FOREWORD - Dickinson Independent School District
Table of Contents
Foreword 2
Welcome………………………………………………………………………………………………………………………………………………….…..3
DISD Mission Statement, Vision and Priority Objectives 4
Central Administration 5
Campus Staff 6
Campus AESOP Contacts…………………………………………………………………………………………………………………………….…….8
Conduct, Welfare and Professional Ethics 9
DISD Policies 12
State Fingerprinting Requirement 13
DISD Map 14
Job Description 15
DISD Calendar 17
Arriving at School and Daily Schedule 18
Payment and Salary 19
DISD Personnel Compensation
Substitute Salary Schedule 20
Payroll Schedule 21
Identification Badge and Removal from Roster 22
Dress Code
Faculty and Staff 23
Standardized 24
Responsibilities and Attitudes of School Staff to Substitute Teacher 26
Exercising Professional Judgment 27
Lesson Plans 29
Discrimination, Harassment, and Retaliation 30
Legal Responsibilities of Substitute Teachers 31
Classroom Management 33
Student Discipline Scenarios 36
Essential Steps in Establishing a Positive Classroom Environment 39
55 Ways to Say “Good Job” 41
Characteristics of a Master Teacher 42
Hints for the Successful Substitute 43
Substitute Teacher Checklist ..44
Letter of Reasonable Assurance 45
Securing an Assignment ..46
AESOP Quick Start Guide for Substitutes ……………………………………………………………………………………………………………..47
Substitute Teacher Report K-4 ..49
Substitute Teacher Report 5-12 ..50
Personal Work Record ………………………………………………………………………………………………………………………………........51
Employee Access Information……………………………………………………………………………………………………………………………53
DISD Statement of Nondiscrimination……………………………………………………………………......................................................................54
5 Minute fillers and Secondary Sponges …………………………………….…………………………………………………………………………..55
FOREWORD
The Dickinson Independent School District recognizes the importance of the of the substitute teacher in the total educational program. Recent statistics show that substitute teachers are used in place of regularly assigned teachers approximately 5-6% of the time during the school year. As a substitute teacher, you are important in helping assure that the student’s learning activities are not interrupted because of the absence of the regular teacher. You share with us the great task of providing a rich and effective educational program for the children of Dickinson ISD. You will be expected to perform a variety of assignments, which will be both rewarding and challenging. Yours is not an easy task, but please be reminded - the administrative staff is prepared and willing to assist you in every way possible to make substituting a worthwhile experience for you and the students you serve.
While this handbook will not answer all questions, it is intended to provide basic information and suggestions to you relative to the role of the substitute. Please feel free to contact the Human Resources Department at the Education Support Center for additional information concerning substitute teaching.
We take this opportunity to welcome you as a valuable member of our instructional staff. We sincerely hope you find the work profitable and enjoyable.
Vicki Mims
Superintendent of Schools
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Public education in Dickinson began in 1891 in a single school house near Dickinson Bayou and what is now Highway 3. The school district was organized into an independent school district in 1944, when it had an enrollment of 541 students. In 1953, the Dickinson public schools consolidated with the Bacliff-San Leon schools to create the District as it is configured today.
Located halfway between Houston and Galveston on the Texas Gulf Coast, the DISD now serves more than 10,000 students who live primarily in the cities of Dickinson, League City, and Texas City and the unincorporated towns of Bacliff and San Leon. The District includes thirteen schools. Elementary students living in Dickinson, Bacliff, San Leon and parts of League City attend the school in their designated zone.
Jake Silbernagel Elementary School, Hughes Road Elementary School, Bay Colony Elementary School, Calder Road Elementary School, Kenneth E. Little Elementary School, San Leon Elementary School and Louis G. Lobit Elementary School serve pre-kindergarten through grade four in designated attendance zones.
An orderly transition from elementary school to the secondary grades is provided at John & Shamarion Barber Middle School, Dunbar Middle School and Elva C. Lobit Middle School, which includes all fifth and sixth graders in designated attendance zones. Seventh and eighth grade students attend McAdams Junior High School. Students in grades 9-12 attend Dickinson High School. Dickinson Alternative Learning Center serves assigned students.
Dickinson schools are nationally known for their innovative programs coupled with a solid foundation in the teaching of basic skills. While parents in other communities are lobbying for curriculum reform and discipline, Dickinson boasts an approach to education involving teachers, parents, student and community members.
Our students are a continual source of pride. They demonstrate high levels of achievement in a variety of areas. All Dickinson schools are committed to students learning the skills necessary for higher order thinking and complex problem solving necessary for success in school and in life.
Providing the kind of schooling Dickinson citizens want for our young people also means stressing achievement in social studies, science and the arts. All this happens in schools where teachers believe in the importance of discipline, study skills, self-confidence and responsibility.
The standards are high for teachers in this district, for we are constantly involved in the pursuit of excellence in our educational programs. Adhering to the same high standards as regular teachers, our substitute teachers are considered an important part of the educational program. They contribute much to the children of this community. We ask that while you are with us, you assume the same responsibilities as the regular members of our faculty.
Welcome to the Dickinson Independent School District.
Dickinson Independent School District
Central Administration
Dickinson Independent School District 281-229-6000
Superintendent Vicki Mims
Deputy Superintendent for Educational Services…………………………………...…...Carla Voelkel
Assistant Superintendent for Administration Robert Cobb
Deputy Superintendent for Business and Operations Ryan Boone
Department of Human Resources 281-229-6016
Executive Director of Human Resources…………………………………..………….. Kimberly Rich
Director of Human Resources (Professional/Paraprofessional, Certification) Carla Gerdes
Secretary to the Executive Director of Human Resources (Service Records) Margie Hebert
Human Resources Generalist (Auxiliary/AESOP/Substitutes) Samantha Atkin
Human Resource Generalist (FMLA/Workers Comp) Amy Garza
District Receptionists/ Publications Technicians Denise Guillory, Sharon Robert
Payroll 281-229-6030
Executive Director of Payroll Services Leslie Hudson
Payroll Accountant..............................................................................................................Mandy Reznicek
Payroll Accountant…………………………………………………………………….…...Krystal Denyce
Payroll Specialist Jewell O’Neal
Coordinator of Benefits Leigh Manus
Communications 281-229-6018
Director of Communications Tammy Dowdy
Director of Marketing and Digital Media Jenna Simsen
Campus Staff
Dickinson Independent School District 281-229-6000
Dickinson High School 281-229-6400
3800 Baker Drive, Dickinson, Texas 77539
Principal: Dr. Billye Smith
Secretary: Gayla Lind-Olson
Assistant Principal: Alex Rodriguez
Assistant Principal: Joseph Trahan
Assistant Principal:…………………………….…..Philip Salazr
Assistant Principal: Kimberly Fouts
Assistant Principal: Laura Breaux
Dean of Instruction Dr. Leone Clark
McAdams Junior High School (Grades 7 & 8) 281-229-7100
11415 Hughes Road, Dickinson, Texas 77539
Principal: Rachelle Joseph
Secretary: Debbie Menard
Associate Principal:
Assistant Principal: Bill Russell
Assistant Principal: Jaime Williams
Dean of Instruction……………………………..Stacey Hughes
Dickinson Continuation Center (DCC) 281-229-6350
2805 Oak Park, Dickinson, Texas 77539
Site Manager for DCC &
Principal in Charge of Alternative Programs Wendy Chide
Secretary of DCC: Pam Porter
Dunbar Middle School (Grades 5 & 6) 281-229-6600
2901 – 23rd Street, Dickinson, Texas 77539
Principal: Andrea Zepeda
Secretary: Shannon Kmiec
Assistant Principal: Jennifer Kaatz
John & Shamarion Barber Middle School (Grades 5 & 6) 281-229-6900
5651 FM 517 East, Dickinson, Texas 77539
Principal: Kimberly Kelley
Secretary: … Dolores De Leon
Assistant Principal: Lindsey Suarez
Lobit Middle School (Grades 5&6)…………………………………………………………281-229-7711
1750 517 West, Dickinson TX 77539
Principal………………………………………….….Teri Bruce
Secretary…………………………………………Beth Loveless
Assistant Principal……………………………….Nancy Segura
Bay Colony Elementary 281-229-6200
101 Bay Colony Elementary Drive, Dickinson, Texas 77539
Principal: Amy Smith
Secretary: Ann Marie Williamson
Assistant Principal: Julie O’Gea
Calder Road Elementary 281-229-7500
6511 Calder Road, League City, Texas 77573-3681
Principal: Sophia Acevedo
Secretary: Alicia Owen
Assistant Principal Marty McKnight
Hughes Road Elementary 281-229-6700
11901 Hughes Road, Dickinson, Texas 77539
Principal: Kelly Colburn Jackson
Secretary: Donna Everding
Assistant Principal: Hayde Lopez
Kenneth E. Little Elementary 281-229-7000
622 Oklahoma Street, Bacliff, Texas 77518
Principal: Veronica Penn
Secretary: Sara Mullins
Assistant Principal: Martha White
Lobit Elementary……………………………………………………………………………..281-229-7611
1750 517 West, Dickinson TX 77539
Principal………………………………………...Stephanie Williams
Secretary…………………………………………..Beatriz Marquez
Assistant Principal……………………………...……...Stacy Muras
San Leon Elementary 281-229-7400
2655 Broadway, Dickinson, TX 77539
Principal: Sheri Blackburn
Secretary: Diana Medina
Assistant Principal: Deanna Goodlet
Silbernagel Elementary 281-229-6800
4201 25th Street, Dickinson, Texas 77539
Principal: Leslie Burke
Secretary: Donna Willard
Assistant Principal: A.J. Lemmon
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|Campus AESOP Contacts |
Dickinson High School………………………Evelyn Reagan
Phone:281-229-6487
Email: ereagan@
McAdams Junior High……………………..Carolyn Suderman
Phone: 281-229-7173
Email: csuderman@
Dunbar Middle School………………….Shannon Kmiec
Phone: 281-229-6609
Email:skmiec@
Barber Middle School…………………..……..Dolores Deleon
Phone: 281-229-6965
Email: ddeleon@
Lobit Middle School…………………………..…Beth Loveless
Phone:281-229-7711
Email: eloveless@
Bay Colony Elementary………………...Ann-Marie Williamson
Phone: 281-229-6211
Email: amwilliamson@
Calder Road Elementary…………………….…….Alicia Owens
Phone: 281-229-7511
Email: aowens @
Hughes Road Elementary……………….………Donna Everding
Phone: 281-229-6711
Email: deverding@
K E Little Elementary…………………………….…Sara Mullins
Phone: 281-229-7011
Email: smullins@
Lobit Elementary………………………………...Beatriz Marquez
Phone: 281-229-7611
Email:bmarquez@
San Leon Elementary……………………………….Diana Medina
Phone: 281-229-7411
Email: dmedina@
Silbernagel Elemenary…………………………...….Donna Willard
Phone: 281-229-6811
Email: DWillard@
Conduct and Welfare
Standards of conduct
All employees are expected to work together in a cooperative spirit to serve the best interests of the district and to be courteous to students, one another, and the public. Employees are expected to observe the following standards of conduct:
• Recognize and respect the rights and property of students, parents, other employees, and members of the community.
• Maintain confidentiality in all matters relating to students and coworkers.
• Report to work according to the assigned schedule.
• Know and comply with department and district procedures and policies.
• Express concerns, complaints, or criticism through appropriate channels.
• Observe all safety rules and regulations and report injuries or unsafe conditions to a supervisor immediately.
• Use district time, funds, and property for authorized district business and activities only.
All district employees should perform their duties in accordance with state and federal law, district policies and procedures, and ethical standards. Violations of policies, regulations, or guidelines may result in disciplinary action, including termination. Alleged incidents of certain misconduct by educators, including having a criminal record, must be reported to SBEC no later than the seventh day after the superintendent first learns of the incident. The Code of Ethics and Standard Practices for Texas Educators, adopted by the State Board of Educator Certification, which all district employees must adhere to, is reprinted below:
The Educators’ Code of Ethics, adopted by the State Board of Educator Certification, which all district employees must adhere to, is reprinted below:
Texas Educators’ Code of Ethics
Purpose and Scope
The Texas educator shall comply with standard practices and ethical conduct toward students, professional colleagues, school officials, parents, and members of the community and shall safeguard academic freedom. The Texas educator, in maintaining the dignity of the profession, shall respect and obey the law, demonstrate personal integrity, and exemplify honesty and good moral character. The Texas educator, in exemplifying ethical relations with colleagues, shall extend just and equitable treatment to all members of the profession. The Texas educator, in accepting a position of public trust, shall measure success by the progress of each student toward realization of his or her potential as an effective citizen. The Texas educator, in fulfilling responsibilities in the community, shall cooperative with parents and others to improve the public schools of the community. (19 TAC 247, 1 (b))
Enforceable Standards
1. Professional Ethical Conduct, Practices, and Performance
Standard 1.1 The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board of Educator Certification (SBEC) and its certification process.
Standard 1.2 The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage.
Standard 1.3 The educator shall not submit fraudulent requests for reimbursement, expenses, or pay.
Standard 1.4 The educator shall not use institutional or professional privileges for personal or partisan advantage.
Standard 1.5 The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service.
Standard 1.6 The educator shall not falsify records, or direct or coerce others to do so.
Standard 1.7 The educator shall comply with state regulations, written local school board policies, and other applicable state and federal laws.
Standard 1.8 The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications.
Standard 1.9 The educator shall not make threats of violence against school district employees, school board members, students, or parents of students.
Standard 1.10 The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state.
Standard 1.11 The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment.
Standard 1.12 The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of controlled substances and/or abuse of prescription drugs and toxic inhalants.
Standard 1.13 The educator shall not consume alcoholic beverages on school property or during school activities when students are present.
2. Ethical Conduct toward Professional Colleagues
Standard 2.1 The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law.
Standard 2.2 The educator shall not harm others by knowingly making false statements about a colleague or the school system.
Standard 2.3 The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel.
Standard 2.4 The educator shall not interfere with a colleague’s exercise of political, professional, or citizenship rights and responsibilities.
Standard 2.5 The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation.
Standard 2.6 The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues.
Standard 2.7 The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter.
3. Ethical Conduct toward Students
Standard 3.1 The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law.
Standard 3.2 The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor.
Standard 3.3 The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student.
Standard 3.4 The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation.
Standard 3.5 The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor.
Standard 3.6 The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student.
Standard 3.7 The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator.
Standard 3.8 The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonable prudent educator standard.
Standard 3.9 The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited:
i) the nature, purpose, timing, and amount of the communication;
ii) the subject matter of the communication;
iii) whether the communication was made openly or the educator attempted to conceal the communication;
iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship;
v) whether the communication was sexually explicit; and
vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student.
DISD Policies
PERSONNEL POSITIONS: DPB
SUBSTITUTE, TEMPORARY, AND PART-TIME POSITIONS (LEGAL)
PARENT If the District assigns an inappropriately certified or uncertified teacher [as
NOTIFICATION defined in DBA(LEGAL)] to the same classroom for more than 30 consecutive instructional days during the same school year, it shall provide written notice of the assignment to the parents or guardians of students in that classroom.
The Superintendent shall provide the notice not later than the 30th instructional day after the date of the assignment of the inappropriately certified or uncertified teacher. The District shall make a good-faith effort to ensure that the notice is provided in a bilingual form to any parent or guardian whose primary language is not English. The District shall retain a copy of the notice and make information relating to teacher certification available to the public on request. [See also DBA(LEGAL)]
Education Code 21.057
CRIMINAL The District shall obtain all criminal history record information that relates to a substitute
HISTORY REVIEW teacher for the District or shared services arrangement through the Department of Public
Safety’s criminal history clearinghouse. [See DBAA] Education Code 22.0836
DATE ISSUED: 7/15/2014 1 of 1
UPDATE 83
DPB (LEGAL)-P
Approved 08/04/08
State Fingerprinting Requirement
Senate Bill 9 amends the Education Code to require the State Board for Educator Certification (SBEC) to review the national criminal history record information on any certified public school employee or substitute who has not previously submitted fingerprints to the Department of Public Safety (DPS) or been subject to such a review.
In order to comply with his ruling Dickinson I.S.D. will require that substitute teachers and paraprofessionals provide proof of having completed this process before being activated in the AESOP system.
Following your substitute training the district will upload your information to the Texas Education Agency.
Certified Subs must do the following to prepare for this upload:
Log into the Texas Education website, tea.state.tx.us, to update your certificate information. Click on the educator certification link on the left hand side of the screen. Then go to the Educator login screen. Your username will be your first and last name. If you have not previously created a password use your social security number with no dashes. Then click on new user and continue.
Once you have logged in you must enter a current email address at the bottom of the profile page and verify that the first and last name on your certificate matches the name on your driver’s license. Make name changes as needed. When you go to your fingerprinting appointment you must show your driver’s license to verify the match.
Certified subs needing to be fingerprinted will receive an email from TEA instructing them on the procedure for completing the fingerprinting process. The subject line will read “ITSBATCH: SB9 Fingerprinting. Along with the fingerprinting process your photo will be taken also.
Non-certified Subs do not have specific instructions to be done at this time:
Human Resources will notify you when we receive your Fast Pass. You will pick up your pass from Human Resources office and then make your fingerprinting appointment. You will need to take your Fast Pass to the appointment, along with your driver’s license your photo will be taken also.
If you have already been fingerprinted with another district please notify Human Resources and we will verify that your prints are registered with SBEC. The Human Resources number is (281) 229-6016. If you have questions about this process please give us a call.
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Job Description for Substitute Teachers
Job Title: Substitute Teacher
Reports to: Administrator at Assigned Campus
Primary Purpose:
Working under the direct supervision of the principal, substitute teachers are expected to comply with the school laws of Texas, the regulations of the State Board of Education, the directives of the Texas Education Agency, the policies of the Board of Trustees and the administrative regulations of the school district.
Qualifications: Bachelor’s degree or a minimum of 60 college hours from an accredited college/university (bachelor’s degree with a valid Texas teaching certificate preferred).
Performance, Responsibilities and Duties:
1. Arrive promptly at the assigned time and location reporting directly to the main office in order to receive necessary directions and to assemble materials needed for the day. The substitute should report at the same time as the regular classroom teachers report for duty.
2. Assume all responsibilities and duties assigned to the class room teacher such as playground, cafeteria, bus, etc.
3. Follow as closely as practical, the lesson plans provided by the teacher and maintain the regular routine of the class. If time permits the substitute teacher’s own innovations may supplement the daily program.
4. It is the responsibility of the substitute teacher to be aware of each campus’ policies and procedures in dealing with discipline problems before administering any consequences.
5. If assistance is needed notify a neighboring teacher or the principal’s office. AT NO TIME SHOULD A CLASS BE LEFT UNATTENDED.
6. Inform the school nurse if a student needs medication. Only authorized district employees may administer medication.
7. All accidents, injuries or other serious problems shall be reported to the building principal.
8. Leave a summary of work covered in each class and other pertinent information for the regular teacher including discipline problems. Also attach any notes or communication from parents.
9. Any money turned in to the substitute teacher should be recorded for the regular teacher and taken to the principal’s office before leaving for the day.
10. Report all suspected abuse to the principal, counselor or nurse and file report with CPS.
11. Maintain confidentiality regarding students and staff.
12. Substitutes may not use a cellular phone, laptop or any other personal electronic devices when students are in the classroom.
13. Physical Requirements
• Maintain emotional control under stress.
• Frequent standing, stooping, bending, pulling and pushing.
• Move small stacks of textbooks, desks and other classroom equipment.
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Signature Date
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|Job Description for the Substitute Aide |
Job Title: Substitute Aide
Reports to: Administrator at Assigned Campus and Teacher(s) Assigned
Primary Purpose:
Assist teacher in preparation and management of classroom activities and administrative requirements. Work under the supervision of the teacher.
Qualifications:
GED/High School Diploma (Some college hours preferred)
Ability to communicate effectively
Some related experience working with students (preferred)
Major Responsibilities and duties:
1. Assist teacher in preparing instructional materials and classroom displays
2. Help maintain a neat and orderly classroom.
3. Assist the classroom teacher as requested.
4. Conduct instructional exercises assigned by the teacher; work with individual students or small groups.
5. Help supervise students throughout the school day, inside and outside the classroom including lunchroom, bus and playground duty.
6. Keep teacher informed of special needs or problems with individual students.
7. Exercise extreme caution and good judgment in verbal and physical relationships with students.
8. Demonstrate a professional manner at all times when carrying out the duties designated.
9. Maintain confidentiality regarding students and staff.
10. Substitute Aide’s may not use a cellular telephone, laptop or other personal electronic devices when students are in the classroom.
11. Physical requirements
• Maintain emotional control under stress.
• Moderate standing, stooping, bending, and lifting.
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Signature Date
Teacher/Substitute Daily Schedule
Campus Sign-In / Sign-out
Dickinson High School 7:00 a.m. - 3:00 p.m.
McAdams Junior High School 7:00 a.m. - 3:00 p.m.
Dunbar Middle School 7:00 a.m. - 3:00 p.m.
John & Shamarion Barber Middle School 7:00 a.m. - 3:00 p.m.
Lobit Middle School………………….……………………………………...……..7:00 a.m. - 3:00 p.m.
Dickinson Continuation Center (DCC) 7:00 a.m. - 3:00 p.m.
Bay Colony Elementary School 8:00 a.m. - 4:00 p.m.
Calder Road Elementary School 8:00 a.m. - 4:00 p.m.
Hughes Road Elementary School 8:00 a.m. - 4:00 p.m.
K. E. Little Elementary School 8:00 a.m. - 4:00 p.m.
Lobit Elementary School…………………………………………. ………………..8:00 a.m. - 4:00 p.m.
San Leon Elementary School 8:00 a.m. - 4:00 p.m.
Silbernagel Elementary School 8:00 a.m. - 4:00 p.m.
**Note: ½ day assignments for 7:00 – 3:00 campuses are 7:00 – 11: or 11:00 – 3:00.
½ day assignments for 8:00 – 4:00 campuses are 8:00 – 12: or 12:00 - 4:00
An early release day is considered a half day assignment.*
Arriving at School
Veteran substitute teachers suggest that you familiarize yourself with the district before taking your first assignment. Included in this handbook is a district map showing the locations of all the schools. A drive through the area will save a lot of early morning confusion on the day you go to work.
You should be on duty at the designated school at least 20 minutes prior to the first class.
Dickinson High School begins at 7:20 a.m. and ends at 2:35 p.m.; McAdams Junior High School begins at 7:20 a.m. and ends at 2:35 p.m.; Barber, Dunbar ad Lobit Middle Schools begin at 7:20 a.m. and end at 2:35 p.m.; Bay Colony, Calder Road, Hughes Road, Kenneth E. Little, Lobit , Silbernagel, and San Leon Elementary Schools begin at 8:20 a.m. and end at 3:35 p.m.; Dickinson Continuation Center (DCC) begins at 7:20 a.m. and ends at 2:35.
Upon your arrival at the school, check in with the principal’s secretary. You will receive the necessary information concerning lesson plans, general procedures and duties. Procedures to be followed in case of emergency are in the substitute folder located in the classroom or check with a team/pod leader. In some cases the campus may need to change the assignment that was chosen in AESOP to accommodate need at the campus.
This is also where you will obtain information concerning the method of reporting absence and a schedule of classes. In addition, you will be notified about any departures from the usual daily schedule. You will also be introduced to a neighboring teacher who can help you during the day.
Conference Periods
Report to the front office at the beginning of an off period for a possible assignment (teacher conference period or if you do not need to cover an athletic period). Please stay on campus.
If you have any questions, the principal and school secretary will be pleased to help you.
Payment and Salary
Teacher/Substitute Daily Schedule Teacher/Substitute Daily Schedule Teacher/Substitute Daily Schedule
Before reporting for substitute work for the first time, be sure that you have completed the I-9, W-4, declination form for ACA requirements and the Deferred Compensation forms. Please remember to notify the human resources office of any change of address or telephone number. The human resources office will need to change the information on the Human Resources/Payroll system in order for you to receive payroll checks, tax information and other correspondence. DISD will no longer print W2’s for employees. Changes made on the AESOP sub calling system will not change your records on the HR/payroll system at this time, so please contact HR.
You will be paid by check on the 15th and 30th of each month. If the pay period falls on a weekend, you will be paid the preceding Friday. Checks will be direct deposited as it is mandatory for all employees of the district including substitutes. You will be able to view your check information by going to Employee Access which can be found in the staff tab on our website. Your user ID is your employee ID number and your password will be your social security number without the dashes or the last 4 of your social security number. If you have changed your password from your social security number and have forgotten your password you will need to contact the Technology Help Desk at (281) 229-6028.
The salary schedule for substitute teaching is set by the Board of Trustees. For the 2016-2017 school year substitute pay is $70.00 a day for sub-AIDE, $80.00 per day for non-certified teacher, and $90.00 per day for certified teacher. (See DISD Board Policy DPB-R1) (LOCAL) for information concerning long term substitute pay.)
A sign-in sheet, usually kept in the office of the principal, is the record of your assignment. Please be sure to have your 5 digit pin(employee ID number) available for the campus. It is also suggested that you keep your own record designating when, where, and for whom your substitute days were performed and the confirmation number. This will help you in keeping track of the number of days you have taught, answer questions you may have when you receive your payment and serve as insurance for accuracy in your payment from the payroll department. Remember that you may also view all assignment information on AESOP at any time.
Deferred Compensation Plan
Dickinson Independent School District has a deferred compensation plan. Under this plan the employee will contribute 7.5% of his or her annual compensation in a Group Fixed Annuity Contract. These before-tax contributions will accumulate as tax deferred savings, and are 100% immediately vested in your individual account and available to you at separation from service. Effective September, 2001, for questions and requests for withdrawal, please contact MidAmerica Management, Inc., P. O. Box 5666, Lakeland, Florida 33807-7999, or call 1-800-430-7999.
DICKINSON INDEPENDENT SCHOOL DISTRICT
PERSONNEL COMPENSATION
SPECIAL DUTY SALARY SCHEDULE
SUBSTITUTES
FOR TEACHERS Full Day ½ Day
Non-certified
Day to Day ……………………………………………… $80.00 $40.00
Long Term ……………………………………………… $100.00 N/A
Permanent ……………………………………………… $120.00 N/A
**Certified (valid Texas) – or Certified (Other State)
Day to Day ………………………………………………. $90.00 $45.00
Long Term ……………………………………………… $110.00 N/A
Permanent …………………………………………………$130.00 N/A
FOR PARAPROFESSIONALS (Includes Gator Academy)
Day to Day ………………………………………………. $70.00 $ 35.00
Long Term …………………………………………………$80.00 $40.00
FOR OTHERS
As approved by the Superintendent
- must be at or above minimum wage rate as set by Federal Government
- not to exceed 90% of rate of full-time employees
NON-CERTIFIED TEACHERS
FOR TEACHING POSITIONS – assigned to specific duty with signed agreement
Degreed – Non-Certified – On Permit ……………………80% of Regular Teacher Schedule
Degreed – Non-Certified …………………………………70% of Regular Teacher Salary
Non-Degreed – Non Certified with 90 ………………… 50% of Regular Teacher Salary
or more college hours – and – currently working on degree plan
Non-Degreed – Non Certified with 89……………………40% of Regular Teacher Salary
or fewer college hours
OTHERS
Other positions not covered by the above shall be approved on an individual basis by the Superintendent
2016-2017 Substitute Payroll Schedule
|Pay Day |Dates to Include |
| | |
|September 15 |August 16-31 |
|September 30 |September 1-15 |
|October 14 |September 16-30 |
|October 28 |October 3-14 |
|November 15 |October 17-31 |
|November 30 |November 1-4 |
|December 9 |November 7-30 |
|December 14 |December 1-2 |
|January 13 |December 5-16 |
|January 30 |January 2-13 |
|February 15 |January 17-31 |
|February 28 |February 1-15 |
|March 10 |February 16-28 |
|March 30 |March 1-7 |
|April 13 |March 8-31 |
|April 28 |April 3-14 |
|May 15 |April 17-28 |
|May 30 |May 1-15 |
|June 15 |May 16-31 |
|June 30 |June 1-15 |
|July 14 |June 16-30 |
|July 28 |July 3-14 |
|August 15 |July 17-31 |
|August 30 |August 1-15 |
*Any changes to pay dates will be posted on AESOP
Identification Badge
Substitutes must have an identification badge and wear them on campus. You can be turned away by school office staff if you do not have proper school issued identification. The District has increased security in its facilities by identifying DISD personnel so that it will be easier to identify unauthorized persons.
Identification badges are the property of DISD. If you would like to have your name removed from the substitute list during the school year, you must return your ID badge to the Human Resources office.
If lost or damaged, you are responsible for replacing your ID badge. Replacement cost is $10.00
Removal from the Substitute Roster
There are times when it is beneficial for a staff member and the District to discontinue their relationship. The position of substitute staff member is a part-time, non-contract, as needed position. The District has no obligation to guarantee assignments. A substitute staff member’s name may be removed from the roster by the District at any time. As of the 2016-2017 school year you must work a minimum of 10 days each school year or you will be removed from the active substitute roster and must re-apply with the district. Being on the substitute roster gives the substitute no right or entitlement to continued or further employment with the District.
If you would like to have your name removed from the roster, please call the Human Resources office at
(281) 229-6074, and send a written request with your identification badge to:
Human Resources
P. O. Drawer Z
Dickinson, Texas 77539.
Dress Code
Faculty and Staff Dress Code
We, as educators, must serve as models for students. Research has shown that students in classrooms with teachers who are dressed casually tend to behave more casually. Our focus should be to maintain professionalism, as well as create an atmosphere for optimum learning. Staff members are to look professional in their daily mode of dress. Staff members may choose to follow the student dress code or may dress “up” from the student’s code.
Staff dress will meet or exceed student dress standards.
This code applies to all school days, including staff development days on or off-campus. Specific job assignments or campus activities may require deviations from this code. On clerical days, campus staff may wear more casual clothing as authorized by the campus principal. Jeans may be worn on Fridays only.
2016-2017 DICKINSON ISD STANDARD OF DRESS
A student's appearance has much to do with the way the student feels about himself or herself. Appearance also affects the way in which other students respond to them and has a great deal to do with student success and the learning atmosphere of the school. The Dickinson ISD Standard of Dress is established to teach grooming, hygiene, instill discipline and modesty, prevent disruption, avoid safety hazards, teach respect for authority, and prepare our students for the future.
The student’s appearance (clothing, shoes, accessories and grooming) shall not reflect gang affiliation, cause a distraction, nor conceal contraband. ADMINISTRATORS HAVE THE RESPONSIBILITY AND RIGHT TO DETERMINE APPROPRIATENESS OF ATTIRE AND GROOMING FOR THE SCHOOL SETTING.
PANTS, SLACKS, JEANS, SKIRTS, DRESSES, JUMPERS, SHORTS,
SHIRTS, BLOUSES OR PULLOVERS:
• May be any color or design
• Shall be appropriately sized with no holes or tears, fitting at the waist, and cuffed/hemmed at or below mid-calf.
• Shorts may be no shorter than mid-thigh in length with a hem. No cut off shorts or athletic/gym shorts.
• The length/slits of skirts, dresses, and jumpers must be clearly below mid-thigh.
• Shirts, blouses, or pullovers must have sleeves and must be appropriately sized and buttoned.
• Shirts, blouses, or pullovers may not be sheer, lace, or any see-through material (even if worn with an undergarment/ camisole/slip), backless, cut-out, off-the shoulder, spaghetti strap, sundress, tank-style, sleeveless, low-cut, back exposed, or revealing in any way
• No vinyl, leather, suede, fleece, spandex/stretch, oversized pockets, pajamas, overalls, or coveralls.
• No inappropriate pictures or messages allowed.
• Underclothes may not be worn as outer clothes, including men’s T shirts.
OUTSIDE JACKETS AND COATS
• All jackets/coats that are ¾ lengths (or less) are acceptable.
• “Trench” coats or “Dusters” are not allowed.
• No inappropriate pictures or messages allowed.
SHOES
• Shoes must be safe and appropriate for school.
• No house slippers, slides, flip flops, or shoes with skates, wheels or cleats.
HAIR
• Hair (including facial hair) must be neat, clean, and well-groomed.
• No distracting/extreme styles or unnatural coloring (pink, green, blue, etc.).
BACKPACKS
• May be any fabric.
• No inappropriate pictures or messages allowed.
PROHIBITED ITEMS:
• Glitter, writing or drawing on the face or skin
• Tattoos (temporary and permanent)
• Sunglasses
• Any type of head covering (no cap, hat, hair net, hair rollers, combs, or picks may be worn inside the building)
• Body piercing other than the ear
• Heavy chains, heavy chain necklaces, spike necklaces, or other inappropriate types of jewelry
• Inappropriate decorations or advertisements including, but not limited to, violence, drugs, alcohol, the occult, gang membership, sex, death, suicide, etc.
Board Approved April 4, 2016
2016-2017 DICKINSON ISD STANDARD OF DRESS
A student's appearance has much to do with the way the student feels about himself or herself. Appearance also affects the way in which other students respond to them and has a great deal to do with student success and the learning atmosphere of the school. The Dickinson ISD Standard of Dress is established to teach grooming, hygiene, instill discipline and modesty, prevent disruption, avoid safety hazards, teach respect for authority, and prepare our students for the future.
The student’s appearance (clothing, shoes, accessories and grooming) shall not reflect gang affiliation, cause a distraction, nor conceal contraband. ADMINISTRATORS HAVE THE RESPONSIBILITY AND RIGHT TO DETERMINE APPROPRIATENESS OF ATTIRE AND GROOMING FOR THE SCHOOL SETTING. +
PANTS, SLACKS, JEANS, SKIRTS, DRESSES, JUMPERS,
(NO SHORTS OR SKORTS),
SHIRTS, BLOUSES OR PULLOVERS:
• May be any color or design
• Shall be appropriately sized with no holes or tears, fitting at the waist, and cuffed/hemmed at or below mid-calf
• The length/slits of skirts, dresses, and jumpers must be clearly below, and remain below, the mid-thigh, including the front, back, and sides when standing, sitting, or walking.
• Shirts, blouses, or pullovers must have sleeves. Must be appropriately sized and buttoned.
• Shirts, blouses, or pullovers may not be sheer, lace, or any see-through material (even if worn with an undergarment/ camisole/slip), backless, cut-out, off-the shoulder, spaghetti strap, sundress, tank-style, sleeveless, low-cut, back exposed, or revealing in any way.
• No vinyl, leather, suede, fleece, spandex/stretch, oversized pockets, pajamas, overalls, sweatpants, or coveralls.
• No inappropriate pictures or messages allowed.
• Underclothes may not be worn as outer clothes including men’s T shirts.
OUTSIDE JACKETS AND COATS
• All jackets/coats that are ¾ lengths (or less) are acceptable.
• “Trench” coats or “Dusters” are not allowed.
• No inappropriate pictures or messages allowed.
SHOES
• Shoes must be safe and appropriate for school.
• No house slippers, slides, flip flops, or shoes with skates, wheels or cleats.
HAIR
• Hair (including facial hair) must be neat, clean, and well-groomed.
• No distracting/extreme styles or unnatural coloring (pink, green, blue, etc.).
BACKPACKS
• May be any fabric.
• No inappropriate pictures or messages allowed.
PROHIBITED ITEMS:
• Glitter, writing or drawing on the face or skin
• Tattoos (temporary and permanent)
• Sunglasses
• Any type of head covering (no cap, hat, hair net, hair rollers, combs, or picks may be worn inside the building)
• Body piercing other than the ear
• Heavy chains, heavy chain necklaces, spike necklaces, or other inappropriate types of jewelry
• Inappropriate decorations or advertisements including, but not limited to, violence, drugs, alcohol, the occult, gang membership, sex, death, suicide, etc.
Board Approved April 4, 2016
Responsibility and Attitudes of
School and Staff to Substitute Teachers
A. The responsibility of the school principal:
1. Schedules should be in readiness for both the regular school schedule and for any special schedule to which the substitute is assigned.
2. The school should provide other necessary routine information such as special duties, absence reports, permits, bells, or problems peculiar to the individual school. This information should be given to the substitute teacher in writing upon arrival at the school.
B. The responsibility of the regular teacher:
1. IMPORTANT. The regular teachers should request a substitute teacher before 6:00 a. m. on the day the substitute is needed. If this is not possible, the request should be made directly to the principal.
2. It is the duty of the absent teacher to notify the school principal by 3:00 p.m. on the day before returning to work.
3. The teacher’s lesson plans and class rolls with other information regarding rooms and duties should always be accessible, either in the teachers’ desk or in some known place.
4. All keys to desks and cabinets should be accessible to the substitute.
5. A pupils’ seating chart should be left on the teacher’s desk with marks by the names of those students who can be depended upon for reliable aid. Class helpers should be indicated and should know what assistance they can give to a substitute teacher.
6. The teacher should be willing to give other needed information over the telephone or by personal conference, unless the teacher’s illness is so serious as to make contact unwise.
C. Attitude toward the substitute teacher:
1. It is desirable to create an attitude of helpfulness toward the substitute teacher. An attitude of understanding and respect for the problems a substitute may encounter is a clear responsibility of the school in which teachers and pupils share alike.
2. Teachers should not criticize or express dissatisfaction with the work of the substitute teacher in the presence of the pupils. If, however, the substitute’s work deserves criticism or involves the welfare of the school, such objections should be registered with the principal in an objective, professional basis.
3. Whenever an absence is anticipated, the regular teacher should do everything possible to prepare the children for work with the substitute teacher. Such planning should emphasize helpfulness, consideration, good manners, and behavior.
4. Teachers should realize that the educational welfare of boys and girls is involved in the success or failure of the substitute teacher; therefore, the substitute should be recognized as an important factor in the educational program.
Exercising Professional Judgment
Professional Ethics:
The substitute teacher has a professional obligation, even though he/she is not a regular classroom teacher. The first obligation of the teacher is therefore to the student. The substitute teacher is on the same professional level as the regular teacher and should remain conscientious toward responsibilities.
Previous Teaching Commitment:
Should a principal call you to teach for an extended assignment but you have been previously engaged by another principal, make certain that you inform the latter principal of your previous engagement. The two principals may work out an arrangement suitable to their needs; however, until you are notified that your first assignment is cancelled, you should plan to fulfill it.
Teaching Specialized Courses:
Frequently at the intermediate and high school levels you will be called to substitute for a chemistry, foreign language, mathematics, computer or other specialized teacher. Do not let this deter you from accepting the assignment for there will be lesson plans left by the regular teachers. Competent members of the class may be called on to help with explanations of the work in progress.
Ability to Relate to Others:
The ability to work successfully with others is essential. Substitute teachers should treat students, parents, secretaries, classified staff, teachers, administrators, and all other others with whom they come into contact in a friendly, courteous and respectful manner.
Negativity:
Substitute teachers should avoid speaking negatively about students, other teachers, or about the class or school. Negativity is almost never appreciated. The result is often damaging and frequently results in the substitute teacher developing a negative reputation and not being invited back.
Look and Act Like a Teacher:
Substitute teachers are expected to dress appropriately and to serve as role models. Shirts, ties, dress pants and dress shoes (unless teaching a physical activity) are most appropriate for men. Appropriately cut dresses and blouses, pant suits, and women’s slacks are appropriate for women. Short dresses, low cut blouses, blouses which expose the navel, nose rings, unusual hair colorings and pierced body parts (other than ears), T-shirts, or pants with holes, are normally deemed not to be professionally appropriate.
Assignment Preparation:
Substitute teachers should have access to a driving instruction map to help locate schools with which they are unfamiliar. In most instances, substitute teachers will find a classroom teacher left detailed lesson plans. However, substitutes should plan on bringing supplemental lessons and learning materials should lesson plans be completed early, or if additional learning materials are needed. Substitute teachers should plan on arriving early and checking into the school office immediately upon arrival. The office staff will provide classroom keys, maps of the school, duty schedules, class schedules, emergency procedures, lunch procedures, playground and school rules, etc. Substitute teachers should become familiar with this information as soon as possible.
Following Classroom Lesson Plans:
Most regular classroom teachers leave detailed substitute teacher lesson plans. Classroom teachers expect substitute teachers to follow their lesson plans closely. Do not deviate from this plan.
Instructional Aides and Use of Students:
Often substitute teachers will not be familiar with classroom or school procedures. If you are fortunate, you will have an instructional aide to assist you. Most often this will not be the case. When there is no instructional aide, substitute teachers will need to select responsible students to assist them and to provide them with necessary information.
Emergency Plans and Exits:
Substitute teachers should identify emergency exits, routes, and procedures for student emergency, evacuation and drills. A brightly colored Emergency Action Guide should be located on arrival and used as a reference for emergency procedures.
Confidentiality:
Confidentiality is not only a legal responsibility, it is essential for the protection of students and families. Discussing school matters outside of school should be avoided. If there is a serious concern, school administrators need to be notified, immediately.
Grading Student Papers:
Substitute teachers should follow the direction of the classroom teacher when it comes to grading student papers. If there are no specific grading instructions from the regular classroom teacher, student papers should be organized, so the classroom teachers can more readily grade them upon their return.
Leaving a Comprehensive Report:
Regular classroom teachers want to know how the day went. The names of particular students who were helpful, the names of students who may have been a particular challenge, information about the tasks completed, and any other relevant information needs to be shared with the regular classroom teacher. A teacher report form is included in this handbook.
Leaving the Room Neat and Clean:
Leave the room neater and cleaner than you found it at the end of the day.
Touching Students:
Teachers should exercise extreme caution in touching students. Hugging, putting your arms around students, patting, or touching students in any way can easily be misunderstood, and can place a teacher at legal and professional risk.
Taking Roll:
It is the professional and legal responsibility of teachers to ensure accurate student attendance accounting each class period.
Being Alone With Students:
Unfortunately, in today’s society, teachers are placing themselves and the district in “harm’s way” if they allow themselves to be alone and outside the view of others with individual students. Teachers should avoid situations where they are left alone with an individual student.
Language Barriers:
When a student and a teacher cannot readily communicate due to a language barrier, when possible, a substitute teacher should identify an instructional aide or a student who can serve as an interpreter.
Principal Observation of Substitute Teachers:
Many substitute teachers desire a regular teaching position. Remember that the principal has many responsibilities and is very busy. Given the time, opportunity, and when requested, most principals will consider observing a substitute teacher who is a long-term substitute or who substitutes frequently at the school. Substitute teachers may want to ask permission to leave a copy of their resume and/or business card with the principal.
Checking Out at the End of the Day:
Remember to turn your classroom keys in to the office and to find out if your services are needed as a substitute teacher the following day.
Lesson Plans
1. Arrive early, if possible, to review the lesson plan for the day. Lesson plans and other materials necessary for the day are usually found in or on the teacher’s desk. Any questions concerning the plans should be referred to the principal, department chair, or lead teacher. Examine textbooks, workbooks, and teacher’s editions to familiarize yourself with the material to be covered.
2. If a substitute teaching assignment is scheduled in advance, the substitute teacher may wish to contact the regular classroom teacher to discuss specific information that will make the substitute teacher’s job more efficient and to continue the desired pace of instruction.
3. Substitute teachers should follow the daily lesson plan as closely as possible. However, there will be times when, due to unforeseen circumstances, the substitute teacher will have to develop his/her own contingency plan.
4. Written work should not be graded, except as otherwise requested by the regular teacher. Any written work, assigned by the substitute, which is beyond the lesson plans should be graded and left for the teacher to examine. DO NOT WRITE in the official grade book or other books of record unless instructed to do so.
Substitute teachers placed for longterm assignments are expected to produce their own lesson plans. It is in the best interest of all concerned to keep in close contact with the regular teacher. If the assignment is for more than one day, the substitute should contact the principal concerning the advisability of calling the regular teacher. When the assignment is long term, the substitute should take the responsibility for instructional planning, making appropriate assignments, grading papers, keeping records, and taking over special duties of the regular teacher. The substitute should attend faculty meetings and assume the duties of the regular teachers.
Discrimination, harassment, and retaliation
Policies DH, DIA
Employees shall not engage in prohibited harassment, including sexual harassment, of other employees or students. While acting in the course of their employment, employees shall not engage in prohibited harassment of other persons, including board members, vendors, contractors, volunteers, or parents. A substantiated charge of harassment will result in disciplinary action.
Employees who believe they have been discriminated or retaliated against or harassed are encouraged to promptly report such incidents to the campus principal, supervisor, or appropriate district official. If the campus principal, supervisor, or district official is the subject of a complaint, the employee should report the complaint directly to the superintendent. A complaint against the Superintendent may be made directly to the board.
The district’s policy that includes definitions and procedures for reporting and investigating discrimination, harassment, and retaliation is reprinted below:
Harassment of students
Policies DF, DH, FFG, FFH
Sexual and other harassment of students by employees are forms of discrimination and are prohibited by law. Romantic or inappropriate social relationships between students and district employees are prohibited. Employees who suspect a student may have experienced prohibited harassment are obligated to report their concerns to the campus principal or other appropriate district official. All allegations of prohibited harassment of a student will be reported to the student’s parents and promptly investigated. An employee who knows of or suspects child abuse must also report his or her knowledge or suspicion to the appropriate authorities, as required by law.
The district’s policy that includes definitions and procedures for reporting and investigating discrimination, harassment, and retaliation is reprinted below:
The definition of solicitation of a romantic relationship can be found in DF (Legal), and in the text of FFH (Local).
Legal Responsibilities
of Substitute Teachers
Theory of Common Law: Courts have held that schools have a special relationship with students and have a legal duty to protect students from foreseeable harm. The basic theory underlying the theory of common law is negligence. In order for schools to be held liable for injuries to students all three elements need to be present:
1. A duty of reasonable care
2. A breach of duty
3. Actual damage to the plaintiff
Loco Parentis:
While under the supervision of school personnel, staff members serve in loco parentis (in place of the parents).
Theory of Reasonableness:
Courts will attempt to determine if school personnel acted as a reasonable and prudent adult would normally act under the same given circumstances if a student is injured.
Degree of Foreseeable Harm:
Courts will seek to determine if any injury to a student could have been anticipated and prevented. The degree of foreseeable harm often determines the extent in which teachers, administrators, and school districts are held liable for injuries to students.
Leaving Students Unattended and Locking Classrooms:
Teachers should not leave students in classrooms unattended without certified supervision. Teachers are responsible for all students under their charge and are legally responsible for the welfare of these students.
Reporting Dangerous Situations:
If any employee at a school observes the existence of a dangerous situation, it is imperative that it be reported to school officials as soon as possible so preventative and/or corrective actions can be taken. Dangerous situations can include unsafe equipment, physical obstacles, unknown objects, potential and actual student confrontations, substance abuse, gang activities, etc.
Missing Students:
Missing students should be reported to the school office immediately.
Injuries to Students:
If any doubt exists in the mind of a teacher about moving an injured student, don’t move the student. The school official should be notified immediately for medical assistance. An observing student may need to be sent to the office for assistance while the teacher attends the injured student.
Release of Students:
Students should not be released directly to anyone other than school personnel without the written permission from office staff. Anyone who requests that a student be released to their care should be referred to the school office for written authorization before the student is released.
Confidentiality:
Any request for information regarding students or families from outside school sources should be referred to the school principal. Substitute teachers needs to be diligent in protecting the privacy rights of students and families.
Due Process:
Courts have held that education is a property right. Student property rights may not be abridged without observing students’ legal due process rights. The guarantee of a fair and impartial hearing must be afforded all students.
Child Abuse Reporting:
Even suspected child abuse must be reported to the proper legal authorities. Substitute teachers who suspect child abuse should seek the guidance of school administrators.
Students on Medication:
Students are prohibited from taking medication without being under the immediate supervision of appropriately designated and trained staff. Students who bring medications to class should be referred to the school nurse immediately.
Letting Students Out Early:
Letting students out early is disruptive to other classrooms, and it often results in students being unsupervised. If unsupervised students are injured, the school district and the assigned teacher(s) are legally responsible. The early release of students should not be permitted without prior authorization of school administrators and without appropriate student supervision being provided.
Weapons and Drugs:
DISD has a zero tolerance law regarding weapons and drugs in schools. Any student suspected of being in possession of weapons or drugs or under the influence of drugs is in violation of the law and school administrators should be notified immediately.
Sexual Harassment:
Sexual harassment (use of sexually explicit language, requests for sexual favors, sexually graphic materials/language, or the creation of a sexually hostile work or learning environment) between and among students, between staff and students, or between staff members is legally prohibited and should be reported immediately to the appropriate school administrator.
School Visitors:
Most schools require school visitors to report to the school office prior to actually visiting classrooms or the playground. If you observe individuals at the school who you believe are unauthorized, report them to the school office immediately. Most schools will provide visitors with nametags or written authorization.
Playground Supervision:
If a student is seriously injured on the playground, courts will attempt to determine the following: if there is a proper number of assigned staff members on duty, if playground supervisors were properly located and diligent, if proper safety rules existed, if those rules were consistently and properly enforced, and if any foreseeable and preventable danger existed. If human error did occur, the courts will seek to determine if that failure was the proximate reason the student sustained the injury.
Use of Physical Force:
Rarely, and only under emergency situations, is it legally or professionally permissible for teachers to use physical force with students. Physical force may only be used in order to prevent injury to students, others, or self. The use of physical force must be limited to the amount of force absolutely necessary to prevent injury. Teachers should avoid placing themselves in danger of injury when supervising students.
Classroom Management
Remember:
It is important for the substitute teacher to establish their classroom expectations and consequences at the beginning of the day. It is essential for teachers to be perceived by students as confident, as being in charge, and as being fair.
Respecting Students:
Remember that each individual student is a person who deserves to be treated with respect regardless of their primary language, social training, cultural background, or personal circumstance. Students respect adults who respect them.
Staying in Control:
Teachers should model appropriate behavior even under highly stressful situations. When teachers lose self-control, it becomes more difficult to make proper decisions and to retain the respect of students. When teachers lose self-control, their behavior often becomes the focus of attention rather than the student’s behavior.
Eye Contact:
Direct eye contact and non-verbal communication are effective classroom management tools, provided that the non-verbal communication doesn’t become threatening or intimidating to students.
Raising Your Voice:
Using different voice inflections in the classroom is appropriate only if it has a legitimate educational purpose, doesn’t result in yelling (which is ineffective and abusive), and doesn’t demean students.
Establishing Standards of Conduct:
Letting the entire class know your expectations is key to having a successful educational day. “Establishing standards” should be done as early in the day as possible. Teachers need to be firm, fair, and consistent. Setting reasonable standards and consequences and consistent enforcement of these standards is essential in maintaining a safe and orderly learning environment.
Logical Consequences for Student Behavior:
Students need to understand that if they chose to follow or violate classroom expectations, a correlation exists between their choice and the consequence. Negative student consequences should be logical and in proportion to the seriousness of the violation. Rewards should also be in proportion to students’ correct choices. Rewards should have a legitimate educational purpose, and the reward offered should be sufficient enough to motivate students to want to continue making correct choices.
Positive Reinforcement:
Students, like adults, respond to positive reinforcement better than to sarcasm or use of the negative. Praising desired behavior is much more effective than punishing undesired behavior. Preventive discipline is more effective than reactive discipline.
Surprising Students:
Students need and expect clear direction and predictability. Clear direction and teacher predictability provide a safer and more secure learning environment for students. A disciplinary surprise is usually not only ineffective, it often results in the students perceiving the teacher as being unfair and unreasonable.
Correlation of Success and Student Behavior:
There is a high correlation between the difficulty of assigned work and student behavior. If the assigned work is too difficult, students may become frustrated and begin to act out. If the assigned work is too easy, students may easily become bored and also begin to act out. The teacher needs to constantly monitor student learning by walking around the classroom and checking for student understanding. Assisting students who are having difficulty and adjusting the level of difficulty of the work will go a long way to ensure proper classroom management. Increasing the difficulty of the work or providing alternative learning assignments to students who have demonstrated mastery of the assignment will help to prevent boredom and classroom disruptions.
Proximity and Classroom Management:
There is a direct correlation of distance of the teacher from the student and student behavior. The closer a teacher is to a student, normally, the better the student’s behavior. Teachers who walk around the classroom and monitor student conduct usually maintain much better classroom control.
Supervising Students from the Back of the Classroom:
Supervising students from the back of the classroom is a highly effective classroom management tool.
Unoccupied Student Time:
Unoccupied and non-directed student time often results in classroom management difficulties. Teachers should provide learning activities for students to begin working on immediately upon entering the classroom and upon concluding their regular classroom assignments.
Extinction:
Minor unacceptable student behaviors are often best dealt with by using a technique known as extinction (ignoring minor negative behavior so it is not reinforced by providing desired attention). This technique usually results in minor acceptable student behavior disappearing. If the undesired behavior persists, the teacher will need to use more direct disciplinary intervention strategies.
Typical Classroom Rules:
Typical elementary and middle school classroom rules include the following: (a) Keep you feet, hands, and objects to yourself; (b) You may talk when you have raised your hand and been given permission to do so by the teacher; (c) Students are to remain in their seats unless given permission to be out of their seats; (d) No “put-downs”; and (e) No student will stop another student from learning. Severe violations resulting in instant referrals to the principal’s office include fighting, possession of drugs or weapons, physical threats, constant disruption and defiance, etc. Typically, high school students need classroom rules to be stated in such a way that they reflect the increased level of maturity of the students. Refer to specific classroom rules for your school.
Isolating Students:
It may be appropriate to isolate a student from other students, due to a pattern of consistent disruptive behavior. Remember that the teacher needs to maintain visual contact and the ability to directly supervise all students.
Arguing with Students:
Students who disagree with what the teacher is requiring or doing should be encouraged to discuss those concerns privately with the teacher. Students should not be allowed to argue with the teacher in front of other students or to publicly challenge the teacher’s authority.
Dignifying Students:
Students will generally accept fair and reasonable rules and consequences when they know that the teacher is genuinely concerned about their well being. Students should not be singled out or used as an example. When a teacher has had to repeatedly or strongly correct a student, it is important that before the student leaves for the day, the teacher reinforces with the student that he/she cares about them, believes in them, and sincerely wants what is best for them. Teachers need to role model terms such as please, thank you, excuse me, etc.
Desired Teacher Characteristics:
Teachers should conduct themselves as appropriate authority figures and as student role models. Teachers should be viewed as caring, dedicated, skillful, sensitive, flexible, and responsive.
Listen Before You Discipline:
It is important to listen carefully to students and to consider their point of view before disciplinary action is taken. Listening to students is particularly important when there is a situation where the teacher may not have all the information. The process of listening will not only assist the teacher in making proper decisions, but will often result in a teachable moment for that student.
Seating Charts:
The ability to call students by name is a very powerful tool in classroom management. The use of a seating chart can be invaluable in helping the substitute teacher to call students by their names.
Logical Consequences for Disciplinary Infractions:
It is difficult to identify in advance appropriate disciplinary consequences for every circumstance that might arise in a school environment. Generally, substitute teachers should plan on utilizing the regular classroom teacher’s rules and consequences. A referral to the office usually comes only after other disciplinary strategies have failed to bring about the desired results. Teachers should clearly spell out consequences of student choices and then be prepared to back up their words by consistently enforcing consequences.
Student Disciplinary Scenarios
Remember: It is important for substitute teachers to establish their classroom expectations and consequences as early as possible in the day.
Scenario 1: Students Who Interrupt Learning: i.e., Minor Misbehavior
• Use extinction (refuse to recognize the student) until they raise their hand.
• Praise other students for raising their hands.
• Make eye contact with the student(s) and send a non-verbal message not to interrupt.
• Stand near the student.
• Privately, inform the student that you expect him to raise his hand and be recognized before he speaks.
• Write student’s name on the board.
Scenario 2: Dealing with Students Who Refuse to do Work
• Check with individual students to ensure they understand the assigned work, be prepared to reteach and to adjust the level of difficulty of the work as necessary.
• Find out from the student if something is bothering him and if you can help him in some way.
• Contact other teachers who are familiar with this student to determine if this is the student’s normal behavior pattern. Try various strategies that might be effective in getting this student to work.
• Withhold a special activity or privilege if the student persists in not doing their work.
Scenario 3: Students Who Won’t Follow Instructions
• Make certain to repeat and clarify the instructions and then check with the student(s) for understanding.
• Have students repeat that they need to follow instructions.
• Communicate with students regarding possible consequences if they don’t follow instructions.
Scenario 4: The Class that Refuses to be Quiet, Pay Attention, or be Cooperative
• Remember the students who are doing what they are supposed to do.
• If the students just arrived at class, and they still refuse to be quiet, cooperate or to pay attention, determine why the class is reacting in that manner. If there has been an incident that is upsetting the class, the teacher may need to discuss the incident with the class before academic instruction begins. If the incident has been particularly upsetting, the teacher may consider having students write about their feelings and then discussing those feelings with the entire class (without identifying individual students’ concerns).
• Clearly and firmly (not in a hostile manner) state your expectations and the consequences students face if they choose not to comply with your needs for quiet, cooperation, and your need for them to pay attention.
• Turning the lights off and on is often effective in getting the attention of the class.
• With elementary and middle school students, the teacher may consider counting orally to ten or making ten separate marks on the chalkboard to communicate that you expect the class to give you their attention now.
• If an elementary or middle school class has a quiet signal, such as all students raising their hands, the teacher may initiate the class signal for quiet. The substitute teacher may want to establish a signal for class quiet early in the day, if the regular classroom teacher does not have a signal.
• With primary students, the teacher may require students to lay their heads on the desk and observe five minutes of quiet time to compose themselves.
• Writing individual students’ names on the chalkboard who refuse to be quiet or cooperative is often effective (provided there is an appropriate sequence of consequences for each failure to comply).
Scenario 5: Student Activity Transitions
• Teachers should be very precise about the directions they give students. Examples of precise directions include: “Stop what you are doing; put away your English book; take out your math book and turn to page 356; take out a pencil and paper and write your first and last name in the top right hand corner of your paper now.”, etc,
• Teachers should have educationally beneficial “sponge activities” for students who complete their work before other students are ready to transition to another educational activity.
• Student movement creates increased opportunities for students to become disruptive. Unless the educational activity dictates student movement it is normally better for the teacher to move to the students.
Scenario 6: Strategies for Working with Problem Student(s)
• If you expect students to misbehave, they will usually live up to your expectation. Every student should be able to start each day with a “clean slate”. However, when a student has been identified as a problem, the substitute teacher may ask other teachers who have worked with this student about educational strategies which have been effective in the past.
• Enlist a problem student’s support by asking for his help or by assigning him a classroom responsibility.
• Individual praise, recognition, or granting of an educational privilege often is effective in encouraging problem students to be more cooperative.
• Short-term rewards are usually more effective than long-term rewards when working with problem students. Usually, the younger student, the shorter the time recognition needs to be.
• Have the problem student restate what is expected of him.
• If a student has a difficult time cooperating, moving the student closer to the teacher and/or isolating that student from the group may be appropriate (remember, the students should remain in full view of the teacher so proper supervision can be provided).
Scenario 7: Students Switching Seats
• The regular classroom teacher generally will leave a student seating chart. If there is no seating chart, the substitute teacher may want to consider making one.
• If the substitute teacher suspects that students are not sitting in their assigned seats, the teacher should explain to the students that for safety reasons they must be seated in their assigned seats.
• Students need to understand that if they are sitting in the wrong seats, they may also be wrongfully blamed for something that they didn’t do.
• Giving students the opportunity to sit in their assigned seats, immediately after sharing the expectation that students are to sit in their assigned seats, without disciplinary consequences will usually solve the problem.
• If students still refuse to sit in their assigned seats, an appropriate disciplinary consequence should follow.
Scenario 8: Student Use of Profanity and “Put-Downs”
• Substitute teachers should have established their expectations and consequences at the beginning of the day, which deal with these issues. “Put downs” of other students are not to be tolerated.
• Students need to immediately stop that behavior, a private correction needs to be given, and the student needs to repeat the expectancy.
Scenario 9: Fights, Threats, Weapons and Drugs
• Texas has zero tolerance laws with regard to weapons and drugs. Students in possession of weapons or drugs or who are suspected to be under the influence of alcohol and drugs should be referred to school administrators immediately.
• Schools must provide a safe and secure environment for students to learn, and threats and fighting are not acceptable. Students who are involved in fighting should be referred to school administrators immediately. Threats should be considered legitimate threats to the welfare of others and should also be dealt with immediately. If threats appear to be serious in nature, then the school administrators need to be notified immediately.
Scenario 10: Sexual Harassment
• Student-to-student sexual harassment is not to be tolerated. Students who subject other students to a pattern of unwelcome sexual jokes or comments are engaging in illegal sexual harassment and should be referred to school administrators. Whenever this type of behavior is observed or brought to the attention of the teacher, the teacher needs to intervene and stop the behavior from reoccurring. Students who touch other students in a sexual manner are also guilty of sexual harassment and need to be immediately referred to school administrators.
Essential Steps in Establishing
A Positive Classroom Environment
Expectations:
An essential step in creating a positive student learning environment is having students clearly understand what is expected of them. The possibility of getting students to engage in positive behavior is greatly enhanced when the teacher has instructed students what is expected of them. Students need to become familiar with the expectations of the teacher as quickly as possible. Getting students to engage in desired behavior is greatly enhanced when they know what is expected of them.
Expectancies should be kept to a maximum of four or five.
Expectancies should be stated in positive and instructional terms.
Particularly younger elementary students need to be taught expectancies within the context of each situation. Proper behavior while waiting in line, going from one location to another, classroom conduct, etc. needs to be individually taught in each environment. This is necessary because younger students have difficulty in making the intellectual transfer of what is expected from them in one setting to the next.
Expectancies should be role-played and discussed with students (normally below the sixth grade level). At every level teachers need to have students restate what is expected of them. This is essential in getting future student cooperation.
The Importance of Task:
Getting students on task as quickly as possible makes it much easier to get and to keep students engaged in learning. When students are actively involved with the learning, they will seldom have the time to get into trouble. The more free time students have, the greater the likelihood that they will create classroom disruptions.
Determining the Difference between Minor and Major Student Misbehavior:
Teachers must determine between minor and major disruptive student behavior. If the student’s behavior is merely annoying and irritating, it is usually minor misbehavior. Minor misbehavior can be best dealt with by ignoring it and by recognizing other students’ positive behavior. Teachers should use caution in bringing attention to minor classroom misbehavior, since recognition can often strengthen the unwanted negative behavior. Major disruptive behavior occurs when a student or students interfere(s) with student learning. This cannot be permitted. Even with major disruptive behavior, correction should be done quickly and privately, whenever possible. Stopping the behavior quickly and getting students to repeat what is expected of them is essential in getting students to be cooperative and to minimize classroom disruption.
Extinction:
Purposely ignoring minor and insignificant student misbehavior and then recognizing positive student behavior is an essential tool in creating and maintaining a positive classroom environment.
Responding to Negative Behavior in a Positive Manner:
Redirecting negative student behavior by recognizing another student’s positive behavior is a highly effective classroom management technique.
Management by Wandering Around and Proximity:
Walking around in the classroom and being in close proximity to students is an indicator of a well-managed and positive classroom.
Teacher Behavioral Maturity:
Teachers should remain professional, model positive behavior even when under stress, and maintain a calm and serene demeanor.
Maintaining a High Rate of Positive Interactions:
Research shows that 90% of the positive things that students do in the classroom go unrecognized. Maintaining a high rate of positive interactions with students greatly enhances the probability of a positive classroom environment.
Acknowledge Positive Behavior at Irregular and Unexpected Intervals:
Acknowledge positive student behavior when it is not expected.
Teachers should acknowledge behavior only when positive reinforcement is deserved.
Verbal praise should be done in a casual manner and should require no more than eight to ten words or more than three to five seconds.
When a positive reaction generates a negative response, teachers should use extinction whenever possible. Teachers should come back to that student and recognize positive behavior as soon as possible.
Teachers should praise the value as well as the behavior. Values such as hard work, kindness, dependability, etc. should be reinforced in the verbal recognition as well as the desired behavior.
Continual Teacher Reflection
Highly effective teachers reflect on their lessons, student learning, and classroom environments on a continual basis. Effective teachers carefully analyze student learning and devise strategies in which the instruction can become more effective in the future.
55 Ways to Say “Good Job”
Everyone knows a little praise goes a long way in a classroom. Whether it is spoken or written at the top of a student’s paper, praise reinforces good behavior and encourages work. But the same traditional phrases used over and over can sound rehearsed and become ineffective. Here are variations of ways to give praise, show interest, and offer encouragement.
You’ve got it.
That’s right!
That’s good!
You are very good at that.
Good work!
Exactly right!
You’ve just about got it.
You are doing a good job.
That’s it!
Now you’ve figured it out!
Great!
I knew you could do it.
Congratulations!
Not bad.
Now you have it.
You are learning fast.
Good for you!
Wow!
That’s the way.
Keep up the good work.
Terrific!
That’s the way to do it.
Sensational!
That’s better.
Excellent!
That was first class work.
Perfect!
That’s better than ever.
Much better!
Wonderful!
You did that very well.
Stupendous!
Outstanding!
Fine!
Fantastic!
Tremendous!
That’s great.
You’re really improving.
Superb!
Good remembering!
You certainly did well today.
Keep it up!
That’s it!
Marvelous!
Cool!
Way to go.
You’ve got the hang of it.
You’re doing fine.
That’s a real work of art.
Keep on trying!
That’s clever.
Very interesting!
You make it look easy.
Good thinking.
That’s a good point.
Characteristics of a Master Teacher
Strong Role Model for Students
Well-Founded in Discipline Area
Warm and Friendly with Student
Socialization Atmosphere
Idealistic Expectations
Enthusiasm for Teaching
Teaching Strategies Involve Students
Good Sense of Humor
Comfortable with Teaching Style
Well-Organized Presentations
Encourages Intellectual, Challenging Atmosphere in the Classroom
Understands the Communication Process
Tolerant and Interested in Students
Hints for the Successful Substitute
When you are called:
Be available
Be on time
Follow the plans
Perform the teacher’s duties
Get to know the faculty
Leave good notes
When you’re working with the students:
Arrive in class early
Establish eye contact
Start before the bell
Get the kids working immediately
Give a compliment
Make sure they are doing their work
Be brave and bold
Get help taking roll
Have a sign-in sheet
When you have to discipline:
Know the discipline plan (usually posted in the room)
Re-arrange desks
Separate kids
Stand close and make direct commands
Observe behavior
Use your best judgment
And always remember:
Avoid kids’ games
Be aware of practical jokes
Keep eyes on your students
Be prepared and keep kids busy
Don’t argue
Know the rules
Learn to laugh J
3
Substitute Teacher Checklist
At Home
o Keep a note pad and pencil by the phone you will be using to answer early morning calls.
o Answer the telephone yourself.
o Assemble a Super Sub Pack. Keep it well stocked and ready.
o Leave early enough to arrive at school at least 20 minutes prior to the beginning of school.
Prior to Entering the Classroom
o Report to the main office.
o Ask if there will be any extra duties associated with the permanent teacher’s assignments.
o Ask about student passes and special procedures.
o Office personnel will tell you about any duties or if you need to report to another class during the conference period/PE-athletic periods.
o Report to the office for possible assignments at the beginning of your conference period(s).
o Do not leave campus during unscheduled classes.
o Find out how to refer a student to the office.
o Obtain any keys that might be necessary.
o Find out how to report students who are tardy or absent.
o Find the locations of restrooms and the teachers’ lounge/workroom.
o Ask the names of the teachers on both sides of your classroom and if possible, introduce yourself to them.
o Put your name on the board.
o Review the expectations or rules posted.
o Locate the school evacuation map and Crisis Management Plan.
o Read through the lesson plans left by the permanent teacher.
o Locate the books, papers, and materials which will be needed throughout the day.
o Study the seating charts. If you can’t find any, get ready to make your own
o When the bell rings, stand in the doorway and greet students as they enter the classroom.
DICKINSON INDEPENDENT SCHOOL DISTRICT
Kimberly Rich, Executive Director of Human Resources
Post Office Drawer Z
Dickinson, Texas 77539-2026
Dear Substitute Employee:
This letter provides notice of reasonable assurance of continued employment with the Dickinson Independent School District when each school term resumes after a school break. By virtue of this notice, please understand that you may not be eligible for unemployment compensation benefits drawn on school district wages during any scheduled school breaks including, but not limited to, the summer, Christmas, and spring breaks. This assurance is contingent on continued school operations and will not apply in the event of any disruption that is beyond the control of the District (i.e., lack of school funding, natural disasters, court-orders, public insurrections, war, etc.)As of the 2016-2017 school year you must substitute a minimum of 10 days each school year or you will be removed from the active substitute roster and must re-apply.
Nothing contained herein constitutes an employment contract. Your continued employment is on an at-will basis. At-will employers may terminate employees at any time for any reason or for no reason, except for legally impermissible reasons. At-will employees are free to resign at any time for any reason or for no reason. If you will be available to work as a substitute employee during the next school year, please complete the enrollment form, declination form for medical and campus selection form and return it to the Human Resource office by ________. If you are not going to substitute during the 2016-2017 school year, your ID card must be returned to the Human Resource office at the end of this school year.
Your services on behalf of the children of the District are appreciated, and we hope that you will be able to continue your association with the District.
Sincerely,
Kimberly Rich
Executive Director of Human Resources
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Please complete the following information and return the original to the Human Resource Office by ___________. If all of the forms are not returned to Human resources by this date you will be removed from the substitute employee list.
I would like to renew my status as a substitute employee.
Please check one: ο Teacher ο Paraprofessional (Instructional Aide, Clerical)
Name (Print) Date
Signature Social Security Number
Address Telephone Number
City State Zip Code
An Equal Opportunity Employee
Securing an Assignment
You can expect phone calls to start as early as 5:30 a.m. If you are unable to answer your phone and the call goes to voicemail the automated system will not leave a message.
To view substitute information:
AESOP Quick Start Guide for Substitutes is found at the back of this handbook.
The guide will show you how to:
Log on to the AESOP System
Find and accept available assignments
View your schedule
Manage your call times
Manage your availability
Manage your personal information
**Please note that if you have accepted a position in AESOP and are unable to work that assignment, you must contact the campus substitute coordinator to cancel. Once you have canceled the system will not allow you to choose another assignment for that day, nor will it call you for another assignment for that day.
Substitute Teacher Report K-4
Substitute: Date:
Phone Number: Grade:
Substituted for: Campus:
Notes regarding lesson plans:
I also taught:
Notes regarding behavior:
Terrific helpers:
Students who were absent:
Messages for the permanent teacher:
Substitute Teacher Report 5 -12
Substitute: Date:
Phone Number: Grade:
Substituted for: Campus:
|Period |Notes about lessons |Notes about students |
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Messages for the permanent teacher:
Please let me know some areas you feel I can improve, to be a better substitute for you.
Personal Work Record
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Personal Work Record
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To set up Employee Access (for viewing your info, including payroll)
Log in:
Click on STAFF tab
Click on EMPLOYEE ACCESS CENTER
User ID: Employee ID# (your Finance Plus #)
Password: SSN (no dashes) or the last 4 of your SSN
If you need assistance or forget your password or username, please call:
Technology Help Desk 281-229-6028
Dickinson ISD
Statement of Nondiscrimination
It is the policy of the DISD not to discriminate on the basis of race, color, national origin, sex or handicap for services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.
Es política del Distrito Escolar Independiente de Dickinson no discriminar en base de raza, color, nacionalidad de origen, sexo o discapacidad, por servicios o actividades como es requerido en el Título VI del Acto de los Derechos Civiles de 1964, según enmendado; el Título IX de la Enmiendas de Educación de 1972, según enmendado; y la Sección 504 del Acto de Rehabilitación de 1973, según enmendada.
It is the policy of the DISD not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.
Es política del Distrito Escolar Independiente de Dickinson no discriminar en base de raza, color, nacionalidad de origen, sexo, discapacidad, o edad en las prácticas de empleo como es requerido por el Título VI del Acto de los Derechos Civiles de 1964, según enmendado; el Título IX de la Enmiendas de Educación de 1972; el Acto de la Discriminación de Edades de 1975, según enmendado; y la Sección 504 del Acto de Rehabilitación de 1973, según enmendada.
For information about your rights or grievance procedures, contact the Title IX Coordinator, Robert Cobb, at 2218 East FM 517, Dickinson, TX 77539, (281) 229-6000, and/or the Section 504 Coordinator, Laurie Rodriguez, at 2218 East FM 517, Dickinson, TX 77539, (281) 229-6000.
Para información sobre sus derechos o procedimientos de quejas, contacte el Coordinador del Título IX, Robert Cobb, en 2218 East FM 517 Dickinson, TX 77539, (281) 229-6000, y/o el Coordinador de la Sección 504, Laurie Rodríguez, en 2218 East FM 517 Dickinson, TX 77539, (281) 229-6000.
5 Minute Fillers
If I were a… Grades K-5
This activity can be done while students are sitting in their desks or waiting in line. Begin by saying “If I were a…” Have one of the students name a general topic such as food, sport, plant, animal, etc. Give each student the statement while the rest of the class listens.
Example: “If I were a food, I would be pizza.”
Brain Teasers and Riddles Grades 3-12
1. What is bought by the yard yet worn by the foot? Carpet
2. What is full of holes yet holds water? A sponge
3. What is the longest word in the English language? Smiles. There is a mile between the first and last letter.
4. If eight birds are on a roof and you shoot one, how many remain? None. They all fly away.i8
5. What speaks every language? An echo
6. What table is completely without legs? A time table
7. Can a man living in Chicago be buried west of the Mississippi? No. He is alive
8. Why should fish be well-educated? They are found in schools.
9. Do they have Fourth of July in England? Yes (but it is not a holiday)
10. Why can’t it rain for two days continually? Because there is always a night in between.
11. Take two apples from three apples, what do you have? Two apples
Secondary Sponges
A sponge activity is one that “soaks up” extra time. This can be a group activity with the students remaining in their seats. Keep track of the information by writing it on the board. In addition to the prompts below, sponges can also be developed to introduce, enhance, or compliment the lesson for the day. This can be utilized for all grade levels.
1. How many different languages can you name?
2. Name as many breeds of dogs that you know.
3. How many baseball teams can you name?
4. Name as many restaurants as you can.
5. Name all the states that have the letter E in them.
6. Name all the countries of the world that you can.
7. Name all the places that you can find sand.
8. Name the state capitols.
9. How many cartoon characters can you name?
10. How many flavors of ice cream can you name?
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Day to Day Substitutes - less than 11 consecutive days in same assignment.
*Long Term Substitutes -11 to 30 consecutive days in same assignment.
*Permanent Substitutes - 31 or more consecutive days in same assignment.
*Substitute is allowed to miss one unpaid day in any twenty (20) day period for personal or family illness and still retain long-term or permanent substitute status.
*A scheduled early release day for students is considered a half day.
Grades PK-6
GRADES 7-12
The complete Board Policy Manual may be found at the Dickinson ISD website at
(Click on “Board of Trustees”, “Board Quicklinks”, “Board Policy”. From the list of policies, choose “Section D – Personnel”. From the specific list of policies choose “DIA” “Freedom from Discrimination, Harassment, and Retaliation”. Local policy will be found after the legal policy in DIA. You may also search by entering “DIA” in the “Go to Policy Code”.
The Board Policy Manual may be found at the Dickinson website at
(Click on “Board of Trustees”, “Board Quicklinks”. From the list of policies, choose “Section F – Student Section”. From the specific list of policies choose “FFH (Local)” Student Welfare - “Freedom from Discrimination, Harassment and Retaliation”. “Romantic relationship” is found in “Section D – Personnel”, under DF (Legal) – “Termination of Employment”.
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