person designated to facilitate an informal resolution process not have a conflict of interest or bias; 4. A presumption that the respondent is not responsible for the alleged sex-based harassment until a determination is made at the conclusion of the Title IX formal complaint process; 5. Time frames that provide for a reasonably prompt conclusion of the Title IX formal complaint process, including time frames for appeals and any informal resolution process, and that allow for temporary delays or the limited extension of time frames with good cause (e.g., law enforcement involvement, absence of a party, witness, or attorney/advisor, translation or accommodation needs) and written notice to both parties explaining the reason for the delay;

26

6. A description of the possible disciplinary sanctions and remedies that may be implemented following a determination of responsibility for the alleged sex-based harassment; 7. A statement that the standard of evidence to be used to determine responsibility will be preponderance of the evidence for all Title IX formal complaints of sexual harassment; 8. Procedures and permissible bases for the complainant and respondent to appeal a determination of responsibility or a dismissal of a Title IX formal complaint or any allegations therein; 9. A description of the supportive measures available to the complainant and respondent; 10. A prohibition on using or seeking information protected under a legally recognized privilege unless the individual holding the privilege has waived the privilege; and 11. Additional formal complaint procedures in 34 C.F.R. 106.45(b) and Policy FFH (Legal), including written notice of a formal complaint, consolidation of formal complaints, recordkeeping, and investigation procedures. The following procedural steps shall be followed after a formal complaint of Title IX sexual harassment or Title IX retaliation is submitted: 1. WRITTEN NOTICE: Upon receipt of a written complaint, written notice of the complaint shall be provided to known parties in sufficient time to allow respondent to prepare a response before any initial interview. The written notice shall include: a. Notice of the District’s grievance process, including any informal resolution process; b. Notice of the allegations in sufficient detail to allow respondent to prepare a response (names of known parties, conduct alleged, date and location of conduct, if known); c. A statement that respondent is presume not responsible and that responsibility is determined at the conclusion of the grievance process; d. Notice of parties’ rights to have an advisor (who may be, but is not required to be, an attorney); e. Notice of parties’ rights to inspect and review evidence submitted by the other parties; and f. Notice that the Brazosport ISD Student Code of Conduct prohibits knowingly making false statement or providing false evidence during the grievance process. If, during the course of the investigation, the District decides to investigate allegations about the respondent or complainant that were not included in the original written notice, notice of the additional allegations will be provided in writing to both parties. 34 C.F.R. § 106.45(b)(2)

27

2. DISMISSALS: A formal Title IX complaint must be dismissed if (1) the allegations, if true, would not constitute sexual harassment; (2) the conduct did not occur in the school’s program or activity or the conduct did not occur in the United States. A formal Title IX complaint may be dismissed if (1) the complainant requests to withdraw the complaint; (2) the respondent’s enrollment in or employment with the District ends; or (3) specific circumstances prevent the District from gathering evidence sufficient to reach a determination (e.g., passage of time, lack of cooperation by complainant, etc.). Dismissal of a Title IX formal complaint does not preclude taking action under other law or policy. If the District dismisses a formal Title IX complaint, written notice will be promptly provided to both parties simultaneously, including the reasons for mandatory or discretionary dismissal. 34 C.F.R. § 106.45(b)(3) 3. INVESTIGATION: When investigating a complaint, and throughout the grievance process, the District investigator will do the following: a. Ensure the burden of proof and of gathering evidences rests on the District rather than the parties, except that certain treatment records cannot be obtained without voluntary, written consent from the party or parent; b. Provide an equal opportunity for the parties to present witnesses and evidence; c. Not restrict either party’s ability to discuss the allegations or gather and present evidence; d. Provide the parties with the same opportunities to have others present during interviews or other related proceedings, including an advisor who may but is not required to be an attorney; e. Provide, to a party who is invited or expected to attend, written notice of the date, time, participants, purpose, and location of any investigative interview, or other meeting with enough time to allow the party to prepare to participate; f. Provide both parties and their advisors, if any, an equal opportunity to review all evidence that is directly related to the allegations in the formal complaint, including evidence on which the District does not intend to rely and any exculpatory or inculpatory evidence from any source; such evidence must be provided prior to the completion of the final investigation report and in time to give the parties at least 10 days to prepare a written response, which the investigator must consider prior to completing the investigation report; and g. Prepare a written investigation report that fairly summarizes the relevant evidence and provide the report to the parties and their advisors, if any, at least 10 days before a determination of responsibility is made. Upon receipt of the investigative report, but before a determination of responsibility is made, the decision-maker will provide each party an opportunity to submit written, relevant questions that the party wants asked of another party or witness, provide each

28

party with the answers, and provide for limited follow-up questions. The decision-maker will explain to the party proposing the questions any decision to exclude questions as not relevant. Questions and evidence about the complainant’s sexual predisposition or prior sexual behavior are not relevant unless (1) such questions and evidence about the complainant’s prior sexual behavior are offered to prove that someone other than the respondent committed the conduct alleged by the complainant, or (2) if the questions and evidence concern specific incidents of the complainant’s prior sexual behavior with respect to the respondent and are offered to prove consent. A student who intentionally makes a false claim or offers false statements shall be subject to appropriate disciplinary action in accordance with law. 34 C.F.R. § 106.45(b)(5) 4. DETERMINATION OF RESPONSIBILITY: The decision-maker—who is neither the investigator or the Title IX coordinator—must issue a written determination that: a. Identifies the allegations in the complaint; b. Describes the procedural steps taken in response to the complaint; c. Includes the decision-maker’s findings of fact supporting the determination; d. Includes conclusions regarding application of the Brazosport Student Code of Conduct to the facts; e. Includes a statement of, and rationale for, the result as to each allegation including a determination of responsibility, any disciplinary sanctions, and whether remedies to restore or preserve equal access to the educational program or activity will be provided to the complainant; and f. Includes procedures and permissible basis for appeals. The standard of evidence used to determine responsibility in a Title IX formal complaint of sexual harassment shall be the preponderance of evidence standard of evidence. 34 C.F.R. § 106.45(b)(7) 5. APPEALS: Appeals are available to both parties for dismissals and final determinations in the following circumstances: a. Procedural irregularity that affected the outcome b. New evidence was not reasonably available at the time of the determination and could affect the outcome c. Conflict of interest on the part of the Title IX coordinator, investigator, or decision maker that affected the outcome The District may also offer both parties the opportunity to appeal for other reasons. 34 C.F.R. § 106.45(b)(8)

29

6. INFORMAL RESOLUTION: After a formal complaint of sexual harassment is filed, the Title IX coordinator, facilitator, or an external attorney may offer to facilitate a voluntary informal resolution process to resolve allegations (other than allegations of sex-based harassment by an employee against a student). The informal resolution process may proceed at any time during the formal complaint process. Both parties must be provided written notice of their rights under section 106.45(b)(9)(i) before consenting in writing to the informal resolution process. Informal resolution may encompass a broad range of conflict resolution strategies, including, but not limited to, mediation or restorative justice.

34 C.F.R. § 106.45(b)(9)

Sexual Assault and Campus Assignments If a student has been convicted of continuous sexual abuse of a young child or children or convicted of or placed on deferred adjudication for sexual assault or aggravated sexual assault against another student on the same campus, and if the victim’s parent or another person with the authority to act on behalf of the victim requests that the board transfer the offending student to another campus, the offending student shall be transferred to another campus in the district. If there is no other campus in the district serving the grade level of the offending student, the offending student shall be transferred to a DAEP.

2.6 Bullying Response and Prevention Prohibited Conduct Brazosport ISD prohibits conduct that consists of bullying. BULLYING is defined as a single significant act or a pattern of acts by one or more students directed at another student that exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that: 1. occurs on or is delivered to school property or to the site of a school-sponsored or school-related activity on or off school property; 2. occurs on a publicly or privately-owned school bus or vehicle being used for transportation of students to or from school or a school-sponsored or school-related activity; or 3. occurs off school property or outside of a school-sponsored or school-related activity if it constitutes cyberbullying that: (A) interferes with a student’s educational opportunities; or (B) substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school-related activity. And that: 1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property;

30

2. Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. 3. Materially and substantially disrupts the education process or the orderly operation of a classroom or school; or 4. Infringes on the rights of the victim at school. See TEX. EDUC. CODE § 37.0832 and SB179, which is known as David’s Law. See Bullying Checklist for Schools.

Reporting Bullying Any student who believes that he or she has experienced prohibited conduct or believes that another student has experienced prohibited conduct should immediately report the alleged acts to a teacher, school counselor, principal, or other District employee. [See Policy FFI(LOCAL)] The student will not be required to present a complaint to a person who is the subject of the complaint.

Reports of bullying may be made anonymously, or the person may identify themselves so administrators can follow-up after receiving and investigating the report. There are three primary methods by which a person can file a bullying report: 1. Utilize the “Speak Up to Stop Bullying” online form found on the BISD website. This form can be accessed by going to www.brazosportisd.net, hovering over the Parent & Student Info tab located at the top of the page, and then clicking on Bully Reporting. 2. Call the B*Safe Hotline at 979.730.SAFE (7233) 3. Access a “Speak Up to Stop Bullying” hardcopy form located in the school office at each campus

Response to Reports of Bullying After a report of bullying is made, the principal or designee must provide notice to (1) the parent of the alleged victim by the 3rd business day after the incident is reported; and (2) the alleged bully with a reasonable time. [See Policy FFI(LOCAL).] Reports of bullying may be submitted anonymously.

The investigation may be conducted by a District official or a designee, such as the principal, or by a third party designated by the District, such as an attorney. When appropriate, the principal shall be involved in or informed of the investigation.

The investigator shall prepare a written report of the investigation. The report shall include a determination of whether prohibited conduct or bullying occurred. The report shall be filed with the District official overseeing the investigation. Notification of the outcome of the investigation shall be provided to both parties in compliance with FERPA. If the resolution

31

of the complaint is not satisfactory to the student or parent, the student or parent, the investigative findings may be appealed by following the procedures set out in POLICY FNG(LOCAL).

Transfer Options In addition to the penalties and consequences set forth in this Student Code of Conduct, pursuant to state law, on the request of a parent or other person with authority to act on behalf of a student who is a victim of bullying/sexual harassment/dating violence, a student who is a victim of such conduct as determined by the Board of Trustees or designee, may receive a transfer to another classroom at the campus which the victim was assigned at the time of the bullying/sexual harassment/dating violence occurred; or a campus in the school district other than the campus to which the victim was assigned at the time of the bullying/sexual harassment/dating violence occurred.

The Board of Trustees or the Board’s designee shall verify that a student has been a victim of bullying/sexual harassment/dating violence before transferring the student under this section. Past student behavior may be considered when identifying bullying/sexual harassment/dating violence. The determination by the Board of Trustees or the Board’s designee is final and may not be appealed. The district is not required to provide transportation to a student who transfers to another campus. There are no hearings or appeals for a transfer due to bullying/sexual harassment/dating violence behavior.

The Board may transfer the student who engaged in bullying to: ● another classroom at the campus to which the victim was assigned at the time the bullying occurred; or ● a campus in the district other than the campus to which the victim was assigned at the time the bullying occurred, in consultation with a parent or other person with authority to act on behalf of the student who engaged in bullying.

The transfer of a student with a disability who receives special education services and who engaged in bullying may be made only by a duly constituted ARD committee under Education Code 37.004.

Prevention Programs All campuses have programs designed to reduce incidences of bullying through education and the teaching of specific strategies, such as Stop-Walk-Talk. Programs vary widely among campuses, so talk to your child’s teacher, school counselor, or administrator to learn about the specific programs or strategies taught at your child’s school.

32

2.6 Threat Assessment Teams The Principal will work closely with the campus threat assessment team to implement the district’s threat assessment policy and procedures, as required by law, and shall take appropriate disciplinary action in accordance with the Code of Conduct.

2.7 Character Education The goal of BISD in implementing a comprehensive plan for character education is to develop students socially, ethically and academically by fostering character development and promoting rigorous learning. Character education supports academic excellence because it: • Lays a foundation for ALL learning that takes place in school • builds a positive campus climate • builds connections with students, teachers, parents, and communities • supports positive behaviors in every area of school life

BISD utilizes the CHARACTERCOUNTS!® educational framework for district-wide implementation of character development. CHARACTERCOUNTS!® is one of the most widely implemented approaches to character education in the world, reaching millions of youth. It is made up of a framework centered on basic values called the "Six Pillars of Character": Trustworthiness Respect Responsibility Fairness Caring Citizenship

This program is embraced by thousands of schools, communities, public agencies and nonprofit organizations for a simple reason — it works. It is not a curriculum or add-on, but a powerful means to advance curricular and behavioral goals. It also provides a common language for campuses, parents and community concerning character education. See a school counselor for more information about how your child’s campus incorporates this program into their character education.

33

Misbehavior

3.1 Investigative Process When an office discipline referral form is submitted, the administrator follows an investigative process. This process includes the following steps: 1. The student will have the opportunity to provide a written or dictated statement on the appropriate incident report. 2. If there is a discrepancy between the discipline office referral form and the student’s incident report or for other investigative purposes, witness statements are collected from those who observed the incident and agree to provide information about what they observed. 3. Administrators collect and review pertinent student information such as special education/504 status and discipline history. 4. Administrators evaluate the level of intent and if self- defense and/or other mitigating factors were involved in the incident. 5. Administrators consider BISD Police involvement and/or information furnished under Article 15.27, Code of Criminal Procedure, if criminal activity was involved. 6. A decision regarding consequences is then determined pursuant to Student Code of Conduct. 7. Administrators notify the parent and other pertinent individuals following the investigation; however, behavior of other students involved in an incident cannot be shared due to the Family Educational Rights and Privacy Act. 8. Within 24 hours of concluding the investigation and rendering a decision, all documentation related to the student’s discipline referral will be entered into the school data systems.

3.2 Offense Levels, Definitions, and Consequences The following provisions describe actions or activities that the district considers violations of expected student conduct. The behaviors described are representative of the most frequent types of offenses and are not to be considered all-inclusive. Any student, who commits an offense which is not listed, will be subject to the discretionary authority of the Principal or Principal’s designee. For purposes of this Student Code of Conduct, the campus discipline personnel on each of the campuses are the Principal and/or the Assistant Principal.

A student who is apprehended in the process of committing an act that would constitute a Student Code of Conduct offense if completed shall be considered to have committed the offense, whether or not all elements of the offense had been completed before apprehension. A student who endeavors to commit an act and is unsuccessful for reasons other than apprehension, e.g., an attempt to enter another student’s locker to steal which is unsuccessful

34

because of inability to accomplish entry, shall be considered to have committed the offense of attempting to commit the act, e.g., attempted theft. An attempted offense may be punishable in the same manner as if the offense were committed.

Misbehaviors in Brazosport Independent School District are classified as Level I through Level VI. The Student Code of Conduct applies to all students, including students with disabilities.

Level I The first level of misbehavior is most important because a teacher’s early corrective action will usually avoid the need to progress to more restrictive levels. Students’ first signs of misbehavior usually are not of a severe nature, but are signals for special attention. Communication, cooperation, and encouragement of positive behavior are the key ingredients at this level of remediation.

Level I Misbehaviors

● Being inattentive and/or distracting in class ● Being loud, rude, and/or making unnecessary noises ● Being out of seat at inappropriate times ● Chewing gum ● Cutting in line ● Disturbing other students - verbal disruption ● Eating or drinking outside of designated areas ● Failure to have supplies or materials ● Failure to follow instructions of school personnel ● Running in halls ● Socially rude or dismissive verbal or nonverbal messages to adults or students ● Talking in class ● Tardy to class ● Using insulting language ● Violating communicated classroom rules ● Violating safety rules

Level I Consequences

● Verbal correction ● Warning ● Seat changes ● Cooling-off time or a brief “time-out” period, in accordance with law ● Temporary confiscation of items that disrupt the educational process ● Conduct mark or demerits ● Conference with the student

35

● Parent telephone call, letter, and/or conference ● Withdrawal of classroom privileges ● Individualized behavior modification ● Assignment of duties in classroom ● Restorative practices ● Behavioral contract ● Before school, lunch, or after school detention ● Special education students and §504 students – refer to IEP

Most Level I offenses are considered only classroom violations of the Student Code of Conduct and, therefore, a written report of such offenses may be completed, but is not required to be filed with the school principal or other appropriate administrator.

Persistent Level I misbehavior may lead to consequences listed in Level II.

Levels II - VI When deciding what disciplinary action for misbehaviors in Level II through Level VI should be taken, the principal or designee shall first identify the level of the misbehavior. Once the level is determined, to ensure all students are treated fairly and equitably, discipline is then based on a careful assessment of the circumstances of each case. Factors included are: ➢ student’s age; ➢ student’s attitude; ➢ seriousness of the offense; ➢ potential effect of the misconduct on the school environment; ➢ self-defense; ➢ intent or lack of intent at the time the student engaged in the conduct; ➢ student’s disciplinary history; ➢ whether the student has a disability that substantially impairs the student’s capacity to appreciate the wrongfulness of the student’s conduct, ➢ A student’s status in the conservatorship of the Department of Family and Protective Services (foster care), or ➢ A student’s status as homeless.

Discipline is administered in a progressive manner. The underlying principle is to use the least severe action that is appropriate for the misbehavior. A student who repeatedly violates a lower level of discipline rules without changing their behavior may automatically progress to a more serious level of consequence, as the severity of the action increases if misbehaviors continue.

Example misbehaviors within each level and the operational definition or description utilized by Brazosport Independent School District are listed in the tables on the pages that follow.

36

Level II Misbehaviors Definitions/Descriptions Code

Persistent Level I Repeated violations of offenses outlined in Level I 21/L21 Misbehavior

Cell Phone Violation Engages in inappropriate or unapproved use of cell 21/L75

phone

Cheating / Plagiarism Cheating - Giving or receiving information or help on 21/L70 Level II Level a test, possession of any unauthorized material during a test, copying another student’s assignment or knowingly allowing another unauthorized student to copy from his/her assignment, submitting duplicate

work, or having someone else complete an assignment on behalf of the student

Plagiarism - Use of another’s ideas or products as one’s own

Level II Level Once a determination has been made that a student has engaged in academic dishonesty, the student will be required to redo the assignment or complete an alternative assignment for a grade of no more than a 70%. A teacher may enter a zero if the student repeats the offense. Further interventions may include attending tutoring, referral to counseling, or referral to an MTSS Team and campus administration. All students involved may be subject to disciplinary

action. Level II II Level Disrespect Delivers socially rude messages and insulting 21/L21 language to adults or students; engages in refusal to follow directions or talks back to campus faculty/staff

Disruption, Minor Engages in minor misbehavior causing an M21/L21 interruption in a class or activity; Disruption includes

loud talk, noise with materials, horseplay, roughhousing, throwing objects (not resulting in injury), and/or sustained out-of-seat behavior evel II X21/L76

L Dress Code Violation Wears clothing that does not fit within the dress code guidelines practiced by the school/district

Forgery Has signed a person’s name without that person’s G21/L21 permission or altered records

37

Inappropriate Location/Out In an area that is outside of an allowable area, as C21/L21 of Bounds Area defined by the school

Inappropriate Display of Engages in consensual but inappropriate (as defined H21/L21

Affection by school), verbal and/or physical gestures/contact, of a sexual nature with another student/adult

21/L21

Level II II Level Possession of articles Possesses items such as laser pointers, skateboards, inappropriate for or printed material not acceptable for school,

restricted by school unapproved wheeled backpacks, etc.

21/L72 Tardies, Unexcused Arriving to class without an acceptable excuse or admit after the scheduled class start time

Technology Violation Engages in inappropriate or unapproved use of S21/L21

electronics and/or technology devices. Refer to the Level II Student AUA for further clarification (See Appendices 5.1).

Violation of Campus Rules Failure to abide by published campus rules and 21/L21 procedures

Level II Consequences

● Reflection Paper ● Cooling-off time or a brief “time out” period, in accordance with law ● Temporary confiscation of items that disrupt the educational process ● Conference with campus administrator ● Parent notification/conference ● Before school, lunch, after school, extended after school, and/or Saturday detention ● School Service ● Behavioral contract ● Restorative practices such as Circles, mediation, or family group conferencing ● Participation in behavior coaching, anger management classes, or social skills classes ● Suspension and/or removal from school transportation ● In-school suspension ● Suspension from school for up to three days (restricted to grades 3–12) (prohibited for students identified as homeless) ● Partial or complete denial of attendance and/or participation in extracurricular activities ● Special education students and §504 students – refer to IEP

Persistent Level II misbehavior may lead to consequences listed in Level III.

A teacher may remove a student from class who has been documented by the teacher to repeatedly interfere with the teacher’s ability to communicate effectively with the students in the class or with the ability of the student’s classmates to learn. The terms of the removal (at the principal’s

38

discretion) may prohibit the student from attending or participating in school-sponsored or school- related activities.

Level III Misbehaviors Definitions/Descriptions Code

Persistent Levels I and II Repeated violations of offenses outlined in Levels I 21/L21 Misbehavior and II

Activities related to Unapproved organizations refer to those composed 34/L34 unapproved organizations wholly or in part of students that seek to perpetuate the (fraternity, sorority, group by taking in additional members on the basis of

Level III Level secret society, gangs) the decision of its membership rather than on the free choice of the student. The term does not include an agency for public welfare, including Boy Scouts, Girl Scouts, scholarship societies, or other similar educational organizations sponsored by state or

national education authorities.

Gang violence involves three or more persons having a common identifying sign or symbol, an identifiable sign or symbol, or an identifiable leadership who associate in the commission of criminal activities under Level III III Level Penal Code §71.01. TEC Sec. 37.121

AUA Violation Violates any provisions of the Acceptable Use R21/L21 Agreement for Internet/Network Access (See

Appendices 5.1)

Bullying/Cyberbullying, “Bullying” is defined as a single significant act or a 61/L21 determined to be on the pattern of acts by one or more students directed at basis of: another student that exploits an imbalance of power and

Level III III Level • Disability involves engaging in written or verbal expression, • Race, color, or expression through electronic means, or physical national origin conduct that: • Gender 1. occurs on or is delivered to school property or to • Non-specific the site of a school-sponsored or school-related

activity on or off school property; 2. occurs on a publicly or privately owned school bus or vehicle being used for transportation of students to or from school or a school-sponsored or school-related activity; or

Level III 3. occurs off school property or outside of a school-sponsored or school-related activity if it constitutes cyberbullying that: (A) interferes with a student's educational opportunities; or

39

(B) substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school-related activity. and that: 1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property; 2. Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. 3. Materially and substantially disrupts the

educational process or the orderly operation of a classroom or school; or 4. Infringes on the rights of the victim at school. TEC Sec. 37.0832

TEC Sec. 37.0052

Causes temporary Dials 911 without cause and hangs up; intentionally 21/L21

concern of an emergency opens the clear plastic cover on the fire alarm.

Defiance/ Engages in sustained refusal to follow directions or D21/L21 Insubordination repeatedly talks back to campus faculty/staff; refuses to

accept discipline management techniques proposed by evel IIIevel

L teachers or school administrators

Disruption Engages in behavior that hinders classroom instruction. M21/L21 Disruption includes loud talk, yelling, screaming, noise with materials, horseplay, roughhousing, throwing objects, and/or sustained out-of-seat behavior

Felony Conduct OFF Includes all felony activities occurring off campus 10/L10

Campus (Not Title 5) where the superintendent or the superintendent’s designee has a reasonable belief that (1) the student has engaged in conduct defined as a felony offense other than aggravated robbery under Section 29.03, Penal

Code, or those offenses defined in Title 5, Penal Code; Level III and (2) the continued presence of the student in the regular classroom threatens the safety of other students or teachers or will be detrimental to the educational process.

40

Fighting Mutual combat between two or more students using 41/L41 blows of force to overcome the other student(s)

Gambling Exchange of money or property as a result of any type 21/L21 of game

Harassment Threatens to cause harm or bodily injury to another 21/L21 student, engages in sexually intimidating conduct, causes physical damage to the property of another student, subjects another student to physical

confinement or restraint, or maliciously takes any action that substantially harms another student's physical or emotional health or safety. TEC Sec. 37.001(b)(2)

Hazing An intentional, knowing, or reckless act, on or off N21/L21 campus, by one person alone or acting with others, directed against a student for the purpose of pledging, initiation into, affiliation with, holding office in, or maintaining membership in a student organization if the act meets the elements in Education Code 37.151, including: 1. Any type of physical brutality; 2. An activity that subjects the student to an unreasonable risk of harm or that adversely affects the student’s mental or physical health, such as sleep deprivation, exposure to the

elements, confinement to small spaces,

evel III III Level

L calisthenics, or consumption of food, liquids, drugs, or other substances; 3. An activity that induces, causes, or requires the student to perform a duty or task that violates the Penal Code; and Coercing a student to consume a drug or alcoholic beverage in an amount that would lead a reasonable person to believe the student is intoxicated.

No student shall engage in any form of hazing, nor shall any student encourage or assist any other person in hazing. Students shall have prior written approval from the principal for any type of “initiation rites” of a school club or organization. TEC Sec. 37.151, 37.152

41

Hit List Creates a list of people targeted to be harmed, using a 21/L21 firearm, a knife, or any other object to be used with the intent to cause bodily harm TEC Sec. 37.001(b)(3)

Incineration of Property Participates in burning of property or materials 21/L21 or Material

Indecent Exposure, not Knowingly exposes himself without regard to other’s 21/L21 meeting Section 21.08 presence, but lacks the ability to understand sexual Penal Code intent

Name-calling Delivers verbal messages that insult; verbal messages F21/L21 may include ethnic or racial slurs

Obscene/inappropriate Uses profanity/vulgar language or noises, or engages in H21/L21 language, noises, inappropriate gestures, spitting, or physical contact

gestures, or physical contact

Persistent Misbehavior in Serious or persistent misbehavior after the student has U21/L21 ISS been placed in a campus ISS and continues to violate the district’s Student Code of Conduct

Pornography / Obscene Possession or distribution of pornographic, or obscene Q21/L21 Material material, either by hard copy, electronically, or telecommunication device

Sends, posts, or possesses electronic messages that are abusive, obscene, sexually-oriented, threatening, harassing, damaging to another’s reputation, or illegal, including cyberbullying and “sexting,” either on or off school property, and the conduct causes a disruption to the educational environment

evel III III Level Sexting is defined as using a cell phone, iPad, or any

L other type of communication device to send text, email, video messages, or electronic transmissions; or possessing text, email, video messages, electronic transmissions containing images reasonably interpreted as indecent, sexually suggestive, or depicting sexual conduct; or meeting the definitions or elements of any aspect of Penal Code § 43.261 while at school or at a school related function.

In addition to any disciplinary action, phones and other communication devices may be confiscated and/or

42

searched and students should be aware that any images suspected to violate criminal laws will be referred to law enforcement authorities. Possession or use of Use or possession of substances/objects readily capable I21/L21 Combustibles of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid, fire extinguisher, stink bomb) Possession or use of In possession of, selling, or using tobacco products, 33/L33 Tobacco including but not limited to cigarettes, vapor cigarettes (including vapor pens/devices), electronic cigarettes (including any component, part, or accessory for an e- cigarette device), cigars, pipes, snuff, or chewing tobacco TEC Sec. 38.006

A student in possession of an e-cigarette or vapor pen/device that the administrator has reasonable suspicion of it containing an illegal drug will be issued consequences under Level 4/Possession of illegal drugs, based on the administrator's reasonable suspicion. Reasonable suspicion in this context will be based on all available information, including student statements, physical symptoms displayed by the student, and/or the student's discipline history.

Possession or use of In possession of a pocketknife that has a blade equal to 21/L21 Pocket Knife or less than 5.5” Possession or use of Use or possession of substances/objects readily capable I21/L21 Combustibles of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid, fire extinguisher, stink bomb)

Technology Violation – Attempts to access or circumvent passwords or other 58/L58 Security security-related information of the District, students or employees or upload or create computer viruses (or

evel III III Level Trojans, spyware, or any kind of malware), including

L off school property if the conduct causes a substantial disruption to the educational environment;

Attempts to alter, destroy, or disable District technology resources including but not limited to technology devices, district data, the data of others, or other networks connected to the District’s system, including off school property if the conduct causes a substantial disruption to the educational environment;

43

Use of the Internet or other electronic communications (including but not limited to text messages, e-mail or electronic social networking websites) to threaten or harass District students, employees, or volunteers, or Board members including off school property if the conduct causes a substantial disruption to the educational environment;

Use of e-mail or Web sites to engage in or encourage illegal behavior or threaten school safety, including off school property if the conduct causes a substantial disruption to the educational environment

Theft, less than $50 In possession of, having passed on, or being O21/L21 responsible for removing someone else's property or district-issued technology devices without permission or acknowledgement

Transient Threat Makes a threat that communicates an intent to harm J21/L21 others or damage property, although is determined to not be substantive

Throwing Objects Throws objects that may cause bodily injury or damage E21/L21 to property

Truancy Receives an unexcused absence for a class period or Y21/L71 leaves class or school grounds without permission

If referred to the Justice of Peace courts, if the court

Level III III Level makes a finding of truancy, that finding will result in one of the categories listed below: ● Parent contributing

● 10+ unexcused

● Failure to enroll

Truant from D-hall Receives an unexcused absence from D-hall 21/L74 Assignment After being assigned D-hall, is persistently absent K21/L21 without excuse

Unauthorized Distribution of written material by students may be 21/L21

Distribution of restricted pursuant to the following guidelines: Publications ● Distribution may be limited in order to prevent material and substantial interference with the normal school operations in circumstances

44

where there is evidence that disruption will likely result directly from the distribution. ● Reasonable administrative regulations as to the time, place, and manner of distribution may be prescribed to promote orderly administration of school activities by preventing disruption, but shall not be designed to stifle expression. ● Content of material to be distributed shall conform to the following: ○ Drug-, sex-, or alcohol-related materials that are inappropriate for the age and maturity of the person likely to receive the material or that endorse actions harmful to the health and safety of students shall not be distributed; ○ Libelous, scandalous, obscene, or defamatory materials shall be prohibited from distribution and/or viewing on the Internet; ○ Publications that criticize Board members or school officials or advocate violations of

the Code or campus rules may be prohibited when there is evidence that reasonably supports a forecast that material and substantial disruption of normal school operations will result from the publication; ○ Hate literature that scrupulously attracts ethnic, religious, racial or other groups and similar irresponsible publications aimed at creating hostility and violence shall be Level III III Level banned. Only literature that could reasonably support a forecast of material and substantial disruption of normal school operations is affected by this restriction.

All school publications and other written material intended for distribution to students on school or district property or at school-sponsored activities shall be submitted for review before distribution according to the guidelines set out above and according to the following procedures: ● Material shall be submitted to the principal or a designee for review; ● The principal or designee shall approve or disapprove submitted material within three

45

working days of the time the material is received; ● The student may appeal disapproval to the Superintendent or his designee who shall decide the appeal within three working days of its receipt.

Unlawful Carrying of a Engages in conduct off campus that results in arrest for 21/L21

Weapon OFF campus carrying of a weapon and the continued presence of the

(misdemeanor) student will be detrimental to the educational process

Use of Force Exhibits unacceptable physical contact J21/L21

Level III Vandalism/Property Damages or defaces school property including, but not P21/L21 Damage estimated at $50 limited to, grounds, furniture, technology resources,

or less in value equipment or vehicles, or the property of others located

on school property or used for school purposes or at

school-sponsored events

Parents or guardians of students guilty of damaging property will be liable for damages in accordance with the law.

Violation of Behavior Failure to uphold an established agreement after repeat A21/L21 Contract offenses and the implementation of a behavior contract

Level III Consequences - Offenses for which a student may be assigned a suspension or placed in the Brazosport ISD Disciplinary Alternative Education Program (DAEP); however, consideration shall first be given to self-defense, intent or lack of intent, a student’s disciplinary history, a student’s disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, a student’s status in the conservatorship of the Department of Family and Protective Services (foster care), and a student’s status as homeless.

● Assignment of mini-courses or skill modules ● School Service ● Restorative practices such as Circles, mediation, or family group conferencing ● Participation in behavior coaching, anger management classes, or social skills classes ● Restitution ● Referral to appropriate counseling services ● Assignment to a mentor ● Behavior Contract or school-administered probation ● Schedule changes ● Stay Away Agreement

46

● Assignment to in-school suspension ● Suspension from school for up to three days (restricted to grades 3 – 12) (prohibited for students identified as homeless) ● Suspension and/or removal from school transportation ● Referral to BISD Police for appropriate legal action ● Special education students and § 504 students – refer to IEP ● Assignment to the District Disciplinary Alternative Education Program (DAEP)

The District will notify the parent or guardian of a student's violation of the Student Code of Conduct that results in a suspension from school or a recommendation for removal to the district’s DAEP.

Persistent Level III misbehavior may lead to assignment at the district’s DAEP.

A student who commits a Level III offense and is suspended or placed in the district’s DAEP is prohibited from attending or participating in school-sponsored or school-related activities.

*Students enrolled in a grade level below grade three or who are identified as homeless may not be placed in out-of-school suspension unless the student engages in one of the following on school property or while attending school-sponsored or school-related activity: 1. conduct that contains the elements of an offense related to weapons under §§ 46.02 or 46.05 of the Penal Code; 2. conduct that contains the elements of a violent offense under §§ 22.01. 22.011, 22.02, or 22.021 of the Penal Code; or 3. selling, giving, or delivering to another person or possessing, using, or being under the influence of any amount of (a) marihuana or a controlled substance, as defined in Chapter 481, Texas Health and Safety Code or by 21 U.S.C. Section 801 et seq; (b) a dangerous drug as defined in Chapter 483, Texas Health and Safety Code; or (c) an alcoholic beverage as defined by § 1.04 Alcoholic Beverage Code. See TEC § 37.005(c).

Any student who is assigned to the district’s DAEP or the county JJAEP on the last day of instruction of the semester in which the student becomes eligible to graduate shall be prohibited from participating in any and all graduation exercises and/or graduation-related activities regardless of the time of year the graduation activities are held.

47

Level IV Misbehaviors Definitions/Descriptions Code

Persistent Levels I - III Repeated violations of the disciplinary offenses outlined B21 Misbehavior in Levels I – III

Abusive Language/ Delivers verbal messages to a teacher/school employee T21 Inappropriate Language/ that include profanity, vulgar language, threats, or obscene Profanity Directed gestures directed toward teachers or other school toward Teachers or employees School Employees

Assault An assault is defined as: 28 ● intentionally, knowingly, or recklessly causing bodily injury to another person; ● intentionally or knowingly threatening another with imminent bodily harm, or placing another in fear of imminent bodily harm; or ● intentionally or knowingly causing physical contact with another when the student knows or should reasonably believe that the other will regard the contact as offensive or provocative. TEC Sec. 37.006(a)(2)(B)

Level IV Level Dating Violence Occurs when a person in a current or past dating J21 relationship uses physical, sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control another person in the relationship

TEC Sec. 37.0831(b)(2)

Disruption of Lawful Willfully engaging in disruptive activity or disrupt a 26 Assembly lawful assembly on the campus or district property

Disruptive activity means: 1. Obstructing or restraining the passage of any person in an exit, entrance, or hallway of any building without the authorization of the principal or the District; 2. Seizing control of any building or portion of a building for the purpose of interfering with an administrative, educational, research, or other authorized activity; 3. Preventing or attempting to prevent by force or violence or the threat of violence any lawful

48

assembly authorized by the District administration, principal, or the Board; or 4. Disrupting by force or violence or the threat of force or violence a lawful assembly in process.

A lawful assembly or school-related activity is disrupted when any person in attendance is rendered incapable of participating in the assembly due to the use of force or

violence or due to a reasonable fear that force or violence

is likely to occur. TEC Sec. 37.123

False Alarm or Report Knowingly initiates, communicates or circulates a report 35 (including a bomb of a present, past, or future bombing, fire, offense, or threat) other emergency that he knows is false or baseless and that would ordinarily: Cause action by an official or volunteer agency organized to deal with emergencies; Place a person in fear of imminent serious bodily injury; or Prevent or interrupt the occupation of a building, room, place of assembly, place to which the public has access, or aircraft, automobile, or other mode of conveyance (Note: In the event of a bomb threat or terroristic threat involving a facility where students are present, notice

Level IVLevel shall be provided to parents of all enrolled students as soon as possible.)TEC Sec. 37.006(a)

Felony Conduct ON Includes all felony activities occurring on or within 300 02 Campus (not Title 5) feet of school property or while attending a school- sponsored or school related activity that are not otherwise more specifically defined or included as a behavior that requires a mandatory expulsion action TEC Sec. 37.006(a)(2)(A)

Inappropriate Physical Intentional sexual physical contact with another when the A07 Contact student should reasonably believe the other will regard the contact as offensive or provocative

TEC Sec. 37.006(a)(2)(F)

49

Intimate Visual Material In possession of, promotion of, or accessing with intent to 02 Depicting a Child - view, visual material that depicts exhibition of intimate Felony parts of the genital or pubic area of a child, appeals to a prurient interest in sex, and has no serious literary, artistic, political or scientific value.

“Promote” means to procure, manufacture, issue, sell, give, provide, lend, mail, deliver, transfer, transmit, publish, distribute, circulate, disseminate, present, exhibit, or advertise or to offer or agree to do any of the above.

TEC Sec. 37.006(a)(2)(A) Tex. Penal Code § 43.262

Harassment against an Engages in conduct that contains the elements of an 08 employee offense of harassment against an employee under Penal

Code 42.07(a)(1), (2), (2), or (7).

Pornography / Obscene Possession or distribution of pornographic, or obscene Q21 Material that Threatens material, either by hard copy, electronically, or Others or Incites telecommunication device

Level IV Level Violence Sending, posting, or possessing electronic messages that are abusive, obscene, sexually oriented, threatening, harassing, damaging to another’s reputation, or illegal, including cyberbullying and “sexting,” either on or off school property, if the conduct causes a disruption to the educational environment which threatens others or incites

others to violence.

Sexting is defined as using a cell phone, iPad, or any other type of communication device to send text, email, video messages, or electronic transmissions; or possessing text,

email, video messages, electronic transmissions Level IV containing images reasonably interpreted as indecent, sexually suggestive, or depicting sexual conduct; or meeting the definitions or elements of any aspect of Penal Code § 43.261 while at school or at a school related function.

In addition to any disciplinary action, phones and other communication devices may be confiscated and/or searched and students should be aware that any images suspected to violate criminal laws will be referred to law enforcement authorities.

50

Possession of Non- Cartridge cases, primers, bullets, or propellant powder not N21 Armor Piercing considered handgun ammunition used in pistols and Ammunition revolvers and designed primarily for the purpose of penetrating metal or body armor

Possession of NON- In possession of a knife with a blade equal to or less than N21 prohibited Knife 5.5” (and not considered a pocketknife), or a hand instrument designed to cut or stab another or by being thrown. TEC Sec. 37.007(a)(1)(B)

Possession or use of a In possession of or using a Prohibited Item (see glossary) N21 Prohibited Item or weapon not prohibited in Level VI, such as a “look- alike” weapon, BB/pellet gun, stun gun, mace, club, V V knuckles, etc.

Possession or use of Commits a federal firearms violation AND is younger 11 Weapons - Under Age 6 than 6 years of age TEC Sec. 37.007(e)

Possession/Use/Selling In possession of, selling, or is using alcohol. 05

of Alcohol TEC Sec. 37.006(a)(2)(D)

Possession/Use/Selling of Drug Paraphernalia In possession of, selling or is using drug paraphernalia. V21

Possession/Use/Selling In possession of, selling or is using illegal 04 of marijuana, controlled drugs/substances or imitations (not constituting a felony substance, or dangerous offense) drug No student shall possess, use, transmit; or attempt to possess, use or transmit; or be under the influence of any of the following substances on school premises or off school premises at a school-related activity, function, or

event:

evel IV I Level

L ● Any controlled substance or dangerous drug as defined by law, without regard to amount, including but not limited to marijuana, any narcotic drug, hallucinogen, stimulant, depressant, amphetamine, or barbiturate; ● Alcohol or any alcoholic beverage; Any abusable volatile chemical, aerosol paint, or any other chemical substance for inhalation; ● Any other intoxicant, or mood-changing, mind- altering, or behavior-altering drugs; ● Correction fluid, white out, etc.

51

● Look-alike drugs or items attempted to be passed off as drugs and/or contraband

A student in possession of an e-cigarette or vapor pen/device that the administrator has reasonable suspicion of it containing an illegal drug will be issued consequences based on the administrator's reasonable suspicion. Reasonable suspicion in this context will be based on all available information, including student statements, physical symptoms displayed by the student, and/or the student's discipline history.

“Possess,” for purposes of this Section and the entire

Code, means actual care, custody, control, or management. A prohibited item found or observed on the student’s person, in the student’s locker, vehicle, clothing, or belongings will be presumed to be in the student’s

Level IV Level possession. There may be more than one person in possession of a prohibited item. As an example, a prohibited item found in a vehicle with more than one student will be presumed to be in the possession of all students present when circumstances indicate knowledge of the prohibited items and have or may exercise care, custody, control, or management of the prohibited item.

“Use,” for purposes of this Section and the entire Code means voluntarily introducing into one’s body, by any means, a prohibited substance.

“Under the Influence,” for purposes of this Section and the entire Code means lacking the normal use of mental or physical faculties. Impairment of a person’s physical or mental faculties may be evidenced by a pattern of abnormal or erratic behavior, the presence of physical

symptoms of drug or alcohol use, or by admission. A

evel IV

L student “under the influence” need not be legally intoxicated to trigger disciplinary action.

The transmittal, sale, or attempted sale of what is represented to be any of the above listed substances is also prohibited under this rule.

A student who uses a drug authorized by a licensed physician through a prescription specifically for that student’s use shall not be in violation of this rule. Prompt

52

written notice of such usage shall be given to the principal by the student’s parents. Students may not use or possess medicine, prescription or nonprescription, without complying with procedures established in the Student/Parent Handbook.

If a disabled student who is designated § 504 only, is currently using drugs or alcohol, violates the district

policy on the use or possession of drugs and alcohol, the

student loses the procedural protections provided by § 504 and may be disciplined for the violations. [1991 OCR Policy Memorandum on ADA Amendments to § 504 OCR 1991).]

Students coming on school premises or to a school function after using alcohol or other prohibited drugs are subject to disciplinary action up to and including assignment to the District Disciplinary Alternative Education Program or expulsion. TEC Sec. 37.006, 37.007

Public Knowingly engages in a sexual act in a public place or 07 B07 Lewdness/Indecent indecently exposes self with sexual intent and is reckless Exposure about whether another is present or will be offended or

alarmed by the act Level IV Level IV Level TEC Sec. 37.006(a)(2)(F) TEC Sec. 37.007(c)(4)(A)

Sexual Harassment SEXUAL HARASSMENT is conduct on the basis of sex 21 that satisfies one or more of the following: • An employee of the District conditioning the provisions of an aid, benefit, or service of the District on an individual’s participation in unwelcome sexual conduct (i.e., quid pro quo sexual harassment)

• Unwelcome conduct determined by a reasonable

evel IV

L person to be so severe, pervasive, and objectively offensive that it effectively denies a person equal access to the recipient’s education program or activity; or • “Sexual assault” as defined in 20 U.S.C. 1092(f)(6)(A)(v), “dating violence” as defined in 34 U.S.C. 12291(a)(10), or “stalking” as defined in 34 U.S.C. 12291(a)(30).

53

Examples of sexual harassment of a student may include sexual advances; touching intimate body parts or coercing physical contact that is sexual in nature; jokes or conversations of a sexual nature; and other sexually motivated conduct, communications, or contact.

Terrorist Threat A person commits an offense if he threatens to commit 26 any offense involving violence to any person or property with the intent to: ● Cause a reaction of any type to his threat by an official or volunteer agency organized to deal with emergencies; ● Place any person in fear of imminent serious bodily injury; or ● Prevent or interrupt the occupation or use of a building; room; place of assembly; place to which the public has access; place of employment or occupation; aircraft, automobile, or other form of conveyance; or other public place; ● Cause impairment or interruption of public communications, public transportation, public water, gas, or power supply or other public service; ● Place the public or a substantial group of the public in fear of serious bodily injury; or ● Influence the conduct or activities of a branch or agency of the federal government, the state, or a political subdivision of the state (including the district).

(Note: In the event of a bomb threat or terrorist threat involving a facility where students are present, notice shall be provided to parents of all enrolled students as soon as possible.) TEC Sec. 37.006(a)(1)

Theft, greater than $50 Being in possession of, having passed on, or being O21 responsible for removing someone else's property or technology devices without permission or acknowledgement

54

Vandalism/Property Damages or defaces district property including, but not P21 Damage, greater than limited to, grounds, furniture, equipment, technology $50 resources, vehicles, or the property of others located on

Level IV district property or used for school purposes or at school- sponsored events

Parents or guardians of students guilty of damaging property will be liable for damages in accordance with the law.

Any expellable offense When a student ages six to ten engages in behavior that is committed by a student expellable behavior, the student shall not be expelled, but under age 10 shall be placed in a DAEP. A student under age six shall not be placed in a DAEP unless the student commits a federal firearm offense. TEC Sec. 37.007(a, d, h, f)

Level IV Consequences - Offenses for which a student SHALL be placed in the Brazosport ISD Disciplinary Alternative Education Program (DAEP); however, consideration shall first be given to self-defense, intent or lack of intent, a student’s disciplinary history, a student’s disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, a student’s status in the conservatorship of the Department of Family and Protective Services (foster care), and a student’s status as homeless.

A student shall be placed in the district’s disciplinary alternative education program (DAEP) for committing any of the offenses outlined above, and some offenses may result in a discretionary expulsion to the juvenile justice alternative education program (JJAEP). When a change of placement is involved, special education students will be referred to an ARD Committee and § 504 students referred to a § 504 committee. BISD Police may also be contacted for appropriate legal action.

A student shall also be placed in the DAEP based on conduct occurring off-campus and while the student is not in attendance at a school-sponsored or school-related activity if: ● the student received deferred prosecution under Section 53.03, Family Code, 9 for conduct defined as a felony offense in Title 5, Penal Code; ● a court or jury finds that the student has engaged in delinquent conduct under Section 53.04, Family Code, for conduct defined as a felony offense in Title 5, Penal Code; ● the Superintendent or designee has a reasonable belief that the student has engaged in conduct defined as a felony offense in Title 5, Penal Code or felony criminal mischief; ● the Superintendent or designee has a reasonable belief that the student has engaged in conduct defined as a felony offense other than those defined in Title 5, Penal Code, and the continued presence of the student in the regular classroom threatens the safety of other

55

students or teachers or will be detrimental to the educational process. In determining whether there is a reasonable belief that a student has engaged in conduct defined as a felony offense by the Penal Code, the Superintendent or the Superintendent’s designee may consider all available information, including the information furnished under Article 15.27, Code of Criminal Procedure.

Persistent or serious Level IV misbehavior may lead to expulsion and referral to a Brazoria County Court. A judicial court may also order an expelled student to attend Brazoria County Juvenile Justice Alternative Education Program.

A student who commits a Level IV offense and is placed in the DAEP is prohibited from attending or participating in a school-sponsored or school-related activity. In addition, students removed from their home school campus are not to be on or about any BISD campus until they have completed their DAEP assignment(s).

Any student who is assigned to the district’s DAEP or the county JJAEP on the last day of instruction of the semester in which the student becomes eligible to graduate shall be prohibited from participating in any and all graduation exercises and/or graduation related activities regardless of the time of year the graduation activities are held.

Level V Misbehaviors Definitions/Descriptions Code

Abuse of Volatile Engages in conduct on or off of school property that 06 Chemicals contains the elements of an offense relating to an abusable volatile chemical under Sections 485.031 through 485.034, Health and Safety Code

TEC Sec. 37.006(a)(2)(E)

Alcohol Offenses Engages in selling, giving, or delivering to another 05

Level V Level person on or off of school property an alcoholic beverage as defined in Section 1.04, Alcoholic Beverage Code; committing a serious act or offense while under the influence of alcohol; or possessing, using, or being under the influence of an alcoholic beverage TEC Sec. 37.006(a)(2)(D), 37.122

56

Assault - School Employee Engages in conduct on or off of school property that 27

contains the elements of assault as described in Section 22.01(a)(1), Penal Code, against a school district employee, Board member or volunteer

An assault is defined as: ● intentionally, knowingly, or recklessly causing bodily injury to another person; ● intentionally or knowingly threatening another with imminent bodily harm, or placing another in fear of imminent bodily harm; ● intentionally or knowingly causing physical contact with another when the student knows or should reasonably believe that the other will regard the contact as offensive or provocative.

TEC 37.006(a)(2)(B) Level V Level Bullying/Cyberbullying Occurs when a student: 61/L21 meeting provisions of SB (1) engages in “bullying” that encourages a 179, determined to be on student to commit or attempt to commit the basis of: suicide; • Disability (2) incited violence against a student through

• Race, color, or group bullying; or

national origin (3) releases or threatens to release intimate visual • Gender material of a minor or a student who is 18 • Non-specific years of age or older without the student’s

consent. Level V Level

Level V (See glossary for definition of bullying.) TEC Sec. 37.0832, TEC Sec. 37.0052

Criminal Mischief - Felony Engages in felony criminal mischief, defined as 22 property damage that meets or exceeds $2,500, regardless if offense is committed on or off school property or at a school-related event

TEC Sec. 37.007(c)(4)(C)

Deadly Conduct Recklessly engages in conduct that places another in 49 imminent danger of serious bodily injury, containing the elements of the offense of deadly conduct under Section 22.05, Penal Code

TEC Sec. 37.007(b)(2)(D)

evel V

L

57

False Alarm / Terroristic Engages in conduct on or off school property 35, 26 Threat involving a public school that contains the elements

of the offense of false alarm or report under Section 42.06, Penal Code, 10 or terroristic threat under Section 22.07, Penal Code on or off school property

Penal Code Sec. 42.06, 22.07

Felony Conduct OFF Engaged in conduct punishable as an aggravated 09 Campus (Title 5) robbery or a felony listed under Title 5 of the Penal Code that occurs OFF school property and not on a school-sponsored or school-related event and: • the student has received deferred prosecution, • has been found guilty by a court/jury, • has been charged, • has been referred to juvenile court; or • has received probation, deferred adjudication or has been arrested or charged

TEC Sec. 37.0081

OR the superintendent has reasonable belief the student engaged in the misconduct and the student’s presence: Level V Level V Level • threatens the safety of other students or teachers; • will be detrimental to the educational process; or • is not in the best interests of the district's students

TEC Sec. 37.006(c)

Possession or use of Uses, exhibits, or possesses a firearm, as defined by 11 Firearm on another 18 U.S.C. Section 921 on another school district’s school’s property property, within 300 feet of another school district’s property as measured from any point on the school’s real boundary line, or at school related/sponsored

Level V activity of another school district

TEC Sec. 37.007

58

Violations while Placed in Engages in documented serious misbehavior that 59

DAEP violates the district’s Student Code of Conduct,

despite documented behavioral interventions while

placed in a disciplinary alternative education program

For purposes of discretionary expulsion from a

DAEP, serious misbehavior means: deliberate violent behavior that poses a direct threat to the health or safety of others; extortion, meaning the gaining of money or other property by force or threat; conduct

that constitutes coercion, as defined by Section 1.07,

evel V

L Penal Code; or conduct that constitutes the offense of:

1. Public lewdness under Penal Code 21.07, 07 2. Indecent exposure under Penal Code 21.08, 07 3. Criminal mischief under Penal Code 28.03, 22 4. Hazing under Penal Code 37.152, or 59 5. Harassment under Penal Code 42.07(a)(1) of 59 a student or district employee.

TEC Sec. 37.007(c)

Level V Consequences - Offenses for which a student may be expelled and referred to the Brazoria County Juvenile Justice Alternative Education Program after consideration is given to self-defense, intent or lack of intent, a student’s disciplinary history, a student’s disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, a student’s status in the conservatorship of the Department of Family and Protective Services (foster care), and a student’s status as homeless.

A student who violates the provisions of Level V Student Code of Conduct shall be assigned to the DAEP and may be expelled to the JJAEP. A student may also be referred to the Brazoria County Juvenile Court or other appropriate judicial authority. The Court may order an expelled student or a student who commits a felony off campus to attend the JJAEP. A referral to BISD Police for appropriate legal action may also occur.

Special education students will be referred to an ARD Committee and § 504 students referred to the § 504 committee.

59

Level VI Misbehaviors Definitions/Descriptions Code

Use/Possession of A firearm violation, as defined by federal law 46.01, unless 11 Weapon – Firearm the use, exhibition, or possession of the firearm occurs at an (Federal Law) off-campus approved target range facility while participating in or preparing for a school-sponsored shooting sports competition or a shooting sports educational activity that is

sponsored or supported by the Parks and Wildlife Department or a shooting sports sanctioning organization working with the department.

Level VI Level Note: Mandatory expulsion under the federal Gun Free Schools Act does not apply to a firearm that is lawfully stored inside a locked vehicle, or to firearms used in activities approved and authorized by the district when the district has adopted appropriate safeguards to ensure student safety.

A firearm under federal law includes the following: ● any weapon (including a starter gun), which will or is

designed to or which may readily be converted to expel a projectile by the action of an explosive ● the frame or receiver of any such weapon; ● any firearm muffler or firearm weapon

Level VI Level ● any destructive device, such as any explosive, incendiary,

or poison gas bomb or grenade

Use/Possession of a Occurs when a student carries on or about his or her person a 12 location-restricted location-restricted knife, defined as a knife with a blade over knife 5 ½ inches. TEC Sec. 37.007(a)(1)

Use/Possession of Carrying on or about the student’s person the following, as Weapon defined by the Penal Code 46.05:

(Penal Code) ● A handgun defined by state law as any firearm designed, 11

made, or adapted to be used with one hand. (See glossary.)

Level VI

Possessing, manufacturing, transporting, repairing, or selling

a prohibited weapon, including: ● an explosive weapon as provided in TPC 46.01; 46.05

● a machine gun as provided in TPC 46.01; 46.05 ● a short-barrel firearm as provided in TPC 46.01; 46.05

60

● armor-piercing ammunition

● a chemical dispensing device ● a zip gun 13 ● a tire deflation device ● a firearm silencer as provided in TPC 46.05 14 TEC Sec. 37.007(a)(1)

Note: A student may not be expelled solely on the basis of the student’s use, exhibition, or possession of a firearm that occurs at an approved target range facility that is not located on a school campus, while participating in or preparing for a school-sponsored, shooting sports competition or a shooting sports educational activity that is sponsored or supported by the Parks and Wildlife Department, or a shooting sports sanctioning organization working with the department. [See policy FNCG(LEGAL).]

Felony ON campus While on school property or at a school related activity, (Titles 5 and 7) engages in conduct containing the elements of the following

under the Penal Code: ● aggravated assault, sexual assault, or aggravated sexual 29, 30, 31, 32 assault 22.02, 22. 011, 22.021 ● arson 28.02 (Title 7) 16

● murder, capital murder, or criminal attempt to commit 17 murder 19.02, 19.03, 15.01 ● indecency with a child 21.11 18 19 ● aggravated kidnapping 20.04

Level VI ● aggravated robbery 29.03 (Title 7) 46

● manslaughter 19.04 47 ● criminally negligent homicide 19.05 48

● continuous sexual abuse of a young child or children 57 21.02

See FDE(Local) regarding transfer notification requirements for victims of a violent or criminal offense.

Felony Possession or Engages in behavior punishable as a felony that involves 36 37 Use of Marijuana, selling, giving, or delivering to another person, or possessing,

Dangerous Drug, using, or being under the influence of marijuana, a controlled

Controlled substance, a dangerous drug, or alcohol; or committing a Substance or serious act or offense while under the influence of alcohol Alcohol TEC Sec. 37.007(a)(3)

61

Retaliation against a Occurs when a student engages in conduct that contains the 08 School Employee elements of assault under Penal Code 22.01(a)(1) in

retaliation against a school employee or volunteer on or off

school property or at a school-sponsored or school-related activity. TEC Sec. 37.007(d)

Level VI Consequences - Offenses for which a student SHALL be expelled and referred to the Brazoria County Juvenile Justice Alternative Education Program; however, consideration shall first be given to self-defense, intent or lack of intent, a student’s disciplinary history, a student’s disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, a student’s status in the conservatorship of the Department of Family and Protective Services (foster care), and a student’s status as homeless.

A student who violates the provisions of Level VI Student Code of Conduct shall be expelled and referred to the Brazoria County JJAEP. Referral to BISD Security or local police for appropriate legal action shall also occur. The District will notify the parent or guardian of a student's violation of the Student Code of Conduct that results in expulsion.

Special education students will be referred to an ARD Committee and § 504 students referred to the § 504 committee.

3.3 Consequence Descriptions

Detention For minor infractions of the Student Code of Conduct (Level I or II) or other policies and regulations, students may be detained before or after school hours or during lunch. Before assigning students to detention, the teacher or principal shall inform the student of the conduct that allegedly constitutes the violation and the student shall be given an opportunity to explain his/her version of the incident. Before assigning a student to detention outside regular school hours, notice shall be given to the student’s parent to inform him or her of the reason for the detention and permit arrangements for necessary transportation.

In-School Suspension When a student is assigned In-School Suspension (ISS), the student will complete their classwork in a classroom designated as the in-school suspension room where an adult is always on duty. In this setting, the student receives assignments/instruction in each course to the extent possible, with little or no opportunity for social interaction with peers. The principal or assistant principal determines the length of assignment; however, assignments in

62

excess of three days require permission from district administration and a student may not be assigned more than 30 days throughout the school year.

Out-of-School Suspension The principal may suspend a student enrolled in grade 3 or above who engages in conduct for which the student may be placed in the disciplinary alternative education program. Each suspension may not exceed three days. State law prohibits districts from placing students who are homeless or in a grade level below grade 3 in out-of-school suspension, except for certain violent or weapons offenses or alcohol or drug-related misconduct. Students below grade three or homeless may be suspended under limited circumstances described in TEC § 37.005(c).

Before being suspended, a student shall have an informal conference with the Principal or the Principal’s designee, who shall advise the student of the alleged misconduct. The student shall have the opportunity to respond to the allegation before the administrator makes a decision. In deciding whether to order out-of-school suspension, the Principal or the Principal’s designee shall take into consideration: 1. Self-defense, 2. Intent or lack of intent at the time the student engaged in the conduct, 3. The student’s disciplinary history, 4. A disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, 5. A student’s status in the conservatorship of the Department of Family and Protective Services (foster care), or 6. A student’s status as homeless.

When a student is assigned Out-of-School Suspension (OSS), the student is not permitted on school district property and restricted from participation in school-sponsored or school- related extracurricular or cocurricular activities.

Coursework During Suspension The district shall ensure a student receives access to coursework for foundation curriculum courses while the student is placed in in-school or out-of-school suspension, including at least one method of receiving this coursework that doesn’t require the use of the internet.

A student removed from the regular classroom to in-school suspension or another setting, other than a DAEP, will have an opportunity to complete before the beginning of the next school year each course the student was enrolled in at the time of removal from the regular classroom. The district may provide the opportunity by any method available, including a correspondence course, another distance learning option, or summer school. The district will not charge the student for any method of completion provided by the district.

63

Corporal Punishment (FO) (Local) Corporal punishment is permitted in order to preserve an effective educational environment, free from disruption, unless the student’s parent or guardian has provided a signed statement prohibiting its use. Corporal punishment shall be reasonable and moderate and may not be administered maliciously or for the purpose of revenge. Such factors as the size, age, and physical, mental, and emotional condition of the student; the type of instrument to be used; the amount of force to be used; and the part of the body to be struck shall be considered before administering any corporal punishment.

A disciplinary record shall be maintained and shall contain the name of the student, the type of misconduct, any previous disciplinary actions, the type of corporal punishment administered, the names of witnesses present and the date and time of the punishment. Disciplinary records shall be made available to parents or the student, whichever is appropriate.

Corporal punishment should be used sparingly, cautiously, and with the best interest of the student in mind. However, when corporal punishment is to be administered, the following procedures are to be followed: corporal punishment can only be done with the approval of the Superintendent, corporal punishment will be administered by the school principal, assistant principal, or other professional designated by the principal in the presence of one other District professional employee and in a designated place out of view of other students.

When administered, respect for the student is foremost, and punishment will be done in a private place. The student must be made aware of why he/she is to receive corporal punishment and should have the opportunity to say if there is any family or medical reason why he/she should not receive said punishment.

The principal is responsible for determining that the adult, who is administering the corporal punishment, whether it is himself/herself or another adult, is doing so in a respectful manner and without any emotional involvement.

Disciplinary Alternative Educational Program (DAEP) TEC 37.008 Brazosport ISD provides a disciplinary alternative educational program that: ● is provided in a setting other than a student’s regular classroom; ● is located off the regular school campus; ● provides for the students who are assigned to the disciplinary alternative educational program to be separated from students who are not assigned to the program; ● focuses on English language arts, mathematics, science, history, and self-discipline; ● provides for students’ educational and behavioral needs;

64

● provides supervision and counseling; and ● employs only teachers who meet all certification requirements established under Subchapter B, Chapter 21.

Texas Education Code states that a disciplinary alternative educational program may provide for a student’s transfer to: ● a different campus (DAEP or JJAEP); ● a school-community guidance center; or ● a community-based alternative school.

The school district cooperates with government agencies and community organizations that provide services in the district to students placed in a DAEP. A student removed to the DAEP is counted in computing the average daily attendance of students in the district for the student’s time in actual attendance in the program. The district allocates to a DAEP the same expenditure per student attending the disciplinary alternative educational program, including federal, state, and local funds that would be allowed to the student’s school if the student were attending the student’s regularly assigned education program, including a special education program.

The school district may not place a student, other than a student suspended as provided under TEC 37.005 or expelled as provided under TEC 37.007, in an unsupervised setting as a result of conduct for which a student may be placed in a DAEP.

A program of educational and support services may be provided to a student and the student’s parents when the offense involves drugs or alcohol as specified under Section 37.006 or 37.007.

The parent or guardian of a student placed in DAEP shall be given written notice of the student’s opportunity to complete a foundation curriculum course in which the student was enrolled at the time of removal and which is required for graduation, at no cost to the student. The notice shall include information regarding all methods available for completing the coursework. The district will not charge the student for a course provided under TEC 37.008. A student with a disability who receives special education services will receive support as established by the admission, review, and dismissal (ARD) committee, in accordance with the TEC 37.004 and federal requirements.

DAEP Placement Process A student who has committed a Level III or IV offense as defined in the Student Code of Conduct shall be considered to have engaged in serious misbehavior that threatens to impair the educational efficiency of the school and, if found guilty, may be placed in a DAEP.

65

Similarly, a student who commits two or more violations of the Student Code of Conduct may be found to have engaged in persistent misbehavior that threatens to impair the educational efficiency of the school and, if found guilty, may be sent to a DAEP.

BISD offers two off-campus disciplinary alternative educational programs. Elementary students may be assigned to Project G.R.O.W. and secondary students may be assigned to the Secondary DAEP. Both district level programs are located at the Lighthouse Learning Center; however, the setting for elementary students is separated from secondary students, as required by TAC 103.1201(h)(1).

Conference Before removing a student to a DAEP, the principal or designee shall hold a conference. The student’s parent, guardian, or representative shall be notified, by telephone or other appropriate means, of the conference and their right to be present. The meeting should be held within three days of the offense. Following valid attempts to require attendance, the district may hold the conference and make the placement decision regardless of whether the student or the student’s parents attend the conference.

At the conference, the appropriate administrator shall inform the student, verbally or in writing, of the reasons for the removal and shall give the student an explanation of the basis for the removal and an opportunity to respond to the reasons for the removal. In deciding whether to place a student in a DAEP, regardless of whether the action is mandatory or discretionary, the Principal or the Principal’s designee shall take into consideration: 1. Self-defense, 2. Intent or lack of intent at the time the student engaged in the conduct, 3. The student’s disciplinary history, 4. A disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, 5. A student’s status in the conservatorship of the Department of Family and Protective Services (foster care), or 6. A student’s status as homeless. After the conference, if the student is placed in the DAEP, the appropriate administrator shall write a placement order/Notice of Assignment. A copy of the DAEP placement order shall be provided to the student and the student’s parent. If the student is placed in the DAEP and the length of placement is inconsistent with the guidelines included in the Student Code of Conduct, the placement order shall give notice of the inconsistency.

Length of Placement The Board delegates to the Principal or the Principal’s designee, under the supervision of the Superintendent, the authority to remove a student to a DAEP. The appropriate administrator

66

will determine the duration of a student’s placement in a DAEP. The duration of a student’s placement is made on a case-by-case basis; with most first-time assignments typically being for 35 days with successful outcomes at 30 days, most return placements within the same calendar year typically being 50 days with successful outcomes at 45 days, and most second- time offenses within the same school year typically being or 65 days with successful outcomes at 60 days. If the offense is drug-related, a first-time placement will typically be for 50 days with successful outcomes at 45 days, a return placement within the calendar year will typically be for 65 days with successful outcomes at 60 days, and a second placement within the school year will typically be for 90 days with successful outcomes at 85 days. Days assigned to ISS or OSS, or days absent do not count towards the duration of the placement. In determining the length of all assignments, the Principal or the Principal’s designee, under the supervision of the Superintendent, shall consider the seriousness of the offense, the student’s age and grade level, the frequency of misconduct, the student’s attitude, and statutory requirements.

Placement in a DAEP may exceed one year when a review by the district determines that the student is a threat to the safety of other students or to district employees. See Texas Education Code § 37.009(a). The statutory limitations on the length of a DAEP placement do not apply to a placement resulting from the board’s decision to place a student who engaged in the sexual assault of another student so that the students are not assigned to the same campus.

Students who commit offenses requiring placement in a DAEP at the end of one school year may be required to continue that placement at the start of the next school year to complete the assigned term of placement. For placement in a DAEP to extend beyond the end of the school year, the Principal must determine that: 1. The student’s presence in the regular classroom or campus presents a danger of physical harm to the student or others, or 2. The student has engaged in serious or persistent misbehavior that violates the district’s Code.

For placement in a DAEP to extend beyond 60 days or the end of the next grading period, whichever is sooner, a student’s parent shall be given notice and the opportunity to participate in a proceeding before the board or the board’s designee.

The district shall administer the required pre- and post- assessments for students assigned to DAEP for a period of 90 days or longer in accordance with established district administrative procedures for administering diagnostic or benchmark assessments.

If during the term of a DAEP placement the student engages in additional misconduct for which placement in DAEP or expulsion is required or permitted, additional proceedings may

67

be conducted, and the Principal or the Principal’s designee may enter an additional disciplinary order as a result of those proceedings.

Restrictions During Placement The district does not permit a student who is placed in a DAEP to participate in any school- sponsored or school-related extracurricular or cocurricular activity, including seeking or holding honorary positions and/or membership in school sponsored clubs and organizations.

A student placed in a DAEP shall not be provided transportation unless he or she is a student with a disability who is entitled to transportation in accordance with the student’s individualized education program (IEP) or Section 504 plan; however, students residing in Freeport are provided transportation via a transfer bus.

For students eligible to graduate and assigned to a DAEP at the time of graduation, the placement in the program shall continue through graduation, and the student shall not be allowed to participate in the graduation ceremony and related graduation activities.

Summer programs provided by the district serve students assigned to DAEP in conjunction with other students.

Placement Review A student placed in a DAEP shall be provided a review of his or her status, including academic status, by the campus behavior coordinator or the board’s designee at intervals not to exceed 120 days. In the case of a high school student, the student’s progress toward graduation and the student’s graduation plan shall also be reviewed. At the review, the student or the student’s parent shall be given the opportunity to present arguments for the student’s return to the regular classroom or campus. The student may not be returned to the classroom of a teacher who removed the student without that teacher’s consent.

Notice of Criminal Proceedings When a student is placed in a DAEP for certain offenses, the office of the prosecuting attorney shall notify the district if: 1. Prosecution of a student’s case was refused for lack of prosecutorial merit or insufficient evidence and no formal proceedings, deferred adjudication (see glossary), or deferred prosecution will be initiated; or 2. The court or jury found a student not guilty, or made a finding that the student did not engage in delinquent conduct or conduct indicating a need for supervision, and the case was dismissed with prejudice.

68

If a student was placed in a DAEP for such conduct, on receiving the notice from the prosecutor, the superintendent or designee shall review the student’s placement and schedule a review with the student’s parent not later than the third day after the superintendent or designee receives notice from the prosecutor. The student may not be returned to the regular classroom pending the review.

After reviewing the notice and receiving information from the student’s parent, the superintendent or designee may continue the student’s placement if there is reason to believe that the presence of the student in the regular classroom threatens the safety of other students or teachers.

The student or the student’s parent may appeal the superintendent’s decision to the board. The student may not be returned to the regular classroom pending the appeal. In the case of an appeal, the board shall, at the next scheduled meeting, review the notice from the prosecutor and receive information from the student, the student’s parent, and the superintendent or designee, and confirm or reverse the decision of the superintendent or designee. The board shall make a record of the proceedings.

If the board confirms the decision of the superintendent or designee, the student and the student’s parent may appeal to the Commissioner of Education. The student may not be returned to the regular classroom pending the appeal.

Withdrawal During Process If a student placed in the DAEP enrolls in another school district before the expiration of the period of placement, the district will provide to the district in which the student enrolls, at the same time other records of the student are provided, a copy of the placement order. The district in which the student enrolls may continue the DAEP placement under the terms of the order. When a student violates the Student Code of Conduct in a way that requires or permits the student to be placed in a DAEP and withdraws from the district before a placement order is completed, the Principal or Principal’s designee may complete the proceedings and issue a placement order. If the student then re-enrolls in the district during the same or subsequent school year, the District may enforce the order at that time, less any period of the placement that has been served by the student during enrollment in another District.

Newly Enrolled Students A student placed in a DAEP in another District who enrolls in Brazosport ISD before the expiration of the period of placement will continue the DAEP placement at the district’s discretion. Brazosport ISD may place a student in a DAEP if: 1. the student was placed in a DAEP by an open-enrollment charter school and provides to the district a copy of the placement order; or

69

2. the student was placed in a DAEP by a school district in another state; and a. the out-of-state district provides the district a copy of the placement order; and b. the grounds for the placement by the out-of-state district are grounds for placement in Brazosport ISD.

If a student was placed in a DAEP or expelled by a school district for a period that exceeds one year and that placement is continued, Brazosport ISD shall reduce the period of the placement so that the aggregate period does not exceed one year unless, after a review, the district determines that: 1) the student is a threat to the safety of other students or to district employees; or 2) extended placement is in the best interest of the student.

Emergency Placement TEC 37.019 (Offense Code 23) When an emergency placement is necessary because the student’s behavior is so unruly, disruptive, or abusive that it seriously interferes with classroom or school operations, the student shall be given oral notice of the reason for the action. Not later than the tenth day after the date of the placement, the student shall be given the appropriate conference required for assignment to a DAEP.

Transition In accordance with law and District procedures, campus staff shall coordinate and provide transition services to a student returning to the regular classroom from an alternative education program. Transition services will include results from assessment instruments, recommendations for best educational placement of the student, and the development of a personalized transition plan (PTP) that includes recommendations for counseling, behavioral management or academic assistance. See policy FOCA(LEGAL) for more information.

Juvenile Justice Alternative Education Program (JJAEP) TEC 37.007 The Texas Education Code requires the development of a juvenile justice alternative education program by the juvenile board of a county with a population of 125,000. The Brazoria County Juvenile Board and the eight school districts in Brazoria County have entered an agreement establishing the Brazoria County JJAEP.

A student who has violated Level V or Level VI of the Student Code of Conduct may be expelled to JJAEP. In addition, a student may be expelled to the JJAEP if the student, while placed in a DAEP for disciplinary reasons, continues to engage in serious misbehavior as defined in TEC 37.007(5)(c), despite documented interventions. A student may also be expelled to the JJAEP for persistent misbehavior, after all tiered behavior interventions have been exhausted on the campuses and at the DAEP.

70

If a student is believed to have committed an expellable offense, the campus behavior coordinator or other appropriate administrator shall schedule a hearing within a reasonable time. The student’s parent shall be invited in writing to attend the hearing. Until a hearing can be held, the campus behavior coordinator or other administrator may place the student in: • Another appropriate classroom, • In-school suspension, • Out-of-school suspension, or • DAEP.

Hearing A student facing expulsion shall be given a hearing with appropriate due process. The student is entitled to: 1. Representation by the student’s parent or another adult who can provide guidance to the student and who is not an employee of the District, 2. An opportunity to testify and to present evidence and witnesses in the student’s defense, and 3. An opportunity to question the witnesses called by the District at the hearing.

After providing notice to the student and parent of the hearing, the District may hold the hearing regardless of whether the student or the student’s parent attends.

The board of trustees delegates to the Superintendent or the Superintendent’s designee authority to conduct hearings and expel students.

Board Review of Expulsion After the due process hearing, the expelled student may request that the board review the expulsion decisions. The student or parent must submit a written request to the superintendent within seven days after receipt of the written decision. The superintendent must provide the student or parent written notice of the date, time, and place of the meeting at which the board will review the decision.

The board shall review the record of the expulsion hearing in a closed meeting unless the parent requests in writing that the matter be held in an open meeting. The board may also hear a statement from the student or parent and from the board’s designee.

The board shall hear statements made by the parties at the review and shall base its decision on evidence reflected in the record and any statements made by the parties at the review. The board shall make and communicate its decision orally at the conclusion of the presentation.

71

Consequences shall not be deferred pending the outcome of the hearing. Expelled students are prohibited from being on school grounds or attending school-sponsored or school-related activities during the period of expulsion.

Expulsion Order Before ordering the expulsion, the Principal or the Principal’s designee shall take into consideration: 1. Self-defense, 2. Intent or lack of intent at the time the student engaged in the conduct, 3. The student’s disciplinary history, 4. A disability that substantially impairs the student’s capability to appreciate the wrongfulness of the student’s conduct, 5. A student’s status in the conservatorship of the Department of Family and Protective Services (foster care), or 6. A student’s status as homeless.

Length of Placement The duration of a student’s placement is made on a case-by-case basis; Generally, a student expelled and assigned to the Brazoria County JJAEP for the first time shall remain in the JJAEP until the completion of sixty-five (65) days in attendance. Students assigned a second time to the JJAEP must complete ninety (90) days in attendance. Students assigned a third time to the JJAEP must complete one hundred and twenty (120) days in attendance.

An expulsion may not exceed one year unless, after review, the district determines that: 1. The student is a threat to the safety of other students or to district employees, or 2. Extended expulsion is in the best interest of the student.

State and federal law require a student to be expelled from the regular classroom for a period of at least one calendar year for bringing a firearm, as defined by federal law, to school. However, the superintendent may modify the length of the expulsion on a case-by-case basis.

If during the expulsion, the student engages in additional conduct for which placement in a DAEP or expulsion is required or permitted, additional proceedings may be conducted, and the District may issue an additional disciplinary order as a result of those proceedings.

Students who commit offenses that require expulsion at the end of one school year may be expelled into the next school year to complete the term of expulsion.

Withdrawal During Process When a student has violated the Student Code of Conduct in a way that requires or permits expulsion from the district and the student withdraws from the District before the expulsion

72

hearing takes place, the District may conduct the hearing after sending written notice to the parent and student. If the student then re-enrolls in the District during the same or subsequent school year, the District may enforce the expulsion order at that time, less any expulsion period that has been served by the student during enrollment in another district.

If the District fails to issue an expulsion order after the student withdraws, the next District in which the student enrolls may complete the proceedings.

Newly Enrolled Students A student placed in a JJAEP in another District who enrolls in Brazosport ISD before the expiration of the period of placement will continue the JJAEP placement at the district’s discretion. Brazosport ISD may place a student in a JJAEP if: 1. The student was placed in a JJAEP by an open-enrollment charter school and provides to the district a copy of the placement order; or 2. The student was placed in a JJAEP by a school district in another state; and a. the out-of-state district provides the district a copy of the placement order; and b. the grounds for the placement by the out-of-state district are grounds for placement in Brazosport ISD.

If a student is expelled by a district in another state for a period that exceeds one year and the district continues the expulsion or places the student in a DAEP, the district shall reduce the period of the expulsion or DAEP placement so that the entire period does not exceed one year, unless after a review it is determined that: 1. The student is a threat to the safety of other students or district employees, or 2. Extended placement is in the best interest of the student.

Emergency Placement TEC 37.019 (Offense Code 23) When an emergency expulsion is necessary to protect persons or property from imminent harm, the student shall be given verbal notice of the reason for the action. Within ten days after the date of the emergency expulsion, the student shall be given appropriate due process required for a student facing expulsion.

Transition If assigned to JJAEP while at DAEP, the student will return to DAEP upon completion of the JJAEP assignment to finish their days originally assigned, unless there are less than ten remaining days to complete.

In accordance with law and District procedures, campus staff shall coordinate and provide transition services to a student returning to the regular classroom from an alternative

73

education program. Transition services will include results from assessment instruments, recommendations for best educational placement of the student, and the development of a personalized transition plan (PTP) that includes recommendations for counseling, behavioral management or academic assistance. See policy FOCA(LEGAL) for more information.

3.4 Removal from the Regular Educational Setting Routine Referral A routine referral occurs when a teacher sends a student to the Principal or the Principal’s designee’s office as a discipline management technique. The Principal or the Principal’s designee shall employ alternative discipline management techniques, including progressive interventions. A teacher or administrator may remove a student from class for a behavior that violates the Student of Conduct to maintain effective discipline in the classroom.

Formal Removal by Teacher TEC 37.002 (Offense Code 01) A teacher may send a student to the principal's office to maintain effective discipline in the classroom if: 1. The student’s behavior has been documented by the teacher as repeatedly interfering with the teacher's ability to teach his or her class or with the student's classmates’ ability to learn; or 2. The behavior is so unruly, disruptive, or abusive that the teachers cannot teach and the students in the classroom cannot learn. The Principal or the Principal’s designee may place the student into another appropriate classroom, into in-school suspension, assign out-of-school suspension (grades 3-12, unless exception in TEC § 37.005(c) applies), or recommend placement in the disciplinary alternative education program.

Within three school days of the formal removal, the Principal or the Principal’s designee shall schedule a conference with the student’s parent, the student, the teacher who removed the student from class, and any other appropriate administrator.

When a student is removed from the regular classroom by a teacher and a conference is pending, the Principal or the Principal’s designee may place the student in: • Another appropriate classroom. • In-school suspension. • Out-of-school suspension. • DAEP.

A teacher or administrator must remove a student from class if the student engages in behavior that under the Education Code requires or permits the student to be placed in a

74

DAEP or expelled. When removing for those reasons, the procedures in the subsequent sections on DAEP or expulsion shall be followed.

When a student has been formally removed from class by a teacher for conduct against the teacher containing the elements of assault, aggravated assault, sexual assault, aggravated sexual assault, murder, capital murder, or criminal attempt to commit murder or capital murder, the student may not be returned to the teacher’s class without the teacher’s consent. The teacher may not be coerced to consent.

When a student has been formally removed by a teacher for any other conduct, the student may be returned to the teacher’s class without the teacher’s consent if the placement review committee determines that the teacher’s class is the best or only alternative available. The terms of the removal may prohibit the student from attending or participating in school- sponsored or school-related activity.

3.5 Parental Notification TEC Sec. 37.009 Parental questions or complaints regarding ancillary issues related to disciplinary measures should be addressed informally with the teacher or campus administration, as appropriate or in accordance with Board Policy FNG(LOCAL).

Parent-Teacher Conferences TEC 21.404 Each teacher is assigned one class period per day to be used for parent conferences as well as planning and preparing for class work. Parents are encouraged to call the school for an appointment relative to any phase of the student’s progress.

An administrator shall conduct a conference with a student’s parent(s) when a student is removed to a disciplinary alternative educational program or when a teacher recommends removal from the class. When such conference is required, a teacher or other school employee may also conduct a second conference as a follow-up within the same school year.

The teacher or school employee convening a required conference shall attempt to conduct the conference by personal attendance, but if this method is impractical, the conference may be conducted by telephone. If attempts to conduct a required conference by either of these methods are unsuccessful, teachers or other school employees involved shall document their efforts to schedule and conduct required parental conference, then minutes of the meeting shall be mailed to the parent’s current address, as reflected in the school’s records.

Teachers or other school employees may request a conference with a student’s parent(s) whenever needed if the teacher or employee perceives parental cooperation is needed in enforcing the Student Code of Conduct.

75

Parental Notification of Disciplinary Actions The Principal or the Principal’s designee shall promptly notify a student’s parent by phone, in writing, or in person of any violation that may result in a detention outside of regular school hours, in-school or out-of-school suspension, placement in a DAEP, placement in a JJAEP, or expulsion. The Principal or the Principal’s designee shall also notify a student’s parent if the student is taken into custody by a law enforcement officer under the disciplinary provisions of the Education Code. A good faith effort shall be made on the day the action was taken to provide the student’s parent written notification of the disciplinary action. If the parent has not been reached by telephone or in person by 5:00 p.m. of the first business day after the day the disciplinary action was taken, the Principal or the Principal’s designee shall send written notification by U.S. Mail. Notification will be made within three school days after the administrator becomes aware of the violation. Before the principal or appropriate administrator assigns a student under 18 to detention outside regular school hours, notice shall be given to the student’s parent to inform him or her of the reason for the detention and permit arrangements for necessary transportation.

Administrator Conferences TEC 37.009 Not later than the third class day after the day on which a student is removed from class, the Principal or the Principal’s designee shall schedule and hold a conference among the Principal or the Principal’s designee, a parent or guardian of the student, and the student. At the conference, the Principal or the Principal’s designee shall inform the student of the alleged misconduct and the proposed consequences. The student shall have an opportunity to respond to the allegations. The student may not be returned to the regular classroom pending the conference. Following the conference, and whether or not each requested person is in attendance after valid attempts to require the person’s attendance, the Principal or the Principal’s designee shall order the placement of the student for a period consistent with the Student Code of Conduct.

3.6 Appeals Process BISD adheres to Due Process procedures and provides an appeal process for students suspended, removed to a DAEP, and/or expelled.

1. In-school Suspension and Out-of-School Suspension The Board designates the Principal or the Principal’s designee of each school, under the supervision of the Superintendent, as the Board designee to assign a student to an in-school suspension center or to suspend (according to law) a student for violation of this Student Code of Conduct and/or any applicable district policies. As the Board’s designee, the Principal or the Principal’s designee, under the supervision of the

76

Superintendent, shall set the term for assignments to the in-school suspension center. Any decision of the Principal or the Principal’s designee, under the supervision of the Superintendent, to assign a student to the in-school suspension center, or to suspend a student (according to law) is final and may not be appealed beyond the campus level.

2. Project G.R.O.W. and Secondary DAEP The Board designates the Principal or the Principal’s designee, under the supervision of the Superintendent, of each school as the Board designee to assign a student to Project G.R.O.W. or the Secondary DAEP as provided in this Student Code of Conduct and applicable with District policies.

A student, his/her parent, guardian, or representative desiring to appeal a decision of the campus principal may appeal to the Superintendent or designee. The student, his/her parent, guardian, or representative shall give written notice of the appeal to such officials within ten (10) school days after the decision of the principal is communicated to the parents, guardian, or representative. The District form for making this appeal can be accessed by contacting the school Principal and requesting to initiate an appeal. Failure to give timely notice of appeal shall constitute a waiver of the student’s right to appeal.

Any notice of appeal shall contain the student’s name, the date of issuance of the decision under appeal, the name of the official whose decision is under appeal, the aspects of the decision which the student wishes to appeal, and the grounds for such appeal. Promptly (within seven school days) following receipt of timely notice of appeal, the Superintendent or designee shall notify the student’s parent, guardian, or representative, usually in writing, of the date time and place at which the appeal will be heard.

Level One appeals are heard by the Campus Principal. Level Two appeals are heard by a panel of three administrators, including one chairperson appointed by the Superintendent or designee. The Principal and the student’s parent, guardian, and/or representative making the appeal shall both participate in the hearing.

Pending the outcome of the student’s appeal of a DAEP assignment, the student shall be placed in and shall attend the DAEP. The decision of the Superintendent or designee/panel on an appeal of a DAEP assignment shall be final. No appeal to the Board is available.

77

3. Expulsions The decision of the Superintendent or designee in proceedings for expulsion of a student may be appealed to the Board. The parents, guardian, or representative of a student desiring to appeal to the Board the decision of the Superintendent or his designee in an expulsion proceeding, shall give written notice of appeal to the Superintendent within seven school days after the date the decision which is under appeal is communicated to parents, guardian, or representative. Failure to give timely notice of appeal or to prosecute such appeal in a reasonable time shall constitute a waiver of the student’s right to appeal.

Any notice of appeal shall contain the student’s name, the date of issuance of the decision under appeal, the name of the official whose decision is under appeal, the aspects of the decision which the student wishes to appeal, and the grounds for such appeal. Promptly, (within seven school days) following receipt of timely notice of appeal, the Superintendent, or designee, as the case may be, shall notify the student’s parent, guardian, or representative, in writing, of the date, time and place at which the appeal will be heard.

During the time of an appeal in an expulsion proceeding, a student will be denied the privileges of the home campus unless the Superintendent or designee determines otherwise. However, the student will not be charged with unexcused absences during the time of the appeal and will be allowed to remain current on all coursework. However, if the appeal is denied, credit will not be given for any coursework performed during time of the appeal unless the decision on appeal provides that such credit shall be given.

An expulsion hearing before the Board shall be limited to the matters and issues set forth in the student’s notice of appeal and shall generally be conducted on the basis of the testimony given and evidence introduced during the initial hearing, unless the District official or appellate body determines that it is the interest of the educational process to permit introduction of new or additional matters during the appeal. The student shall be entitled to representation in any appeal by an adult of the student or parent’s choice. Expulsion hearings before the Board will be heard before a quorum of the Board members and may be heard in a closed meeting, unless the parent requests in writing an open meeting. The Campus Principal and the student’s parent, guardian, and/or representative making the appeal both participate in the hearing.

All decisions on appeal shall be made on the basis of the evidence received at the appellate hearing. Decisions on appeal shall be announced as soon as possible after the conclusion of the appellate hearing and shall be communicated in writing to the

78

student’s parents, guardian, or representative. The decision of a majority of the Board members hearing an appeal shall constitute the decision of the Board in an appeal, and is final unless the student is entitled to timely appeal under applicable federal or state law.

A student who appeals a decision of the Board shall give the Board notice of such appeal by delivering a copy of the document by which such appeal is perfected to the Superintendent. During the time of such further appeal in an expulsion proceeding, the student shall be expelled pending further appeals and no educational services shall be provided.

3.7 Scholastic Penalties TEC 25.087 A student removed by school officials from regular classes pursuant to the Student Code of Conduct for any reason other than expulsion will receive an excused absence and will be expected to complete any coursework assigned within the time designated by the teacher. The District will ensure a student receives access to coursework for foundation curriculum courses while the student, including at least one method of receiving this coursework that doesn’t require the use of the internet. No academic penalty will be assessed based solely on the disciplinary infraction.

Pending an appeal of an expulsion to the Board, students will be allowed to remain current on all coursework. However, if the appeal is denied, the student will not receive credit for that work. Students who are expelled will not receive credit for work missed during expulsion.

Pending an appeal to the Commissioner of Education on placement to a disciplinary alternative educational program, the student may be removed to a disciplinary alternative educational program and will be allowed to remain current on all coursework.

3.8 Participation in Graduation Activities The district has the right to limit a student’s participation in graduation activities for violating the district’s Code.

Participation might include a speaking role, as established by district policy and procedures. Students eligible to give the opening and closing remarks at graduation shall be notified by the campus principal. Notwithstanding any other eligibility requirements, in order to be considered as an eligible student to give the opening or closing remarks, a student shall not have engaged in any misconduct in violation of the district’s Code resulting in an out-of- school suspension, removal to a DAEP, or expulsion during the semester immediately

79

preceding graduation. The valedictorian and salutatorian may also have speaking roles at graduation. No student shall be eligible to have such a speaking role if he or she engaged in any misconduct in violation of the district’s Code resulting in an out-of-school suspension, removal to a DAEP, or expulsion during the semester immediately preceding graduation.

Any student who is assigned to the district’s DAEP or the county JJAEP on the last day of instruction of the semester in which the student becomes eligible to graduate shall be prohibited from participating in any and all graduation exercises and/or graduation related activities regardless of the time of year the graduation activities are held.

3.9 Interrogations and Searches School officials may search a student or a student’s property, including but not limited to vehicles driven to school by a student and parked on school property, when there is reasonable suspicion to believe that the search will discover evidence that the student has violated or is violating either the law or the Student Code of Conduct. Searches of students shall be conducted in a reasonable and nondiscriminatory manner. Refer to the district’s policies at FNF(LEGAL) and FNF(LOCAL) for more information regarding investigations and searches.

Desks, lockers, district-provided technology, and similar items are the property of the district and are provided for student use as a matter of convenience. District property is subject to search or inspection at any time without notice.

The nature of any search should be reasonably related to the objective of the search and not excessively intrusive in light of the age and sex of the student and the nature of the suspected infraction. Except in extraordinary circumstances, an adult witness should be present.

Searches may be conducted on any campus by the Drug Dog Detection Team or by BISD Security personnel. The search pattern may include, but not be limited to, classrooms, lockers, vehicles, gyms, and locker rooms.

When questioning a student in school by governmental officials, the following guideline shall apply: Before the principal permits the questioning of a student by a governmental official, the official must state the necessity of questioning the student while in school. The questioning official’s name and title shall be obtained and recorded by the Principal.

3.10 Metal Detectors Metal detectors shall be used at the discretion of District officials in order to detect and deter the presence of weapons and contraband in District facilities. All students at or entering the

80

school premises, school bus, or place of a school-related function or activity are subject to search by metal detectors. If a metal detector is being used at the entrance of a school building, students will be allowed to use only the entries designated. Although school officials may choose to search by any reasonable random formula, such officials are, however, prohibited from selecting a particular student(s) for search unless there is reasonable suspicion to believe that the student is in possession of a weapon or contraband that poses a threat of danger to the health or safety of the student or students. See Policy FNF(LOCAL).

3.11 Physical Restraint TEC 37.0021 A school employee, volunteer, or independent contractor may use restraint only in an emergency situation. Emergency, as defined in the Commissioner’s Rules §89.1053, means a situation in which a student's behavior poses a threat of: • imminent, serious physical harm to the student or others; or • imminent, serious property destruction.

Documentation is maintained when restraint is utilized, and training on safe use of restraint is provided to ensure the safety of all parties. Students with disabilities have specific procedures outlined in a behavior management plan. These procedures are provided under Commissioner’s Rules §89.1053.

3.12 Prohibited Aversive Techniques Aversive techniques are prohibited for use with students and are defined as techniques or interventions intended to reduce the reoccurrence of a behavior by intentionally inflicting significant physical or emotional discomfort or pain. Aversive techniques include: • Using techniques designed or likely to cause physical pain, other than corporal punishment as permitted by district policy. [See policy FO(LOCAL).] • Using techniques designed or likely to cause physical pain by electric shock or any procedure involving pressure points or joint locks. • Directed release of noxious, toxic, or unpleasant spray, mist, or substance near a student’s face. • Denying adequate sleep, air, food, water, shelter, bedding, physical comfort, supervision, or access to a restroom facility. • Ridiculing or demeaning a student in a manner that adversely affects or endangers the learning or mental health of the student or constitutes verbal abuse. • Employing a device, material, or object that immobilizes all four of a student’s extremities, including prone or supine floor restraint. • Impairing the student’s breathing, including applying pressure to the student’s torso or neck or placing something in, on, or over the student’s mouth or nose or covering the student’s face.

81

• Restricting the student’s circulation. • Securing the student to a stationary object while the student is standing or sitting. • Inhibiting, reducing, or hindering the student’s ability to communicate. • Using chemical restraints. • Using time-out in a manner that prevents the student from being able to be involved in and progress appropriately in the required curriculum or any applicable individualized education program (IEP) goals, including isolating the student by the use of physical barriers. • Depriving the student of one or more of the student’s senses, unless the technique does not cause the student discomfort or complies with the student’s IEP or behavior intervention plan (BIP).

3.13 Temporary Removals for Other Reasons TEC 37.009 A student may be removed from regular classes or district premises for non-disciplinary reasons when the principal determines there is a compelling reason for doing so. Reasons, which may be considered compelling, include but are not limited to the following: ● being highly agitated; or ● suffering from any other condition that temporarily threatens the student’s welfare, the welfare of others, or the efficient operation of the school.

Any student who is removed from school for a reason shown above and is in a condition that threatens his/her own welfare or the welfare of others shall be released to the parent, the parent’s representative, or proper authority including, but not limited to, law enforcement officers and medical personnel.

A student who is removed from regular classes or school premises pending any hearing required by law shall be removed for as short a time as is reasonable under the circumstances.

Before removing a student from school premises for any of the foregoing reasons, the student shall be informed of the reason for the removal and have an opportunity to state any objections to such action. The district shall make reasonable efforts to notify the parent prior to removing a student from school premises. If the parent cannot be notified prior to removal, the parent shall be notified of the removal as soon as possible and the reasons for it.

3.14 Student Arrests To ensure sufficient security and protection of students, staff, and property, the board employs the BISD Police Department. BISD Police officers are licensed state peace officers who are vested with all the powers, privileges, and immunities of peace officers while the officers are performing their duties as defined by Board policies. The mission of BISD Police

82

is to maintain social order at all BISD facilities and properties within carefully prescribed policy and ethical, statutory, and constitutional restrictions. BISD Police officers are licensed state peace officers who are vested with all the powers, privileges, and immunities of peace officers while the officers are performing their duties as defined by Board policies.

If BISD Police must arrest a student at school due to a criminal action, if practicable under all relevant circumstances, the Principal or the Principal’s designee shall immediately use his or her best efforts to notify the parent and the Superintendent or his designee anytime a student arrest occurs on campus.

If a district student at school is subject to arrest or apprehension by law enforcement other than BISD Security or governmental official, the principal shall request the following information: ● The name, badge number, or official identification of the official; ● A statement of probable cause to take the student into custody; and ● The case number

3.15 Students Registered as Sex Offenders TEC 37.301 Upon receiving notification in accordance with state law that a student is currently required to register as a sex offender, the district must remove the student from the regular classroom and determine appropriate placement unless the court orders JJAEP placement.

If the student is under any form of court supervision, including probation, community supervision, or parole, the placement shall be in either DAEP or JJAEP for at least one semester.

If the student is not under any form of court supervision, the placement may be in DAEP or JJAEP for one semester or the placement may be in a regular classroom. The placement may not be in the regular classroom if the board or its designee determines that the student’s presence: 1. Threatens the safety of other students or teachers, 2. Will be detrimental to the educational process, or 3. Is not in the best interests of the district’s students.

Review Committee At the end of the first semester of a student’s placement in an alternative educational setting and before the beginning of each school year for which the student remains in an alternative placement, the district shall convene a committee, in accordance with state law, to review the student’s placement. The committee shall recommend whether the student should return to

83

the regular classroom or remain in the placement. Absent a special finding, the board or its designee must follow the committee’s recommendation. The placement review of a student with a disability who receives special education services must be made by the ARD committee.

Newly Enrolled Student If a student enrolls in the district during a mandatory placement as a registered sex offender, the district may count any time already spent by the student in a placement or may require an additional semester in an alternative placement without conducting a review of the placement.

Appeal A student or the student’s parent may appeal the placement by requesting a conference between the board or its designee, the student, and the student’s parent. The conference is limited to the factual question of whether the student is required to register as a sex offender. Any decision of the board or its designee under this section is final and may not be appealed.

3.16 Certain Felonies Regardless of whether placement or expulsion is required or permitted by one of the reasons in the DAEP Placement or Expulsion sections, in accordance with Education Code 37.0081, a student may be expelled and placed in either DAEP or JJAEP if the District makes certain findings and the following circumstances exist in relation to aggravated robbery or a felony offense under Title 5 (see glossary) of the Texas Penal Code. The student must: • Have received deferred prosecution for conduct defined as aggravated robbery or a Title 5 felony offense; • Have been found by a court or jury to have engaged in delinquent conduct for conduct defined as aggravated robbery or a Title 5 felony offense; • Have been charged with engaging in conduct defined as aggravated robbery or a Title 5 felony offense; • Have been referred to a juvenile court for allegedly engaging in delinquent conduct for conduct defined as aggravated robbery or a Title 5 felony offense; or • Have received probation or deferred adjudication or have been arrested for, charged with, or convicted of aggravated robbery or a Title 5 felony offense.

The district may expel the student and order placement under these circumstances regardless of: 1. The date on which the student’s conduct occurred, 2. The location at which the conduct occurred, 3. Whether the conduct occurred while the student was enrolled in the district, or

84

4. Whether the student has successfully completed any court disposition requirements imposed in connection with the conduct.

Hearings and Required Findings The student must first have a hearing before the board or its designee, who must determine that in addition to the circumstances above that allow for the expulsion, the student’s presence in the regular classroom: 1. Threatens the safety of other students or teachers, 2. Will be detrimental to the educational process, or 3. Is not in the best interest of the district’s students.

Any decision of the board or the board’s designee under this section is final and may not be appealed.

Length of Placement The student is subject to the placement until: 1. The student graduates from high school, 2. The charges are dismissed or reduced to a misdemeanor offense, or 3. The student completes the term of the placement or is assigned to another program.

Placement Review A student placed in a DAEP or JJAEP under these circumstances is entitled to a review of his or her status, including academic status, by the campus behavior coordinator or board’s designee at intervals not to exceed 120 days. In the case of a high school student, the student’s progress toward graduation and the student’s graduation plan shall also be reviewed. At the review, the student or the student’s parent shall have the opportunity to present arguments for the student’s return to the regular classroom or campus.

Newly Enrolled Students A student who enrolls in the district before completing a placement under this section from another school district must complete the term of the placement.

3.17 Discipline of Students Served by Special Education IDEA / TEC 37.004 The Student Code of Conduct applies to all students, including a student with disabilities. The discipline of students with disabilities is subject to applicable state and federal law in addition to the Student Code of Conduct. To the extent any conflict exists, the District shall comply with federal law. For more information regarding discipline of students with disabilities, see policy FOF(LEGAL).

85

For the purpose of this section, a student with a disability is a student who has been evaluated in accordance with the Individuals with Disabilities Education Act (IDEA) and Code of Federal Regulations relating to full and individual evaluations and determined by an Admission, Review, and Dismissal (ARD) Committee to need special education and related services due to an identified disability or impairment as defined by those laws.

Any disciplinary action regarding a student with a disability who receives special education services that would constitute a change in placement under federal law may be taken only after the student's ARD committee conducts a manifestation determination review under 20 U.S.C. Section 1415(k)(4). Any disciplinary action regarding the student shall be determined in accordance with federal law and regulations, including laws or regulations requiring the provision of: • functional behavioral assessments; • positive behavioral interventions, strategies, and supports; • behavioral intervention plans; and • the manifestation determination review.

For purposes of removals of a child with a disability from the child’s current educational placement, a change of placement occurs if the removal is for more than ten consecutive school days or there have been a series of removals that constitute a pattern: • because the series of removals total more than ten school days in a school year; • because the child’s behavior is substantially similar to the child’s behavior in previous incidents that resulted in the series of removals; and • because of such additional factors as the length of each removal, the total amount of time the child has been removed, and the proximity of the removals to one another.

A student with a disability who receives special education services may not be placed in alternative education programs solely for educational purposes. In deciding whether to order suspension, DAEP placement, or expulsion, regardless of whether the action is mandatory or discretionary, the district shall take into consideration a disability that substantially impairs the student’s capacity to appreciate the wrongfulness of the student’s conduct.

In accordance with the Education Code, a student who receives special education services may not be disciplined for conduct meeting the definition of bullying, harassment, or making hit lists until an ARD committee meeting has been held to review the conduct.

Seclusion of Students with Disabilities TEC 37.0021 BISD shall not place a student with disabilities in a secluded setting (defined as a locked room less than 50 square feet designed solely to seclude a person). This does not prevent a student’s locked, unattended, confinement in an emergency situation while awaiting the

86

arrival of law enforcement personnel if the student possesses a weapon and the confinement is necessary to prevent the student from causing bodily harm to the student or another student.

A Brief Time Out for Students with Disabilities TEC 37.0021 65 A brief time•out is a behavior management technique in which, to provide a student with an opportunity to regain self-control, the student is separated from other students for a brief period in a setting that is not locked and from which the exit is not physically blocked by furniture, a closed door held shut from the outside, or another inanimate object.

3.18 Discipline of Students Served Under Section 504 of the Rehabilitation Act For the purposes of this section, a student with disabilities under Section 504 is defined as a student who (a) has, (b) has a record of having, or (c) is regarded as having a physical or mental impairment that substantially limits a major life activity such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, or performing tasks.

Although established under separate laws, discipline of students served under Section 504 mirrors the procedural framework described above for students who receive special education services. Any disciplinary action regarding a student with a disability who receives special services that would constitute a change in placement under federal law may be taken only after the student's 504 committee conducts a manifestation determination review.

Protection under 504 excludes illegal use drugs, meaning a student who receives 504 services may be disciplined for illegal use of drugs to the same extent as students without disabilities.

87

Specific Behavior Policies

4.1 Dress Code Appropriate student dress and grooming is that which is deemed in good taste, reflecting the standards of the community of which the schools are an integral and visible part. The dress and grooming of students convey an image of the schools and students, influencing how others respond to and judge the Brazosport Independent School District and its students, as well as contributing to the school climate to which students themselves respond.

Since it is impractical to list every possibility of dress and grooming, final decisions concerning what is acceptable are left to a building administrator. Guidelines and administrative decisions regarding appropriate dress will reflect concern for health and safety of students and the influence of specific dress or grooming on the overall educational climate of the school. The guidelines are reviewed periodically to ensure they continue to reflect community expectations while permitting individual choices and recognizing acceptable current fashions.

The principal or assistant principal under the supervision of the Superintendent shall determine appropriateness of dress. Clarification regarding apparel should be obtained from the principal or assistant principal prior to wearing it to school.

Regulations in reference to grooming and dress for extracurricular activities such as athletics, fine arts, etc. shall be governed by the immediate person in charge of these activities, under the direction of the principal and the Assistant Superintendent of Administrative Services. Student’s dress and grooming that create a hazard to the student’s safety and/or safety of others will not be allowed. The student’s dress and grooming will not be allowed if it prevents, interferes with, or adversely affects the purpose, direction or effort required for the activity to achieve its goals. [See (FO)(LOCAL).]

These regulations are applicable to the conduct of students while in attendance at school, while on school property, or at school-sponsored activities. These regulations also apply to student behavior at other times that impairs, interferes with, or obstructs the missions, processes, or functions of the district. Additionally, more restrictive dress code policies are in place for students assigned to the district alternative education program.

All students are expected to dress in a manner that is appropriate for the age of the child and for the activities in which he/she participates.

88

District-wide Dress Code Policies:

1. Hats and head-coverings of any kind are not to be worn within school buildings except in the interest of religious practices, safety, cleanliness, for medical reasons, or with the permission of the principal. “Hats” should be interpreted broadly to include caps, visors, bandanas, beanies, hoods, scarves or kerchiefs and similar hat- like apparel. 2. Hair shall be clean, neat, and well-groomed. Hairstyles shall not, in the opinion of the administration, cause a health or safety hazard or cause disruption of the educational process. 3. Facial hair must be neat, clean, well-groomed, and not cause a disruption of the educational process. 4. Uncovered halters, see-through garments without undershirts, strapless tops, spaghetti strap tops, tank tops, bare midriff, or bare tops may not be worn. 5. Cleavage should be completely covered. 6. Shorts/skirts/dresses may be no higher than fingertip length while standing upright; slits in skirts and shorts must be no higher than fingertip length when standing upright. 7. Holes in pants must be no higher than fingertip length when standing upright, even if tights or leggings are worn underneath. 8. Clothing shall be of appropriate size, length, and fitting to cover undergarments when the student is standing, sitting, stooping, or bending. Oversized clothing, including oversized jackets, are not permitted. 9. Trench coats, or other long coats that resemble the style of a trench coat, are not acceptable as a form of outerwear and are not permitted at school. 10. Blankets and other bedding are not permitted. 11. Form-fitting stretch clothing such as biking shorts, bodysuits, leotards, tights, legging, etc., shall not be worn except when worn appropriately as an undergarment beneath a garment that extends below the fingertips. These are permitted to be worn only as appropriate for physical education classes and extracurricular school sponsored/approved activities. 12. Any item of clothing, accessory, or outerwear deemed unsuitable for school by the administration will be prohibited, including, but not limited to, those that depict or promote gang memberships, prison activities, death, suicide, violence, drugs, alcohol, tobacco, sex, cultural divisiveness, or racial intolerance. 13. Appropriate footwear is required. House shoes, slippers, and other similar soft-soled footwear are not acceptable for school. Appropriate shoes are required for PE and/or any other student activity as determined by the campus administrator. Shoes with wheels are not permitted.

89

14. Earrings are permitted, but excessive body piercings or piercings that cause a safety concern are not allowed. 15. Tattoos shall be covered if they are offensive, signify gang association, or cause a disruption of the educational process. 16. Oversized backpacks and oversized totes or bags are not permitted, except as necessary for transporting required school gear such as athletic equipment. 17. The district prohibits any other clothing or grooming that, in the principal’s or designee’s judgment, may reasonably be expected to cause disruption or interference with normal school operations.

All students shall be in compliance with the provisions of the dress code and grooming codes in order to enroll in school at the beginning of the school term. New students to the district shall be required to comply with the provisions of the dress and grooming codes upon enrolling and prior to attending class. During the school year, if a student's dress and grooming is in violation of the provisions of the dress code, the student may be subject to disciplinary action at the discretion of the campus administration. Persistent violation of the dress code may result in additional disciplinary action. Students who violate a provision of the dress code relating to extracurricular activities may be removed or excluded from the extracurricular activity for such period as the principal may determine. All students shall be accorded certain safeguards before any disciplinary action may be taken. An exception to the dress code above regarding No. 1 (Hats, caps, visors, or bandanas) will be made for students who, as a matter of their sincerely held religious belief, wear religious head wear or clothing, including but not limited to the Sikh dastaar (turban), the Muslim hijab (head scarf), or the Jewish yarmulke (skull cap).

4.2 Telecommunication Devices For safety purposes, and except during state testing, the district permits students to possess personal mobile/cellular telephones and smartwatches; however, these devices must remain turned off during the instructional day so as to not disrupt the educational process, unless they are being used for approved instructional purposes or with authorization of the campus Principal. A student must have approval to possess other telecommunication devices such as netbooks, laptops, tablets, or other portable computers. In this section, a telecommunication device means any device that emits an audible signal, vibrates, records, displays a message or otherwise summons or delivers a communication to the possessor.

The district is not responsible for damaged, lost, or stolen telecommunication devices.

For state testing security, students are not permitted to be in possession of telecommunication devices during state testing. As explained by the Texas Education Agency, “activation of a

90

telecommunications device may result in the invalidation of the test document and/or disciplinary action.”

The use of mobile telephones or any device capable of capturing images is strictly prohibited in locker rooms or restroom areas while at school or at a school-related or school-sponsored event.

A staff member who discovers a student without authorization using, activating or having activated a telecommunication device in violation of district, campus or classroom rules, shall report the violation to the appropriate school administrator. Any property that contains obscenity or pornography or contraband in violation of Texas law is subject to destruction. The district is not responsible for the loss or theft of items that have been confiscated under district policy.

A student who has had a telecommunication device confiscated will receive written notice from the school principal or designee and discipline will be administered according to the Student Code of Conduct. The notice will advise the parents of the student that they have thirty (30) days from the date on the notice to retrieve the device. Telecommunication devices not claimed within thirty (30) days will be recycled. Telecommunication devices may be retrieved from the hours of 7:45 a.m. to 4:00 p.m. from a parent or after the school day has ended by a student.

In limited circumstances and in accordance with applicable law, a student’s personal telecommunication device may be searched by authorized personnel if there is a reason to suspect that the device contains evidence of wrongdoing.

Unacceptable and Inappropriate Use of Technology Students are prohibited from possessing, sending, forwarding, posting, accessing, or displaying electronic messages that are abusive, obscene, sexually oriented, threatening, harassing, damaging to another’s reputation, or illegal. This prohibition also applies to conduct off school property, whether the equipment used to send such messages is district- owned or personally owned, if it results in a substantial disruption to the educational environment. This policy aligns with SB 179, known as “David’s Law,” and TEC 37.0832.

Any person taking, disseminating, transferring, possessing, or sharing obscene, sexually oriented, lewd, or otherwise illegal images or other content, commonly referred to as “sexting,” will be disciplined according to the Student Code of Conduct, may be required to complete an educational program related to the dangers of this type of behavior, and, in certain circumstances, may be reported to law enforcement.

91

Possession and Use of Personal Electronic Devices Except as provided in the section above, students are not permitted to possess or use personal electronic devices such as MP3 players, video or audio recorders, DVD players, cameras, games, e-readers, or other electronic devices at school, unless prior permission has been obtained. Without such permission, teachers will collect the items and turn them in to the principal’s office. The principal will determine whether to return items to students at the end of the day or to contact parents to pick up the items.

In limited circumstances and in accordance with law, a student’s personal electronic device may be searched by authorized personnel if there is a reason to suspect that the device contains evidence of wrongdoing. [See Searches and policy FNF.]

Any disciplinary action will be in accordance with the Student Code of Conduct. The district is not responsible for any damaged, lost, or stolen electronic device.

Acceptable Use of District Technology Resources To prepare students for an increasingly technological society, the district has made an investment in the use of district-owned technology resources for instructional purposes; specific resources may be issued individually to students. Use of these technological resources, which include the district’s network systems and use of district equipment, is restricted to approved purposes only. Students and parents will be asked to sign a user agreement regarding use of these district resources. Violations of the user agreement may result in withdrawal of privileges and other disciplinary action.

4.3 Transportation Bus drivers may address student misbehavior or refer a student to the principal’s office to maintain effective discipline on the bus. The bus driver or Principal or the Principal’s designee shall employ discipline management techniques, as appropriate, which can include restricting or revoking a student’s bus riding privileges. Students and parents should realize that school bus and other transportation is a privilege, and that a principal or assistant may suspend students from riding on any school bus or other district transportation for violations of the following rules and regulations. Transportation is not provided to the Lighthouse Learning Center for secondary students.

Bus Rules • Students shall obey all instructions given by the bus driver, as well as show respect to the driver and all persons and students on the school bus. • All school rules apply while students are riding the school bus. • Students are to sit in their assigned seats.

92

• If the school bus is equipped with seatbelts, students shall wear a seatbelt at all times. • Students are to remain seated properly while the bus is in motion and until the bus has arrived at the appropriate stop for that student, unless otherwise advised by the bus driver. No student shall get out of their seat until the bus is completely stopped and secured. • Nothing is to be extended outside the windows, such as head, hands, arms, legs, any objects, etc. • Eating, gum chewing or drinking on the school bus is not permitted. • Students shall talk at an appropriate level as to not distract the driver. • Students shall not use inappropriate language for any reason while riding the school bus. • Students shall keep their hands and feet to themselves. Fighting will not be tolerated. • All items, including feet and objects, will stay out of the aisle. • No objects shall be thrown on or out of the school bus. • Vandalism will not be tolerated, and the total cost of repair will be paid by the person responsible. • Students are not to open or operate the emergency exits, unless there is in fact an emergency and/or advised by the driver / authoritative person. • Students shall help keep the school bus clean from trash, and will not participate in any acts that are considered unsanitary such as spitting, etc. • Students are not permitted to touch or use school bus related equipment. School bus emergency equipment will only be allowed if there is in fact an emergency and/or advised by the driver / authoritative person. • Cell phones are not to be used unless permission is given by the driver. All cell phones are to be put away and out of sight.

Prohibited Items • All tobacco products, including snuff and chewing tobacco • E-cigarettes or vape pens/devices of any kind • Glass containers. • Weapons, including a knife of any kind or any item that exposes a blade, explosive devices, harmful drugs or chemicals. • Cigarette lighters, matches or any other flammable items (including aerosols, fireworks or novelty toys). • Any material or device with pornographic or explicit images or video. • Any object (musical instrument, shop/science/history project, etc.) which is too large to be held safely in the student’s lap.

93

• All alcoholic beverages. • Live animals or insects. • Laser pointers • Any other items prohibited at school. • Any item used in a way that distracts the driver or harms another person on the bus.

School Bus Discipline The driver is the authoritative person on the bus and their directions are to be followed at all times. The bus driver is expected to work with each of their students to the best of their ability to provide students with an opportunity to correct their misbehavior and create a safe and enjoyable environment for all students on the bus. Drivers are authorized to give verbal warnings, reassign seats, contact parents, issue written bus safety reports or other approved corrective actions the driver sees fit that will be in the best interest of the student misbehaving or the other students that are affected by the actions of the student. Drivers are not authorized to put students off the bus for disciplinary reasons without the approval of a Transportation supervisor or campus administrator. No student will be put off the bus anywhere except the students assigned stop or at an approved campus without supervision, unless the student themselves leaves the bus on their own and the driver is unable to get them back on the school bus. If this occurs, contact will be made with the appropriate authorities as well as parents. School bus suspensions may only be assigned by a Transportation supervisor or campus administrator – not school bus drivers.

School Bus Safety Reports If the driver feels that a bus safety report is needed because they have worked with the student as much as they feel is appropriate or that the offense warrants an immediate write up they shall do so. Bus safety reports will be written based upon students’ not following school bus rules. The Transportation Department oversees the discipline on BISD school buses. However, the Transportation Department and campus administrators will work together if deemed necessary to provide corrective action to students’ misbehavior in order to provide the safest and most appropriate environment for all students that ride BISD school bus transportation. School bus discipline and/or campus-based discipline may be administered depending on the offense. When students have been given a written bus safety report the following will occur through the Transportation Department unless other arrangements have been made through the campus level or a Transportation supervisor. • 1st Written Report – Transportation Services will contact parent to discuss misbehavior and to get assistance with student. A different assigned seat may be given. This is simply a Warning. Should the first report be considered more

94

than a minor safety or disciplinary action other consequences such as suspension could take place. • 2nd Written Report – Transportation Services will contact parent to discuss their student losing bus ridership privileges for 3 DAYS and the suspension will be given to start the next day unless other arrangements are made. Assigned seat will be given to student. • 3rd Written Report – Transportation Services will contact parent to discuss their student losing bus ridership privileges for 10 DAYS and the suspension will be given to start the next day unless other arrangements are made. Assigned seat will be given to student. • 4th Written Report - Transportation Services will contact parent to discuss their student losing bus ridership privileges for 30 days and the suspension will be given to start the next day unless other arrangements are made. • 5th Written Report - Transportation Services will contact parent and discuss their student losing bus ridership privileges for 60 days and the suspension will be given to start the next day unless other arrangements are made. • Major Infractions – At any time while on school bus transportation that a student misbehaves in a manner that would be considered a major infraction, he or she will receive a 30-day bus suspension. If a student receives two major infractions in a given school year, he or she will receive a 60-day suspension from bus service. If a student receives a third major infraction, a conference will be scheduled with the Director of Transportation, principal, student and parent to discuss an indefinite suspension from bus services. Major Infractions include, but are not limited to: • Possessing anything from the “Prohibited Items” list • Fighting • Bullying • Sexual Harassment • Retaliation • Vandalism • Gang related activity • Other inappropriate behavior outlined at the campus level that is unacceptable requiring immediate discipline actions Whether an action constitutes a “major infraction” shall be determined by the Transportation Supervisor or Campus Administrator.

95

Appendices

Appendix 5.1. Acceptable Use Agreement for Internet/Network Access

Appendix 5.2. Signature Page – Acceptable Use Agreement for Internet/Network Access and Acknowledgement of Electronic Distribution of Student Handbook & Student Code of Conduct

Appendix 5.3. Office Discipline Referral Forms – Secondary

Appendix 5.4. Office Discipline Referral Form – Elementary

Appendix 5.5. Glossary

96

Brazosport Independent School District Student Acceptable Use Agreement (Student AUA) For Internet/Network Access

Our staff and students use technology to learn. Technology is essential to facilitate the creative problem solving, information fluency, and collaboration that we see in today’s global economy. While we want our students to be active contributors in our connected world, we also want them to be safe, legal, and responsible. This Acceptable Use Agreement (AUA) supports our vision of technology use and upholds in our users a strong sense of digital citizenship. This policy applies to all Brazosport Independent School District (BISD) computer networks (including the resources made available by them), and all devices connected to those networks.

Responsible Use and Digital Citizenship • Respect Yourself: I will select online names that are appropriate, and I will be polite and use appropriate language/content in all online posts. • Protect Yourself: I will not publish personal details, contact details or a schedule of activities for myself or anyone else. I understand that unless otherwise authorized, I am responsible for all activity initiated by and/or performed under these accounts. I understand that it is my responsibility to appropriately secure my account credentials. I understand that I am responsible for maintaining and backing up all my own data. If I am uncertain whether a specific computer activity is permitted or appropriate, I will ask a teacher/administrator before engaging in that activity. • Respect Others: I will not use technologies to bully, threaten, or harass other people. I will not make audio or video recordings of students/employees without their prior permission. I understand that posing as someone else is forbidden and I will not pose as a user other than myself when online. I will not access, download, or modify accounts, files, or data belonging to others. I will be careful and aware when printing to avoid wasting resources and printing unnecessary items. • Protect Others: I will help maintain a safe computing environment by notifying appropriate campus officials of inappropriate behavior, vulnerabilities, risks, and breaches involving campus / district technology. • Respect Intellectual Property: I will suitably cite any and all use of websites, books, media, etc. I will respect all copyrights. • Protect Intellectual Property: I will request to use the software and media that others produce.

The BISD Digital Citizenship and CyberSafety curriculum resources are located at www.brazosportisd.net under Parent & Student Information.

97

Guidelines for Appropriate Use 1. Acceptable Use • The purpose of a BISD user account is to access the BISD network and facilitate creativity and innovation. We use this network to support communication and collaboration. We use technology to extend research and information fluency, to collect and analyze data and to solve problems. The use of the network (including Internet) must be in support of education and research consistent with the educational goals of the BISD. • The following practices using District wide-area networks shall be prohibited: ▪ any use of computing resources for commercial purposes, product advertising, political lobbying, or political campaigning ▪ any use that disrupts the educational and administrative goals of the District ▪ any use of a network account by anyone but the authorized owner of the account ▪ access of materials that has been deemed inappropriate for school use • Users may not send, save, view, forward, or create harassing or offensive content/messages. Offensive material includes, but is not limited to, pornographic, obscene, or sexually explicit material, sexual comments, jokes or images that would violate school policies. The school policies against harassment and discrimination apply to the use of technology.

2. Privileges • The use of the Internet is a privilege, not a right, and inappropriate use may result in cancellation of those privileges. • The Chief Operations and Technology Officer, in accordance with the Superintendent and Board, will deem what constitutes inappropriate use and this decision is final. This document and any other applicable district policy, or law governs any further consequence related to inappropriate use. • The administration, faculty, and staff of BISD may request the Chief Operations and Technology Officer to deny, revoke, or suspend specific user access. The Chief Operations and Technology Officer may suspend or revoke access at any time for inappropriate use.

3. Filtering • No internet filtering device is 100% accurate and BISD’s filter is not an exception. The District can make no guarantee that all inappropriate content will be filtered, as new internet sites and proxy servers are created every day. BISD follows all requirements of CIPA (Children’s Internet Protection Act) compliance and makes every effort to protect students from harmful content. • The Chief Operations and Technology Officer will select, implement, and maintain appropriate technology for filtering Internet sites containing material considered inappropriate or harmful to minors. All Internet access within a district site will be filtered for minors on devices with Internet access. Any devices checked out for home

98

may or may not be filtered (depending on filtering selection) once they leave the district premises and connect to an outside network. • The categories of material considered inappropriate and to which access will be blocked include, but are not limited to: nudity/pornography; images or descriptions of sexual acts; promotion of violence, illegal use of weapons, drug use, discrimination, or participation in hate groups; instructions for performing criminal acts (e.g., bomb making); online gambling; and social networking. • Immediately notify your teacher or a staff member if inappropriate material is accessed unintentionally. • If you need access to a blocked appropriate site, ask your teacher to use the proper procedure to request that the site be reviewed. Only requests submitted by BISD employees will be considered for review. • Only sites used for instructional or school business purposes will be considered for unblocking. • BISD is not responsible for the content accessed by users who connect via their own wireless device (cell phones, air-cards, etc.).

Downloading/Streaming • Downloading from Internet: Students shall not download or install any unapproved software on district technology devices. • Downloading of content or music clips by students shall be monitored at all times and must be only for direct instructional purposes, and must be legal. • Audio or Video Streaming from Internet: Students shall not access the internet for streaming (live) audio (music, etc.) or video (clips, movies, etc.) at any time, unless approved by their immediate teacher for educational purposes.

4. Security • If you feel you can identify a security problem on the Internet, you must notify the classroom teacher immediately. • For the security of data that may be accessible from your networked computer, you must always lock or log out of your computer when you are not sitting in front of it. • Your password must be kept secure at all times. Do not share it with other students/people or post it in an accessible location. • Posting of personal addresses or phone numbers of students or colleagues is prohibited. • Posting of student pictures with full names is prohibited. • Physical or electronic tampering with computer resources will result in cancellation of privileges and possible disciplinary action. • Internet file sharing services, also called Peer-to-Peer Networks are strictly prohibited and violations may result in disciplinary action. • Personal portable storage devices (jump drives, flash drives, etc.) may be attached to a district computer. Data on the personal portable storage device is subject to review, inspection and confiscation by the Chief Operations and Technology Officer or other district personnel.

99

• Any and all hacking on BISD equipment and applications is strictly prohibited. For the purposes of this document, hacking is defined as any attempt (whether successful or not) to access, override, and/or manipulate any and all BISD data, applications, servers, routers, switches, access points, and any other devices connected to the BISD network. An example of hacking would be the creation and / or distribution of a computer virus / spyware on the BISD network. Hacking will result in disciplinary action (which may include cancellation of privileges) and prosecution to the fullest extent of the law.

Government Laws Technology is to be utilized in conformity with laws of the United States and State of Texas. Violations include, but are not limited to, the following:

1. Criminal Acts – These include, but are not limited to: • Unauthorized tampering • Harassing email • Cyberstalking • Child pornography • Vandalism • Cyberbullying 2. Libel Laws – You may not publicly defame people through published material. 3. Copyright Violations – Copying, selling, or distributing copyrighted material without the express written permission of the author or publisher (users should assume that all materials available on the Internet are protected by copyright), and/or engaging in plagiarism.

Google Apps and Other Third Party Accounts In accordance with our district mission, goals and vision for technology, our students may require accounts in third party systems. Many of these accounts will be used at school for school related projects but may also be accessed outside of school with their parents’ permission. The use of these accounts will help our students to master effective and proper online communications as required in the PreK-12 Technology Applications Standards.

COPPA Consent In order for BISD to continue to be able to provide your student with the most effective web- based tools and applications for learning, we need to abide by federal regulations that require a parental signature as outlined below.

BISD utilizes several computer software applications and web-based services, operated not by BISD, but by third parties. These include Google Apps for Education, and similar educational programs. In order for our students to use these programs and services, certain personal identifying information, generally the student’s name and email address must be provided to the web site operator. Under federal law, these websites must provide parental notification and obtain

100

parental consent before collecting personal information from children under the age of 13.

The law permits schools such as BISD to consent to the collection of personal information on behalf of all of its students, thereby eliminating the need for individual parental consent given directly to the web site operator.

Your approval of the Acceptable Use Agreement will constitute consent for BISD to provide personal identifying information for your child consisting of first name, last name, email address and username to Google Apps for Education and to the operators of any additional web-based educational programs and services which BISD may add during the upcoming academic year.

Please be advised that without approval of the Acceptable Use Agreement, your enrollment package will not be considered complete as BISD will be unable to provide your student (s) with the resources, teaching and curriculum offered by our EmpowerEd (1:1) Program.

Limitation of Liability The District makes no warranties of any kind, either expressed or implied, that the functions or the services provided by or through the District system will be error-free or without defect. The District will not be responsible for any damage users may suffer, including but not limited to, data loss or interruptions of service. The District is not responsible for the accuracy or quality of the information obtained through or stored on the system. The District shall not be liable for the user’s inappropriate use of the District’s technology resources or violations of copyright restrictions, users’ mistakes or negligence, or cost incurred by users. Users will indemnify and hold the department and its respective district harmless from any losses sustained by the department as a result of intentional misuse of the system by a user. Data contained in the District technology resource systems remain the property of BISD. Electronic mail transmissions and other use of BISD technology resource systems including Internet access and data storage shall not be considered confidential and may be monitored by authorized individuals at any time to ensure appropriate use for educational purposes.

Consequences for Inappropriate Internet/Network Use By signing the Acknowledgement of Electronic Distribution of Student Handbook & Student Code of Conduct signature page the user certifies that they understand and will abide by this Acceptable Use Agreement. If the user breaks the agreement, the consequences could include: • Suspension of access to Internet and/or Network account; • Disciplinary and/or legal action, in accordance with District policies and applicable laws.

The required signatures on the Internet/Network Acceptable Use Agreement signature page are legally binding and indicate the parties who signed have read the terms and conditions carefully and understand their significance.

101

The signature page titled 2020-2021 Acknowledgement of Electronic Distribution of Student Handbook & Student Code of Conduct can be found at the back of the Student Code of Conduct under Section VI Miscellaneous.

STUDENT-AUA REV. 4/2020

102

Brazosport Independent School District 2020 – 2021

ACCEPTABLE USE AGREEMENT USER/STUDENT I have read and will abide by the BISD Acceptable Use Agreement. I understand that the use of the District's electronic communication system is a privilege and violation of these provisions is unethical and may result in access to the system being revoked and/or disciplinary/legal action being taken.

User's Printed Name:

User Signature: Student ID#:

School: Grade: Date:

PARENT OR GUARDIAN (Must be signed if the user is a minor) As the parent or guardian of this student, I have read the BISD Acceptable Use Agreement and agree to promote its provisions with my child. I recognize it is impossible for the school district to restrict access to all controversial materials. I further understand that the use of the District's electronic communication system is a privilege and violation of these provisions is unethical and may result in access to the system being revoked and / or disciplinary/legal action being taken.

Signature of parent or guardian:______Date:______

ACKNOWLEDGEMENT OF ELECTRONIC DISTRIBUTION OF STUDENT HANDBOOK & STUDENT CODE OF CONDUCT

We accept responsibility for accessing the Student Handbook and the Student Code of Conduct by visiting the Web address at www.brazosportisd.net. We understand that hard copies of the Student Handbook and the Student Code of Conduct are available at all Principal offices on each BISD campus if access to the web is not an option.

I understand that the handbook contains information that my child and I may need during the school year and that all students will be held accountable for their behavior and will be subject to the disciplinary consequences outlined in the Student Code of Conduct. If I have any questions regarding this handbook or the Code of Conduct, I should direct those questions to the principal at my home campus.

Failure to sign and return this form does not exempt me/us from compliance with laws, policies, rules and regulations of the

State of Texas and of Brazosport Independent School District.

Student Name (Please Print) Grade Campus

Parent/Guardian Signature Date

Student Signature Date

Please sign and return this form to your student’s school. Thank you.

103

104

105

GLOSSARY

ACCEPTABLE USERS AGREEMENT (AUA): A written document reviewing terms and conditions for using the Brazosport Independent School District’s network and, specifically, the Internet.

ADMISSION, REVIEW, and DISMISSAL (ARD) COMMITTEE: The ARD is a committee made up of school staff and parents that address the admittance into special education; review the program (IEP-Individual Education Plan) that is in place; or dismiss the student from special education services. An ARD meeting may be requested by a parent or school staff member when needed. There is an annual ARD meeting held yearly to determine the new IEP and courses or related services the student will need for the upcoming year. The parent is an active member of the ARD meeting. The student may participate in the meeting when it is appropriate.

ARMOR-PIERCING AMMUNITION: Defined by Penal Code 46.01 as handgun ammunition used in pistols and revolvers and designed primarily for the purpose of penetrating metal or body armor.

ATTENDANCE COMMITTEE: Each campus will have one or more Attendance Committee(s) composed of three to five members designated by the principal. A majority of the Attendance Committee shall be classroom teachers. The Attendance Committee hears the appeal of a student whose attendance has dropped below 90% of the days the class is offered. The Attendance Committee may give class credit to a student because of extenuating circumstances if the student is passing the class. The Attendance Committee may deny credit. The student may appeal the decision of the Attendance Committee to the Board.

BOARD: The Brazosport Independent School District is governed by a Board of Trustees who, as a body, coordinates and oversees the management of the District. All references to the Board means Brazosport Independent School District Board of Trustees.

BULLYING: Conduct is considered bullying when a single significant act or a pattern of acts by one or more students directed at another student exploits an imbalance of power and involves engaging in written or verbal expression, expression through electronic means, or physical conduct that: 1. occurs on or is delivered to school property or to the site of a school-sponsored or school-related activity on or off school property; 2. occurs on a publicly or privately-owned school bus or vehicle being used for transportation of students to or from school or a school-sponsored or school-related activity; or 3. occurs off school property or outside of a school-sponsored or school-related activity if it constitutes cyberbullying that: (A) interferes with a student's educational opportunities; or (B) substantially disrupts the orderly operation of a classroom, school, or school-sponsored or school-related activity. And that:

106

1. Has the effect or will have the effect of physically harming a student, damaging a student’s property, or placing a student in reasonable fear of harm to the student’s person or of damage to the student’s property; or 2. Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. 3. Materially and substantially disrupts the educations process or the orderly operation of a classroom or school; or 4. Infringes on the rights of the victim at school. See TEX. EDUC. CODE § 37.0832. See Bullying Checklist for Schools.

CAMPUS EDUCATIONAL IMPROVEMENT COMMITTEE (CEIC): The campus level site-based decision-making committee includes campus based professional staff, parents, community members, business representatives, and students. The principal, with the assistance of the campus site-based decision-making committee develops, reviews, and revises the campus improvement plan. A component of the campus improvement plan is discipline management. This committee may be called by various names, example, school renewal team, Campus Improvement, etc.

CANINE UNIT: The District is authorized by the Board Policy (FNF) to use dogs to sniff for drugs and firearms. The District’s use of dogs is to minimize unlawful drugs and firearms being brought to campus.

CLASS REASSIGNMENT: Class reassignment is the removal of a student from his/her assigned classroom to another class on the same campus for serious or persistent misbehavior or illegal act. To the extent possible, the student should continue to receive instruction in the courses he/she was enrolled in when the removal became effective.

COMPLAINANT: For purposes of Title IX, is an individual who is alleged to be the victim of conduct that could constitute sexual harassment. Where the Title IX Coordinator signs a formal complaint, the Title IX Coordinator is not a complainant or otherwise a party during a grievance process, and must comply with requirements for all Title IX personnel to be free from conflicts and bias.

CONFERENCE: A procedure in which the student shall be advised of the conduct with which he or she is charged. The student shall be given an opportunity to explain his or her version of the incident.

CONTROLLED SUBSTANCE: A substance, including a drug, an adulterant, and a dilutant, listed in Schedules I through V or Penalty Group 1, 1-A, 2, 2-A, 3, or 4 of the Texas Controlled Substances Act. The term includes the aggregate weight of any mixture, solution, or other substance containing a controlled substance. The term does not include hemp, as defined by Agriculture Code 121.001, or the tetrahydrocannabinols (THC) in hemp.

107

CRIMINAL STREET GANG: Defined by Penal Code 71.01 as three or more persons having a common identifying sign or symbol or an identifiable leadership who continuously or regularly associate in the commission of criminal activities.

CYBERBULLYING: Bullying that is done through the use of any electronic communication device, including through the use of a cellular or other type of telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a social media application, an Internet website, or any other Internet-based communication tool. See TEX. EDUC. CODE § 37.0832.

DANGEROUS DRUG: Defined by Health and Safety Code 483.001 as a device or a drug that is unsafe for self-medication and that is not included in Schedules I through V or Penalty Groups 1 through 4 of the Texas Controlled Substances Act. The term includes a device or drug that federal law prohibits dispensing without prescription or restricts to use by or on the order of a licensed veterinarian.

DATING VIOLENCE: Occurs when a person in a current or past dating relationship uses physical, sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control another person, in the relationship. Dating violence also occurs when a person commits these acts against a person in a marriage or dating relationship with the individual who is or was once in a marriage or dating relationship with the person committing the offense, as defined by Section 71.0021 of the Family Code. Dating violence is considered prohibited harassment if the conduct is so severe, persistent, or pervasive that the conduct: 1. Affects a student’s ability to participate in or benefit from an educational program or activity, or creates an intimidating, threatening, hostile, or offensive educational environment; 2. Has the purpose or effect of substantially or unreasonably interfering with the student’s academic performance; or 3. Otherwise adversely affects the student’s educational opportunities. Examples of dating violence against a student may include physical or sexual assaults; name- calling; put-downs; or threats directed at the student, the student’s family members, or members of the student’s household. Additional examples may include destroying property belonging to the student, threatening to commit suicide or homicide if the student ends the relationship, attempting to isolate the student from friends and family, stalking, threatening a student’s spouse or current dating partner, or encouraging others to engage in these behaviors.

DAYS: Unless otherwise noted, days shall mean school days.

DEADLY CONDUCT: Under Penal Code 22.05 deadly conduct occurs when a person recklessly engages in conduct that places another in imminent danger of serious bodily injury, such as knowingly discharging a firearm in the direction of an individual, habitation, building, or vehicle.

108

DEFERRED ADJUDICATION: An alternative to seeking a conviction in court that may be offered to a juvenile for delinquent conduct or conduct indicating a need for supervision.

DEFERRED PROSECUTION: May be offered to a juvenile as an alternative to seeking a conviction in court for delinquent conduct or conduct indicating a need for supervision.

DELINQUENT CONDUCT: Conduct that violates either state or federal law and is punishable by imprisonment or confinement in jail. It includes conduct that violates certain juvenile court orders, including probation orders, but does not include violations of traffic laws.

DETENTION: Detention Hall is an on-campus setting designed for deprivation of a student’s personal time as a disciplinary response. The school has the option of holding detention hall before or after school or on Saturday morning.

DISCIPLINE MANAGEMENT TECHNIQUE: Any action at the campus level, taken by a teacher or administrator, which is intended to promote proper behavior and/or discourage misconduct other than expulsion or removal to a Disciplinary Alternative Education Program, including, but not limited to, student-teacher conferences, suspension of extracurricular activities, detention or in-school suspension or out of school suspension. No hearing is required prior to the use of any discipline management technique listed.

DISCIPLINE VIOLATION: A discipline violation includes the planning of or conspiring to commit an offense and/or commission of an offense.

DISCRETIONARY: Something that is left to or regulated by a local decision maker.

DISTRICT DISCIPLINARY ALTERNATIVE EDUCATION PROGRAM: A supervised educational setting for students who violate the Student Code of Conduct or commit serious or illegal acts under such code or the penal code. Disciplinary Alternative Education Programs include: On Campus In-School Suspension

Off Campus Project G.R.O.W. (Grades 3 – 4) Secondary Disciplinary Alternative Education Program Brazoria County Juvenile Justice Alternative Education Program Also, a student may be removed from class and placed in an alternative school by the principal or assistant principal under the supervision of the Superintendent for conduct outside of school and off school property. The student will be placed in an alternative school when it is reasonably believed the student’s presence in the regular classroom program or at the home campus presents a danger of physical harm to the student or to other individuals. Students enrolled at the Lighthouse Learning Center will adhere to an established standardized code of dress. The disciplinary alternative education program provides for students’ core academic courses. The principal determines the length of assignment.

109

Student eligibility for Successful Outcomes Program at the Lighthouse Learning Center will be determined by campus principal at the time of assignment.

E-CIGARETTE: E-cigarette means an electronic cigarette or any other device that simulates smoking by using a mechanical heating element, battery, or electronic circuit to deliver nicotine or other substances to the individual inhaling from the device. The term includes any device that is manufactured, distributed, or sold as an e-cigarette, e-cigar, or e- pipe or under another product name or description and a component, part, or accessory for the device, regardless of whether the component, part, or accessory is sold separately from the device.

EDUCATION PROGRAM OR ACTIVITY: The District must respond when sexual harassment occurs in the school’s education program or activity, against a person in the United States. Education program or activity includes any location, event, or circumstance over which the District exhibits substantial control over both the alleged harasser and the context in which the harassment occurred. 34 C.F.R. § 106.44(a).

ELEMENTARY SCHOOLS: For the purpose of reference in the Student Code of Conduct the following schools in the Brazosport Independent School District are elementary schools: Stephen F. Austin, A. P. Beutel, Bess Brannen, Freeport, Madge Griffith, Elisabet Ney, T. W. Ogg, Gladys Polk, O. M. Roberts, and Velasco.

EXPLOSIVE WEAPON: Any explosive or incendiary bomb, grenade, rocket, or mine and its delivery mechanism that is designed, made, or adapted for the purpose of inflicting serious bodily injury, death, or substantial property damage, or for the principal purpose of causing such a loud report as to cause undue public alarm or terror.

EXPULSION HEARING: A procedure in which the student shall be advised of the conduct with which he or she is charged that is resulting in a long-term removal from Brazosport campuses. At this hearing, the student shall be provided appropriate due process as required by the federal constitution, and which the student’s parent or guardian is invited, in writing, to attend. The student is entitled to: 1. representation by the student’s parent or another adult who can provide guidance to the student and who is not an employee of the district; 2. an opportunity to testify and to present evidence and witnesses in the student’s defense; and 3. an opportunity to question the district’s witnesses called by the district at the hearing.

FALSE ALARM OR REPORT: Under Penal Code 42.06, a person commits an offense if he knowingly initiates, communicates or circulates a report of a present, past, or future bombing, fire, offense, or other emergency that he knows is false or baseless and that would ordinarily: 1. cause action by an official or volunteer agency organized to deal with emergencies; 2. place a person in fear of imminent serious bodily injury; or 3. prevent or interrupt the occupation of a building, room, place of assembly.

110

FIGHTING: Fighting is defined as mutual combat between two or more students using blows of force to overcome the other student(s).

FIREARM: Defined by federal law (18 U.S.C. § 921(a)) as: 1. Any weapon (including a starter gun) that will, is designed to, or may readily be converted to expel a projectile by the action of an explosive; 2. The frame or receiver of any such weapon; 3. Any firearm muffler or firearm weapon; or 4. Any destructive device, such as any explosive, incendiary or poison gas bomb, or grenade. Such term does not include an antique firearm.

FIREARM SILENCER: Defined by Penal Code 46.01 as any device designed, made, or adapted to muffle the report of a firearm.

FORMAL COMPLAINT: For purposes of Title IX, is a document filed by a complainant or signed by the Title IX Coordinator alleging sexual harassment against a respondent and requesting that the school investigate the allegation of sexual harassment. At the time of filing a formal complaint, a complainant must be participating in or attempting to participate in the education program or activity of the district with which the formal complaint is filed.

GRAFFITI: Markings with paint, an indelible pen or marker, or an etching or engraving device on tangible property without the effective consent of the owner. The markings may include inscriptions, slogans, drawings, or paintings.

HANDGUN: Handgun is defined by Penal Code 46.01as any firearm that is designed, made, or adapted to be fired with one hand.

HARASSMENT: includes: 4. Conduct that meets the definition established in district policies DIA(LOCAL) and FFH(LOCAL); 5. Conduct that threatens to cause harm or bodily injury to another person, including a district student, employee, board member, or volunteer; is sexually intimidating; causes physical damage to the property of another student; subjects another student to physical confinement or restraint; or maliciously and substantially harms another student’s physical or emotional health or safety, as defined in Section 37.001(b)(2) of the Education Code; or 6. Conduct that is punishable as a crime under Penal Code 42.07, including the following types of conduct if carried out with the intent to harass, annoy, alarm, abuse, torment, or embarrass another: a) Initiating communication and, in the course of the communication, making a comment, request, suggestion, or proposal that is obscene, as defined by law; b) Threatening, in a manner reasonably likely to alarm the person receiving the threat, to inflict bodily injury on the person or to commit a felony against the person, a member of the person’s family or household, or the person’s property;

111

c) Conveying, in a manner reasonably likely to alarm the person receiving the report, a false report, which is known by the conveyor to be false, that another person has suffered death or serious bodily injury; and d) Sending repeated electronic communications in a manner reasonably likely to harass, annoy, alarm, abuse, torment, embarrass, or offend another.

HAZING: Defined by Section 37.151 of the Education Code as an intentional, knowing, or reckless act, on or off campus, by one person alone or acting with others, directed against a student for the purpose of pledging, initiation into, affiliation with, holding office in, or maintaining membership in a student organization if the act meets the elements in Education Code 37.151, including: 1. Any type of physical brutality; 2. An activity that subjects the student to an unreasonable risk of harm or that adversely affects the student’s mental or physical health, such as sleep deprivation, exposure to the elements, confinement to small spaces, calisthenics, or consumption of food, liquids, drugs, or other substances; 3. An activity that induces, causes, or requires the student to perform a duty or task that violates the Penal Code; and 4. Coercing a student to consume a drug or alcoholic beverage in an amount that would lead a reasonable person to believe the student is intoxicated.

HIT LIST: A list of people targeted to be harmed, using a firearm, a knife, or any other object to be used with intent to cause bodily harm.

IMPROVISED EXPLOSIVE DEVICES: A completed and operational bomb designed to cause serious bodily injury, death, or substantial property damage that is made in an improvised manner using nonmilitary components. TPC §§ 46.05(a), (e); 46.01(18).

INDECENT EXPOSURE: Defined by Penal Code 21.08 as an offense that occurs when a person exposes the person’s anus or any part of the person’s genitals with intent to arouse or gratify the sexual desire of any person, and is reckless about whether another is present who will be offended or alarmed by the act.

IN-SCHOOL SUSPENSION: A special classroom designated as the in-school suspension room where an instructional aide is always on duty. In this setting, the student receives assignments/instruction in each course to the extent possible, with little or no opportunity for social interaction with peers. The principal or assistant principal under the supervision of the Superintendent determines the length of assignment.

INTIMATE VISUAL MATERIAL: Visual material that depicts a person:(A) with the person's intimate parts exposed; or (B) engaged in sexual conduct.

KNUCKLES: Any instrument consisting of finger rings or guards made of a hard substance and designed or adapted for inflicting serious bodily injury or death by striking a person with a fist enclosed in the knuckles.

112

LEAVING CAMPUS: After arriving on campus, students are not permitted to leave without administrative approval. Students are REQUIRED to go to the office so parents can be notified of the student’s intent to leave campus. Leaving campus without permission may result in disciplinary action.

LOCATION-RESTRICTED KNIFE: A knife with a blade over five and one-half inches.

LOOK-ALIKE WEAPON: An item that resembles a weapon but is not intended to be used to cause serious bodily injury.

METAL DETECTORS: The District is authorized by the Board to use metal detectors to screen for weapons and other contraband. The District’s use of metal detectors is to minimize the risk of weapons on campus and is determined to be a desirable technique for campus security. No student, employee or visitor should be subject to the dangers inherent in a knife, firearm or other weapon being carried onto the campus by another person. Metal detectors may be used during school hours and upon entering buildings for extracurricular activities.

MULTI-TIERED SYSTEMS OF SUPPORT (MTSS): A continuum of tiered interventions with increasing levels of intensity and duration used to provide interventions or supports a student needs to be academically or behaviorally successful.

PARAPHERNALIA: Devices that can be used for inhaling, ingesting, injecting, or otherwise introducing a controlled substance into a human body.

PARENT: The term, “Parent,” means a parent, a legal guardian, or other person having lawful control of the child in accordance with Section 26.002 of the Texas Education Code.

PERSISTENT: Two or more violations of the Student Code of Conduct, in general or repeated occurrences of the same violation.

PLACEMENT REVIEW COMMITTEE: Campus must have a three-member committee of two teachers and one other campus professional staff member that determines the placement of a student that a teacher has removed from his or her classroom. The Placement Review Committee also makes recommendation regarding the proper placement of students returning after an expulsion. A Placement Review Committee placement determination regarding a student with a disability receiving special education services is subject to the requirements of the I.D.E.I.A federal law and any all applicable federal regulations, state statutes and agency requirements.

POSITIVE BEHAVIOR INTERVENTIONS & SUPPORTS (PBIS): An evidence-based framework that emphasizes the need for school staff to teach, model, and reinforce appropriate behaviors while maintaining high expectations. Within the framework, it utilizes a multi-tiered system of supports and upholds the value of creating a safe learning environment.

POSSESSION: To have an item on one’s person or in one’s personal property, including, but not limited to, clothing, purse, or backpack; a private vehicle used for transportation to or from school or school-related activities, including, but not limited, to an automobile, truck,

113

motorcycle, or bicycle; telecommunications or electronic devices; or any school property used by the student, including, but not limited to, a locker or desk.

PRINCIPAL: Principal includes the chief campus administrator and the assistant principal(s).

PROGRESSIVE DISCIPLINE: The system of discipline infractions and consequences that are leveled in Levels I, II, III, IV, V and VI. Level I include the least serious offenses, while Level VI is the most serious level of offense, with serious consequences. Under progressive discipline, a student who repeatedly violates a lower level of discipline rules without changing their undesirable behavior may automatically progress to a more serious level of consequence.

PROHIBITED ITEMS: In addition to weapons prohibited by the Penal Code 46.05(a), students shall not possess fireworks of any kind, smoke bombs, or any other pyrotechnic device; razors, box cutters, chains, or any other object used in a way that threatens or inflicts bodily injury to another person, or that the principal or designee determines presents a danger to any student, District employee, or District property by virtue of possession or use of the object; a “look-alike” weapon that is intended to be used as a weapon or could reasonably be perceived as a weapon; a location-restricted knife; a pocketknife or any other small knife; an air gun or BB gun; ammunition; a hand instrument designed to cut or stab another by being thrown; knuckles; a club; and a firearm. Any violation of this policy shall result in disciplinary action deemed appropriate by the principal.

PROHIBITED WEAPON under Penal Code 46.05(a) means: 1. The following items, unless registered with the U.S. Bureau of Alcohol, Tobacco, Firearms, and Explosives or otherwise not subject to that registration requirement or unless the item is classified as a curio or relic by the U.S. Department of Justice: • An explosive weapon; • A machine gun; • A short-barrel firearm; 2. Armor-piercing ammunition; 3. A chemical dispensing device; 4. A zip gun; 5. A tire deflation device.; 6. An improvised explosive device; or. 7. A firearm silencer, unless classified as a curio or relic by the U.S. Department of Justice or the actor otherwise possesses, manufactures, transports, repairs, or sells the firearm silencer in compliance with federal law.

PROJECT G.R.O.W. (Elementary Disciplinary Alternative Education Program): This program is designed to help students reach their full potential by providing a consistent and highly structured alternative instructional environment. A Project G.R.O.W. team from the home campus determines placement. Individual and group counseling are recommended for both student and parents. Family counseling is also recommended. Academic and social skills instruction will be regular curriculum benefits. Grades will be assigned based on regular classroom expectations.

114

REASONABLE BELIEF: That which an ordinary person of average intelligence and sound mind would believe. Chapter 37 requires certain disciplinary decisions when the superintendent or designee has a reasonable belief that a student engaged in conduct punishable as a felony offense. In forming such a reasonable belief, the superintendent or designee may use all available information, including the notice of a student’s arrest under Article 15.27 of the Code of Criminal Procedure.

RESPONDENT: For purposes of Title IX, is an individual who has been reported to be the perpetrator of conduct that could constitute sexual harassment.

RESTORATIVE PRACTICES: A relational approach to building school climate and addressing student behavior that fosters accountability, community safety, and skill development. Applications include restorative circles, restorative chats, and victim- offender mediation.

ROBBERY: Taking property of another from his/her person or his/her immediate presence; against his/her will; by violence or threat of violence.

SATURDAY MORNING DETENTION HALL: A discipline management technique requiring students to attend school on Saturday.

SCHOOL SERVICE: Assignment to complete simple and safe tasks that benefits the school. Tasks may include wiping tables, sorting materials, or collecting trash from the school grounds.

SECONDARY SCHOOLS: For the purpose of reference in the Student Code of Conduct, the following schools are secondary schools: Lanier Middle School, Rasco Middle School, Clute Intermediate School, Freeport Intermediate School, Lake Jackson Intermediate School, Brazosport High School, Brazoswood High School, Brazos Success Academy and Lighthouse Learning Center.

SELF DEFENSE: The use of force against another to the degree a person reasonably believes the force is immediately necessary to protect himself or herself.

SERIOUS MISBEHAVIOR: All behavior that violates the Student Code of Conduct and results in a permissive or mandatory removal to a DAEP is considered serious misbehavior. Serious misbehavior also includes: • Deliberate violent behavior that poses a direct threat to the health or safety of others • Extortion, meaning the gaining of money or other property by force or threat • Conduct that constitutes coercion, as defined by Section 1.07, Penal Code • Conduct that constitutes the offense of: o Public lewdness under Penal Code 21.07; o Indecent exposure under Penal Code 21.08; o Criminal mischief under Penal Code 28.03; o Personal hazing under Penal Code 37.152; or o Harassment under Penal Code 42.07(a)(1), of a student or district employee.

115

SERIOUS OR PERSISTENT MISBEHAVIOR: Includes but is not limited to: • Behavior that is grounds for permissible expulsion or mandatory DAEP placement • Behavior identified by the district as grounds for discretionary DAEP placement • Actions of demonstrations that substantially disrupt or materially interfere with school activities • Insubordination • Profanity, vulgar language, or obscene gestures • Leaving school grounds without permission • Falsification of records, passes, or other school-related documents • Refusal to accept discipline assigned by the teacher or principal

SEXTING: Using a cell phone, iPad, or any other type of communication device to send text or email or video messages or electronic transmissions or possessing text or email or video messages or electronic transmissions containing images reasonably interpreted as indecent or sexually suggestive or depicting sexual conduct or meeting the definitions or elements of any aspect of Penal Code § 43.261 while at school or at a school related function. In addition to any disciplinary action, phones and other communication devices may be confiscated and/or searched if the school official has reason to suspect that a search of the device will discover evidence of wrongdoing. Any images suspected to violate criminal laws will be referred to law enforcement authorities.

STALKING: Engaging in a course of conduct directed at a specific person that would cause a reasonable person to (1) fear for his or her safety or the safety of others; or (2) suffer from emotional distress. 34 U.S.C. 12291(a)(30).

STEALING/THEFT: Being in possession of, having passed on, or being responsible for removing someone else’s property without permission or acknowledgment.

SUPERINTENDENT’S DESIGNATED PANEL: The Superintendent or designee appoints a panel of three administrators and designates a chairperson for the panel. The panel is appointed for the purpose of hearing appeals of school-level decisions.

SUSPENSION: Except as provided by Texas Education Code § 37.005(c), the principal may suspend a student who engages in conduct for which the student may be placed in a disciplinary alternative education program. While in-school suspensions are removal to a specific location on the campus, out-of-school suspensions deny the student access to the campus. Each suspension may not exceed three days.

TERRORISTIC THREAT: A person commits an offense, as defined by Penal Code 22.07, if he threatens to commit any offense involving violence to any person or property with the intent to: 1. cause a reaction of any type to his threat by an official or volunteer agency organized to deal with emergencies; 2. place any person in fear of imminent serious bodily injury;

116

3. prevent or interrupt the occupation or use of a building; room; place of assembly; place to which the public has access; place of employment or occupation; aircraft, automobile, or other form of conveyance; or other public place; 4. cause impairment or interruption of public communications, public transportation, public water, gas, or power supply or other public service; 5. place the public or a substantial group of the public in fear of serious bodily injury; or 6. Influence the conduct or activities of a branch or agency of the federal government, the state, or a political subdivision of the state (including the district).

TIRE DEFLATION DEVICE is defined in part by Penal Code 46.01 as a device, including a caltrop or spike strip, that, when driven over, impedes or stops the movement of a wheeled vehicle by puncturing one or more of the vehicle’s tires.

TITLE 5 FELONIES: Crimes listed in Title 5 of the Penal Code that typically involve injury to a person and may include: • murder, manslaughter, or homicide (19.02-19.05); • kidnapping (20.03); • trafficking of persons (20A.02); • smuggling or continuous smuggling of persons (20.05-06); • assault (22.01); aggravated assault (22.02); • sexual assault (22.011); • aggravated sexual assault (22.012); • unlawful restraint (20.02); • continuous sexual abuse of a young child or children (21.02); • bestiality (21.09); • improper relationship between educator and student (21.12); • voyeurism (21.17), • indecency with a child (21.11), • invasive visual recording (21.15), • disclosure or promotion of intimate visual material (21.16); • sexual coercion (21.18); • injury to a child, elderly individual, or disabled individual (22.04); • abandoning or endangering child (22.041); • deadly conduct (22.05); • terroristic threat (22.07); • aiding a person to commit suicide (22.08); and • tampering with consumer product (22.09).

TITLE IX RETALIATION: Defined in 34 C.F.R. 106.71 as engaging in conduct for the purpose of interfering with the IX rights or because a person has participated or refused to participate in any manner in a proceeding under Title IX regulations. The exercise of rights protected under the First Amendment to the U.S. Constitution does not constitute retaliation. Complaints of Title IX retaliation may be addressed under the Title IX formal complaint process.

117

ZIP GUN: Defined by Penal Code 46.01 as a device or combination of devices, not originally a firearm, but adapted to expel a projectile through a smooth-bore or rifled-bore barrel by using the energy generated by an explosion or burning substance.

118