2024-2025

STUDENT HANDBOOK

If you have difficulty accessing the information in this

document because of disability, please
contact the district at 936-931-3685.
 Waller ISD Student Handbook
2024-25 School Year
If you have difficulty accessing the information in this document because of disability, please
contact the district at 936.931.3685 or [email protected].
Contents
Preface Parents and Students:........................................................................................... 3
Accessibility ..................................................................................................................... 4
Section One: Parental Rights ............................................................................................. 5
Consent, Opt-Out, and Refusal Rights............................................................................. 5
Removing a Student from Instruction or Excusing a Student from a Required Component
of Instruction .................................................................................................................. 10
Right of Access to Student Records, Curriculum Materials, and District Records/Policies
...................................................................................................................................... 11
A Student with Exceptionalities or Special Circumstances ............................................. 15
Section Two: Other Important Information for Parents and Students ........................... 22
Absences/Attendance.................................................................................................... 22
Accountability under State and Federal Law (All Grade Levels)..................................... 26
Armed Services Vocational Aptitude Battery Test (Grades 10-12) ................................. 27
Bullying (All Grade Levels) ............................................................................................ 27
Career and Technical Education (CTE) and Other Work-Based Programs (Secondary
Grade Levels Only)........................................................................................................ 30
Celebrations (All Grade Levels) ..................................................................................... 30
Child Sexual Abuse, Trafficking, and Other Maltreatment of Children (All Grade Levels)
...................................................................................................................................... 30
Class Rank/Highest-Ranking Student (Secondary Grade Levels Only) ......................... 33
Class Schedules (Secondary Grade Levels Only) ......................................................... 33
College and University Admissions and Financial Aid (All Grade Levels) ...................... 33
College Credit Courses (Secondary Grade Levels Only) ............................................... 34
Communications (All Grade Levels) .............................................................................. 35
Complaints and Concerns (All Grade Levels) ................................................................ 35
Conduct (All Grade Levels)............................................................................................ 36
Counseling .................................................................................................................... 37
Course Credit (Secondary Grade Levels Only) .............................................................. 38
Credit by Examination — If a Student Has Taken the Course/Subject (Grades 6-12) .... 39
Credit by Examination for Advancement/Acceleration — If a Student Has Not Taken the
Course/Subject .............................................................................................................. 39
Dating Violence, Discrimination, Harassment, and Retaliation (All Grade Levels) ......... 40
Discrimination ................................................................................................................ 43
Distance Learning (All Grade Levels) ............................................................................ 43
Distribution of Literature, Published Materials, or Other Documents (All Grade Levels) . 44
Dress and Grooming (All Grade Levels) ........................................................................ 45
Electronic Devices and Technology Resources (All Grade Levels) ................................ 46
End-of-Course (EOC) Assessments .............................................................................. 47
Emergent Bilingual Students (All Grade Levels) ............................................................ 47
Extracurricular Activities, Clubs, and Organizations (All Grade Levels).......................... 48
Fees (All Grade Levels) ................................................................................................. 49
Fundraising (All Grade Levels) ...................................................................................... 50
Gang-Free Zones (All Grade Levels) ............................................................................. 50
Gender-Based Harassment ........................................................................................... 50
Grade-Level Classification (Grades 9-12 Only).............................................................. 50
Grading Guidelines (All Grade Levels)........................................................................... 51
Graduation (Secondary Grade Levels Only) .................................................................. 51
Harassment ................................................................................................................... 56
Hazing (All Grade Levels) .............................................................................................. 56
Health — Physical and Mental ....................................................................................... 56
Health-Related Resources, Policies, and Procedures .................................................... 63
Law Enforcement Agencies (All Grade Levels) .............................................................. 64
Leaving Campus (All Grade Levels) .............................................................................. 65
Lost and Found (All Grade Levels) ................................................................................ 66
Makeup Work ................................................................................................................ 66
Nondiscrimination Statement (All Grade Levels) ............................................................ 67
Nontraditional Academic Programs (All Grade Levels) .................................................. 68
Parent and Family Engagement (All Grade Levels) ....................................................... 68
Parking and Parking Permits (Secondary Grade Levels Only) ....................................... 69
Pledges of Allegiance and a Minute of Silence (All Grade Levels) ................................. 70
Prayer (All Grade Levels) .............................................................................................. 70
Promotion and Retention ............................................................................................... 70
Release of Students from School .................................................................................. 71
Remote Instruction ........................................................................................................ 71
Report Cards/Progress Reports and Conferences (All Grade Levels) ........................... 71
Retaliation ..................................................................................................................... 71
Required State Assessments ........................................................................................ 71
Safety (All Grade Levels) ............................................................................................... 73
SAT, ACT, and Other Standardized Tests ..................................................................... 75
Schedule Changes (Middle/Junior High and High School Grade Levels) ....................... 75
School Facilities ............................................................................................................ 75
School-Sponsored Field Trips (All Grade Levels) .......................................................... 78
Searches ....................................................................................................................... 78
Sexual Harassment ....................................................................................................... 80
Special Programs (All Grade Levels) ............................................................................. 80
Standardized Testing..................................................................................................... 80
Summer School (All Grade Levels) ................................................................................ 80
Tardies (All Grade Levels) ............................................................................................. 80
Textbooks, Electronic Textbooks, Technological Equipment, and Other Instructional
Materials (All Grade Levels) .......................................................................................... 81
Transfers (All Grade Levels) .......................................................................................... 81
 Transportation (All Grade Levels) .................................................................................. 82
Video Cameras (All Grade Levels) ................................................................................ 84
Visitors to the School (All Grade Levels)........................................................................ 85
Volunteers (All Grade Levels) ........................................................................................ 86
Voter Registration (Secondary Grade Levels Only) ....................................................... 86
Withdrawing from School (All Grade Levels).................................................................. 86
Glossary............................................................................................................................. 87
Appendix: Freedom from Bullying Policy........................................................................ 90
Student Welfare: Freedom from Bullying ....................................................................... 90
Page 1
Facilities Directory

Facility Address Phone

Waller ISD Administration 2214 Waller Street, Waller TX 77484 936.931.3685

School Nutrition 1918 Key Street, Waller TX 77484 936.936.2237

Special Services 1915 Locust Street, Waller, TX 77484 936.931.1353

Tax Office 1918 Key Street, Waller, TX 77484 936.931.3695

Technology 1914 Key Street, Waller, TX 77484 936.931.0313

Transportation 19203 Stokes Road, Waller, TX 77484 936.372.2116

Fields Store Elementary 31670 Giboney Road, Waller, TX 77484 936.931.4050

Holleman Elementary 19455 Stokes Road, Waller, TX 77484 936.931.9196

Jones Elementary 35753 Owens Road, Hempstead, TX 77445 936.931.0395

Bryan Lowe Elementary 31502 Conifer Farm Dr, Hockley, Tx 77447 936.310.6600

Richard T. McReavy Elementary 10330 Prairieland Crossing, Cypress, TX 77433 936.931.6200

Roberts Road Elementary 24920 Zube Road, Hockley, TX 77447 936.931.0300

Turlington Elementary 2340 Hegar Road, Hockley, TX 77447 936.372.0100

Schultz Junior High 20950 Field Store Road, Waller, TX 77484 936.931.9103

Waller Junior High 1915 Locust Street, Waller, TX 77484 936.931.1353

Waller High School 31213 Waller Spring Creek Road, Waller, TX 77484 936.372.3654

District Alternative Education Program 2200 Brazeal Street, Waller, TX 77484 936.931.3685

Page 2
Preface Parents and Students:
Welcome to the new school year!
Education is a team effort. Students, parents, teachers, and other staff members working
together will make this a successful year.
The Waller ISD Student Handbook is a general reference guide that is divided into two sections:
Section One: Parental Rights describes certain parental rights as specified in state or federal
law.
Section Two: Other Important Information for Parents and Students is organized
alphabetically by topic. Where applicable, the topics are further organized by grade level.
Note: Unless otherwise noted, the term “parent” refers to the parent, legal guardian, any person
granted some other type of lawful control of a student, or any other person who has agreed to
assume school-related responsibility for a student.
The Student Handbook is designed to align with law, board-adopted policy, and the Student
Code of Conduct, a board-adopted document intended to promote school safety and an
atmosphere for learning. The Student Handbook is not meant to be a complete statement of all
policies, procedures, or rules in any given circumstance.
In case of conflicts between board policy (including the Student Code of Conduct) and any
Student Handbook provision, the district will follow board policy and the Student Code of
Conduct.
Therefore, parents and students should become familiar with the Waller ISD Student Code of
Conduct. To review the Code of Conduct, visit the district’s website at www.wallerisd.net. State
law requires that the Code of Conduct be prominently displayed or made available for review at
each campus.
The Student Handbook is updated annually; however, policy adoption and revisions may occur
throughout the year. The district encourages parents to stay informed of proposed policy
changes by attending board meetings and reviewing communications explaining changes in
policy or other rules that affect Student Handbook provisions. The district reserves the right to
modify the Student Handbook at any time. Notice of revisions will be provided as is reasonably
practical.
Although the Student Handbook may refer to rights established through law or district policy, it
does not create additional rights for parents and students. It does not, nor is it intended to,
represent a contract between any parent or student and the district.
A hard copy of either the Student Code of Conduct or Student Handbook can be requested at
any Waller ISD campus or Waller ISD Administration located at 2214 Waller Street, Waller, TX
77484.
Note: References to board policy codes are included for ease of reference. The hard copy of
the district’s official policy manual is available for review in the district administration office, and
an unofficial electronic copy is available at www.wallerisd.net.

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The policy manual includes:
● Legally referenced (LEGAL) policies that contain provisions from federal and state laws and
regulations, case law, and other legal authorities that provide the legal framework for school
districts.
● Board-adopted (LOCAL) policies that articulate the board’s choices and values regarding
district practices.
For questions about the material in this handbook, please contact: Chief of Secondary Schools
Bennie Mayes at [email protected], 936.931.3685 or 2214 Waller Street, Waller, TX
77484.
Complete and return to the student’s campus the following forms (provided in the forms packet
distributed at the beginning of the year or upon enrollment):
● Acknowledgment of Electronic Distribution of Student Handbook,
● Notice Regarding Directory Information and Parent’s Response Regarding Release of
Student Information,
● Parent’s Objection to the Release of Student Information to Military Recruiters and
Institutions of Higher Education (if you choose to restrict the release of information to these
entities), and
● Consent/Opt-Out Form for participation in third-party surveys.
[See Objecting to the Release of Directory Information on page 7 and Consent Required
Before Student Participation in a Federally Funded Survey on page 9 for more information.]
Accessibility
If you have difficulty accessing this handbook because of a disability, please contact: Chief of
Secondary Schools Bennie Mayes at [email protected], 936.931.3685, or 2214 Waller
Street, Waller, TX 77484.

Page 4
Section One: Parental Rights
This section describes certain parental rights as specified in state or federal law.
Consent, Opt-Out, and Refusal Rights
Consent to Conduct a Psychological Evaluation
Unless required under state or federal law, a district employee will not conduct a psychological
examination, test, or treatment without obtaining prior written parental consent.
Note: An evaluation may be legally required under special education rules or by the Texas
Education Agency for child abuse investigations and reports.
Consent to Human Sexuality Instruction
Annual Notification
Pursuant to Texas Education Code section 28.004, codified in Board Policy EHAA (LEGAL),
school districts are required to provide written notice to parents informing them of the Board of
Trustee’s decision regarding whether the district will provide human sexuality instruction to
district students. This correspondence shall serve as notice that the Waller ISD Board of
Trustees has decided that the district will NOT provide human sexuality instruction to district
students for the 2024-2025 school year.
If you have any questions or concerns regarding district curriculum, please contact Chief
Academic Officer Kelly Baehren at [email protected], 936.931.3685, or 2214 Waller
Street, Waller, TX 77484 for additional information.
Consent to Instruction on Prevention of Child Abuse, Family Violence, Dating Violence, and Sex
Trafficking
Before a student receives instruction on the prevention of child abuse, family violence, dating
violence and sex trafficking, the district must obtain written consent from the student’s parent.
Parents will be sent a request for written consent at least 14 days before the instruction will
begin.
Annual Notification
Students receive instruction related to the prevention of child abuse, family violence, dating
violence, and sex trafficking. The School Health Advisory Council (SHAC) makes
recommendations for curriculum materials, and the school board adopts the materials and
determines the specific content of the instruction.
By focusing on injury and violence prevention and safety, the standards promote student well-
being and awareness of dangerous situations. Supporting the student’s well-being and providing
education on digital citizenship, bullying, first aid, and identifying safe and unsafe situations
creates empowered and educated students able to make decisions that keep themselves and
others safe. The student will gain knowledge and skills to support safety and wellness at school,
at home, online, and in the community.
Consent to Provide a Mental Health Care Service
The district will not provide a mental health care service to a student or conduct a medical
screening of a student as part of the district’s intervention procedures except as permitted by
law.

Page 5
The district has established procedures for recommending to a parent an intervention for a
student with early warning signs of mental health concerns, substance abuse, or suicide risk.
The district’s mental health liaison will notify the student’s parent within a reasonable amount of
time after the liaison learns that a student has displayed early warning signs and provide
information about available counseling options.
The campuses have established procedures for staff to notify the school counselor regarding a
student who may need intervention.
The school counselor and mental health specialist can be reached using the campus website or
contacting the campus's main phone number.
The school counselor can provide further information regarding these procedures as well as
identifying risk factors, accessing resources for treatment or support on and off campus, and
accessing available student accommodations provided on campus.
[See Mental Health Support on page 60.]
Consent to Display a Student’s Original Works and Personal Information
Teachers may display a student’s work in classrooms or elsewhere on campus as recognition of
student achievement without seeking prior parental consent. These displays may include
personally identifiable student information. Student work includes:
● Artwork
● Special projects
● Photographs
● Original videos or voice recordings
● Other original works
However, the district will seek parental consent before displaying a student’s work on the
district’s website, a website affiliated or sponsored by the district (such as a campus or
classroom website), or in district publications, which may include printed materials, videos, or
other methods of mass communication.
Consent to Receive Parenting and Paternity Awareness Instruction if a Student is Under Age 14
A student under age 14 must have parental permission to participate in the district’s Parenting
and Paternity Awareness Program (https://www.texasattorneygeneral.gov/child-
support/programs-and-initiatives/parenting-and-paternity-awareness-papa/papa-
educators/papa-curriculum). This program was developed by the Office of the Texas Attorney
General and the State Board of Education (SBOE) to be incorporated into health education
classes.
Consent to Video or Audio Record a Student when Not Already Permitted by Law
State law permits the school to make a video or voice recording without parental permission
when it:
● Is to be used for school safety,
● Relates to classroom instruction or a co curricular or extracurricular activity,
● Relates to media coverage of the school, or

Page 6
● Relates to the promotion of student safety as provided by law for a student receiving special
education services in certain settings.
In other circumstances, the district will seek written parental consent before making a video or
voice recording of a student.
Please note that parents and visitors to a classroom, both virtual and in person, may not record
video or audio or take photographs or other still images without permission from the teacher or
other school official.
Opting Out of Advanced Mathematics in Grades 6-8
The district will automatically enroll a student in grade 6 in an advanced mathematics course if
the student performed in the top 40 percent on the grade 5 mathematics STAAR or a local
measure that demonstrates proficiency in the student’s grade 5 mathematics course work.
Enrollment in an advanced mathematics course in grade 6 will enable students to enroll in
Algebra I in grade 8 and advanced mathematics in grades 9-12.
The student’s parent may opt the student out of automatic enrollment in an advanced
mathematics course.
Prohibiting the Use of Corporal Punishment
The Board prohibits the use of corporal punishment in the District. Students shall not be
spanked, paddled, or subjected to other physical force as a means of discipline for violations of
the Student Code of Conduct.
Limiting Electronic Communications between Students and District Employees
The district permits teachers and other approved employees to use electronic communications
with students within the scope of professional responsibilities, as described by district
guidelines.
For example, a teacher may create a social networking page for his or her class to relay
information regarding class work, homework, and tests. A parent is welcome to access such a
page.
However, text messages sent to an individual student are only allowed if a district employee
with responsibility for an extracurricular activity must communicate with a student participating in
that activity.
The employee is required to include the student’s parent as a recipient on all text messages.
The employee is required to include his or her immediate supervisor and the student’s parent as
recipients on all text messages.
The employee is required to send a copy of the text message to the employee’s district email
address.
A parent who does not want his or her child to receive one-to-one electronic communications
from a district employee should contact the campus principal.
Objecting to the Release of Directory Information
The Family Educational Rights and Privacy Act, or FERPA, permits the district to disclose
appropriately designated “directory information” from a student’s education records without
written consent.

Page 7
“Directory information” is information that, if released, is generally not considered harmful or an
invasion of privacy. Examples include:
● A student’s photograph (for publication in the school yearbook)
● A student’s name and grade level (for communicating class and teacher assignments)
● The name, weight, and height of an athlete (for publication in a school athletic program)
● A list of student birthdays (for generating schoolwide or classroom recognition)
● A student’s name and photograph (posted on a district-approved and
-managed social media platform)
● The names and grade levels of students submitted by the district to a local newspaper or
other community publication (to recognize the A/B honor roll for a specific grading period)
Directory information will be released to anyone who follows procedures for requesting it.
However, a parent or eligible student may object to the release of this information. Any objection
must be made in writing to the principal within ten school days of the student’s first day of
instruction for this school year. [See Notice Regarding Directory Information and Parent’s
Response Regarding Release of Student Information, included in the forms packet.]
The district requests that families living in a shelter for survivors of family violence or trafficking
notify district personnel that the student currently resides in such a shelter. Families may want to
opt out of the release of directory information so that the district does not release any
information that might reveal the location of such a shelter.
The district has identified the following as directory information: student's name, address,
telephone listing, electronic mail address, photograph, date and place of birth, dates of
attendance, grade level, enrollment status, participation in officially recognized activities and
sports, weight and height of members of athletic teams, honors and awards received, and the
most recent educational agency or institution attended. If a parent objects to the release of the
student’s information included on the directory information response form, this objection also
applies to the use of that information for school-sponsored purposes, such as:
● Honor roll
● School newspaper
● Yearbook
● Recognition activities
● News releases
● Athletic programs
Note: Also see Authorized Inspection and Use of Student Records on page 8.
Objecting to the Release of Student Information to Military Recruiters and Institutions of Higher
Education (Secondary Grade Levels Only)
Unless a parent has advised the district not to release his or her student’s information, the Every
Student Succeeds Act (ESSA) requires the district to comply with requests from military
recruiters or institutions of higher education to provide the following information about students:
● Name
● Address

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● Telephone listing
Military recruiters may also have access to a student’s district-provided email address, unless a
parent has advised the district not to release this information.
[See Parent’s Objection to the Release of Student Information to Military Recruiters and
Institutions of Higher Education, included in the forms packet.]
Participation in Third-Party Surveys
Consent Required Before Student Participation in a Federally Funded Survey
The Protection of Pupil Rights Amendment (PPRA) provides parents certain rights regarding
participation in surveys, the collection and use of information for marketing purposes, and
certain physical exams.
A parent has the right to consent before a student is required to submit to a survey funded by
the U.S. Department of Education that concerns any of the following protected areas:
● Political affiliations or beliefs of the student or the student’s parent
● Mental or psychological problems of the student or the student’s family
● Sex behavior or attitudes
● Illegal, antisocial, self-incriminating, or demeaning behavior
● Critical appraisals of individuals with whom the student has a close family relationship
● Legally recognized privileged relationships, such as with lawyers, doctors, and ministers
● Religious practices, affiliations, or beliefs of the student or parent
● Income, except when the information is required by law and will be used to determine the
student’s eligibility for a program
A parent may inspect the survey or other instrument and any corresponding instructional
materials used in connection with such a survey. [See policy EF(LEGAL) for more information.]
“Opting Out” of Participation in Other Types of Surveys or Screenings and the Disclosure of Personal
Information
The PPRA gives parents the right to receive notice and an opportunity to opt a student out of:
● Activities involving the collection, disclosure, or use of personal information gathered from
the child for the purpose of marketing, selling, or otherwise disclosing that information to
others.
● Any nonemergency, invasive physical examination or screening required as a condition of
attendance, administered by the school or its agent, and not necessary to protect the
immediate health and safety of the student.
Exceptions are hearing, vision, or spinal screenings, or any physical examination or screening
permitted or required under state law. [See policies EF and FFAA for more information.]
A parent may inspect:
● Protected information surveys of students and surveys created by a third party
● Instruments used to collect personal information from students for any of the above
marketing, sales, or other distribution purposes

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● Instructional material used as part of the educational curriculum
The ED provides extensive information about the Protection of Pupil Rights Amendment
(https://studentprivacy.ed.gov/resources/protection-pupil-rights-amendment-ppra-general-
guidance), including a PPRA Complaint Form (https://studentprivacy.ed.gov/file-a-complaint).
Removing a Student from Instruction or Excusing a Student from a Required Component of
Instruction
See Consent to Human Sexuality Instruction on page 5 and Consent to Instruction on
Prevention of Child Abuse, Family Violence, Dating Violence, and Sex Trafficking on page
5 for information on a parent’s right to remove a student from such instruction.
Reciting a Portion of the Declaration of Independence in Grades 3-12
State law designates the week of September 17 as Celebrate Freedom Week and requires all
social studies classes to provide the following:
● Instruction concerning the intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution
● A specific recitation from the Declaration of Independence for students in grades 3-12.
Per state law, a student may be excused from recitation of a portion of the Declaration of
Independence if any of the following apply:
● A parent provides a written statement requesting that his or her child be excused.
● The district determines that the student has a conscientious objection to the recitation.
● A parent is a representative of a foreign government to whom the U.S. government extends
diplomatic immunity.
[See policy EHBK(LEGAL) for more information.]
Reciting the Pledges to the U.S. and Texas Flags
A parent may request that his or her child be excused from participation in the daily recitation of
the Pledge of Allegiance to the U.S. flag and the Pledge of Allegiance to the Texas flag. The
request must be made in writing.
State law, however, requires that all students participate in one minute of silence following
recitation of the pledges.
[See Pledges of Allegiance and a Minute of Silence on page 70 and policy EC(LEGAL) for
more information.]
Religious or Moral Beliefs
A parent may remove his or her child temporarily from the classroom if a scheduled instructional
activity conflicts with the parent’s religious or moral beliefs.
The removal may not be used to avoid a test and may not extend for an entire semester. The
student must also satisfy grade-level and graduation requirements as determined by the school
and by state law.
Tutoring or Test Preparation
A teacher may determine that a student needs additional targeted assistance for the student to
achieve mastery in state-developed essential knowledge and skills based on:

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● Informal observations
● Evaluative data such as grades earned on assignments or tests
● Results from diagnostic assessments
The school will always attempt to provide tutoring and strategies for test-taking in ways that
prevent removal from other instruction as much as possible.
In accordance with state law and policy EC, districts must obtain parental permission before
removing a student from a regularly scheduled class for remedial tutoring or test preparation for
more than ten percent of the days the class is offered.
If a district offers tutorial services to students, state law requires a student with a grade below 70
for a reporting period to attend.
[For questions about school-provided tutoring programs, contact the student’s teacher and see
policies EC and EHBC. See Standardized Testing on page 80 for information regarding
required accelerated instruction after a student fails to perform satisfactorily on certain state-
mandated tests.]
Right of Access to Student Records, Curriculum Materials, and District Records/Policies
Parent Review of Instructional Materials
A parent has the right to review teaching materials, textbooks, and other teaching aids and
instructional materials used in the curriculum, and to examine tests that have been
administered, whether instruction is delivered in-person, virtually, or remotely.
The district will make instructional materials available for parent review no later than 30 days
before the school year begins and for at least 30 days after the school year ends. However,
tests that have not yet been administered will not be made available for parent examination.
The district will provide login credentials to each student’s parent for any learning management
system or online learning portal used in instruction to facilitate parent access and review.
A parent is also entitled to request that the school allow the student to take home instructional
materials the student uses. The school may ask the student to return the materials at the
beginning of the next school day.
A school must provide printed versions of electronic instructional materials to a student if the
student does not have reliable access to technology at home.
District Review of Instructional Materials
A parent may request that the district conduct an instructional material review in a math, English
Language Arts, science, or social studies class in which the parent’s student is enrolled to
determine alignment with state standards and the level of rigor for the grade level.
The district is not required to conduct an instructional material review for a specific subject area
or grade level at a specific campus more than once per school year.
For more information about requesting an instructional material review, contact the campus
principal.

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Notices of Certain Student Misconduct to Noncustodial Parent
A noncustodial parent may request in writing that he or she be provided, for the remainder of the
school year, a copy of any written notice usually provided to a parent related to his or her child’s
misconduct that may involve placement in a disciplinary alternative education program (DAEP)
or expulsion. [See the Student Code of Conduct and policy FO(LEGAL) for more information.]
Participation in Federally Required, State-Mandated, and District Assessments
In accordance with the Every Student Succeeds Act (ESSA), a parent may request information
regarding any federal, state, or district policy related to his or her child’s participation in required
assessments.
Student Records
Accessing Student Records
A parent may review his or her child’s records. These records include:
● Attendance records
● Test scores
● Grades
● Disciplinary records
● Counseling records
● Psychological records
● Applications for admission
● Health and immunization information
● Other medical records
● Teacher and school counselor evaluations
● Reports of behavioral patterns
● Records relating to assistance provided for learning difficulties, including information
collected regarding any intervention strategies used with the child, as the term “intervention
strategy” is defined by law
● State assessment instruments that have been administered to the child
● Teaching materials and tests used in the child’s classroom
Authorized Inspection and Use of Student Records
The Family Educational Rights and Privacy Act (FERPA) affords parents and eligible students
certain rights regarding student education records.
For purposes of student records, an “eligible” student is anyone age 18 or older or who attends
a postsecondary educational institution. These rights, as discussed here and at Objecting to
the Release of Directory Information on page 7, are the right to:
● Inspect and review student records within 45 days after the day the school receives a
request for access.
● Request an amendment to a student record the parent or eligible student believes is
inaccurate, misleading, or otherwise in violation of FERPA.

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● Provide written consent before the school discloses personally identifiable information from
the student’s records, except to the extent that FERPA authorizes disclosure without
consent.
● File a complaint (https://studentprivacy.ed.gov/file-a-complaint) with the U.S. Department of
Education concerning failures by the school to comply with FERPA requirements.
Both FERPA and state laws safeguard student records from unauthorized inspection or use and
provide parents and eligible students certain rights of privacy.
Before disclosing personally identifiable information from a student’s records, the district must
verify the identity of the person, including a parent or the student, requesting the information.
Virtually all information pertaining to student performance — including grades, test results, and
disciplinary records — is considered confidential educational records.
Inspection and release of student records is restricted to an eligible student or a student’s
parent unless the school receives a copy of a court order terminating parental rights or the right
to access a student’s education records. A parent’s rights regarding access to student records
are not affected by the parent’s marital status.
Federal law requires that control of the records goes to the student as soon as the student:
● Reaches the age of 18;
● Is emancipated by a court; or
● Enrolls in a postsecondary educational institution.
However, the parent may continue to have access to the records if the student is a dependent
for tax purposes and, under limited circumstances, when there is a threat to the health and
safety of the student or other individuals.
FERPA permits the disclosure of personally identifiable information from a student’s education
records without written consent of the parent or eligible student when school officials have what
federal law refers to as a “legitimate educational interest” in a student’s records.
Legitimate educational interest may include:
● Working with the student
● Considering disciplinary or academic actions, the student’s case, or an individualized
education program for a student with disabilities
● Compiling statistical data
● Reviewing an educational record to fulfill the official’s professional responsibility
● Investigating or evaluating programs
School officials may include:
● Board members and employees, such as the superintendent, administrators, and principals
● Teachers, school counselors, diagnosticians, and support staff (including district health or
medical staff)
● A person or company with whom the district has contracted or allowed to provide a specific
institutional service or function (such as an attorney, consultant, third-party vendor that

Page 13
 offers online programs or software, auditor, medical consultant, therapist, school resource
officer, or volunteer)
● A person appointed to serve on a team to support the district’s safe and supportive school
program
● A parent or student serving on a school committee
● A parent or student assisting a school official in the performance of his or her duties
FERPA also permits the disclosure of personally identifiable information without written consent:
● To authorized representatives of various governmental agencies, including juvenile service
providers, the U.S. Comptroller General’s office, the U.S. Attorney General’s office, the U.S.
Secretary of Education, the Texas Education Agency, the U.S. Secretary of Agriculture’s
office, and Child Protective Services (CPS) caseworkers or, in certain cases, other child
welfare representatives.
● To individuals or entities granted access in response to a subpoena or court order.
● To another school, district/system, or postsecondary educational institution to which a
student seeks or intends to enroll or in which the student already is enrolled.
● In connection with financial aid for which a student has applied or has received.
● To accrediting organizations to carry out accrediting functions.
● To organizations conducting studies for, or on behalf of, the school to develop, validate, or
administer predictive tests; administer student aid programs; or improve instruction.
● To appropriate officials in connection with a health or safety emergency.
● When the district discloses directory information-designated details. [See Objecting to the
Release of Directory Information on page 7 to prohibit this disclosure.]
Release of personally identifiable information to any other person or agency — such as a
prospective employer or for a scholarship application — will occur only with parental or student
permission as appropriate.
The campus principal is custodian of all records for currently enrolled students at the assigned
school. The Waller ISD Records Management Specialist/Lead Registrar is the custodian of all
records for students who have withdrawn or graduated.
A parent or eligible student who wants to inspect the student’s records should submit a written
request to the custodian of records identifying the records he or she wants to inspect.
Records may be reviewed in person during regular school hours. The records custodian or
designee will be available to explain the record and to answer questions.
A parent or eligible student who submits a written request and pays copying costs of ten cents
per page may obtain copies. If circumstances prevent inspection during regular school hours
and the student qualifies for free or reduced-price meals, the district will either provide a copy of
the records requested or make other arrangements for the parent or student to review the
records.
You may contact the custodian of records for currently enrolled students according to the
campus principal contact information as listed on page XXX.

Page 14
You may contact the custodian of records for students who have withdrawn or graduated at
Waller ISD Records Management Specialist/Lead Registrar Kim Cottrell, 2214 Waller Street,
Waller, TX 77484, 936.931.3685.
A parent or eligible student may inspect the student’s records and request a correction or
amendment if the records are considered inaccurate, misleading, or otherwise in violation of the
student’s privacy rights.
A request to correct a student’s record should be submitted to the appropriate custodian of
records. The request must clearly identify the part of the record that should be corrected and
include an explanation of how the information is inaccurate. If the district denies the request to
amend the records, the parent or eligible student has the right to request a hearing. If after the
hearing the records are not amended, the parent or eligible student has 30 school days to place
a statement in the student’s record.
Although improperly recorded grades may be challenged, contesting a student’s grade in a
course or on an examination is handled through the complaint process found in policy
FNG(LOCAL). A grade issued by a teacher can be changed only if the board of trustees
determines that the grade is arbitrary, erroneous, or inconsistent with the district’s grading
guidelines.
[See Report Cards/Progress Reports and Conferences on page 71, Complaints and
Concerns on page 35, and Finality of Grades at policy FNG(LEGAL).]
The district’s student records policy is found at policy FL(LEGAL) and (LOCAL) and is available
at the principal’s or superintendent’s office www.wallerisd.net.
Note: The parent’s or eligible student’s right of access to and copies of student records does
not extend to all records. Materials that are not considered educational records — such as a
teacher’s personal notes about a student shared only with a substitute teacher — do not have to
be made available.
Teacher and Staff Professional Qualifications
A parent may request information regarding the professional qualifications of his or her child’s
teachers, including whether the teacher:
● Has met state qualification and licensing criteria for the grade levels and subject areas in
which the teacher provides instruction;
● Has an emergency permit or other provisional status for which state requirements have
been waived; and
● Is currently teaching in the field or discipline of his or her certification.
The parent also has the right to request information about the qualifications of any
paraprofessional who may provide services to the child.
A Student with Exceptionalities or Special Circumstances
Children of Military Families
The Interstate Compact on Educational Opportunities for Military Children
(https://www.dodea.edu/partnership/interstatecompact.cfm) entitles children of military families
to flexibility regarding certain district and state requirements, including:
● Immunization requirements

Page 15
● Grade level, course, or educational program placement
● Eligibility requirements for participation in extracurricular activities
● Enrollment in the Texas Virtual School Network (TXVSN)
● Graduation requirements
The district will excuse absences related to a student visiting a parent, including a stepparent or
legal guardian, who is:
● Called to active duty
● On leave
● Returning from a deployment of at least four months
The district will permit no more than five excused absences per year for this purpose. For the
absence to be excused, the absence must occur no earlier than the 60th day before deployment
or no later than the 30th day after the parent’s return from deployment.
Additional information may be found at Military Family Resources at the Texas Education
Agency (https://tea.texas.gov/about-tea/other-services/military-family-resources).
Parental Role in Certain Classroom and School Assignments
Multiple-Birth Siblings
State law permits a parent of multiple-birth siblings (for example, twins, triplets) assigned to the
same grade and campus to request in writing that the children be placed in either the same
classroom or separate classrooms.
Written requests must be submitted by the 14th day after the students’ enrollment. [See policy
FDB(LEGAL) for more information.]
Safety Transfers/Assignments
The board or its designee will honor a parent’s request to transfer his or her child to another
classroom or campus if the district has determined that the child has been a victim of bullying,
including cyberbullying, as defined by Education Code 37.0832.
The board may transfer a student who has engaged in bullying to another classroom. The board
will consult with the parent of a child who has engaged in bullying before deciding to transfer the
child to another campus.
Transportation is not provided for a transfer to another campus. See the campus principal for
more information.
[See Bullying on page 27, and policies FDB and FFI for more information.]
The district will honor a parent’s request for the transfer of his or her child to a safe public school
in the district if the child attends a school identified by the Texas Education Agency as
persistently dangerous or if the child has been a victim of a violent criminal offense while at
school or on school grounds.
[See policy FDE for more information.]
The board will honor a parent’s request for the transfer of his or her child to another district
campus (elementary or junior high) or a neighboring district (high school) if the child has been
the victim of sexual assault by another student assigned to the same campus, whether the

Page 16
assault occurred on or off campus, and that student has been convicted of or placed on
deferred adjudication for the assault. In accordance with policy FDE, if the victim does not wish
to transfer, the board will transfer the assailant.
Student Use of a Service/Assistance Animal
A parent of a student who uses a service/assistance animal because of the student’s disability
must submit a written request to the principal before bringing the service/assistance animal on
campus. The district will try to accommodate a request as soon as possible but will do so within
ten district business days.
A Student in the Conservatorship of the State (Foster Care)
In an effort to provide educational stability, the district will provide enrollment and registration
assistance, as well as other educational services throughout the student’s enrollment, to any
student who is currently placed or newly placed in foster care (temporary or permanent custody
of the state, sometimes referred to as substitute care).
A student in the conservatorship (custody) of the state who enrolls in the district after the
beginning of the school year will be allowed credit-by-examination opportunities at any point
during the year.
The district will assess the student’s available records to determine transfer of credit for subjects
and courses taken before the student’s enrollment in the district.
The district will award partial course credit when the student only passes one half of a two-half
course. [For provisions on partial course credit for students who are not in the conservatorship
of the state, see EI(LOCAL).]
A student in the conservatorship of the state who is moved outside the district’s or school’s
attendance boundaries — or who is initially placed in the conservatorship of the state and
moved outside the district’s or school’s boundaries — is entitled to remain at the school the
student was attending prior to the placement or move until the student reaches the highest
grade level at that particular school.
If a student in grade 11 or 12 transfers to another district but does not meet the graduation
requirements of the receiving district, the student can request a diploma from the previous
district if the student meets its graduation criteria.
For a student in the conservatorship of the state who is eligible for a tuition and fee exemption
under state law and likely to be in care on the day preceding the student’s 18th birthday, the
district will:
● Assist the student with the completion of applications for admission or financial aid.
● Arrange and accompany the student on campus visits.
● Assist in researching and applying for private or institution-sponsored scholarships.
● Identify whether the student is a candidate for appointment to a military academy.
● Assist the student in registering and preparing for college entrance examinations, including
(subject to the availability of funds) arranging for the payment of examination fees by the
Texas Department of Family and Protective Services (DFPS).
● Coordinate contact between the student and a liaison officer for students formerly in the
conservatorship of the state.

Page 17
If you have questions, please contact At-Risk & Highly-Mobile Liaison Dr. Dean Guerra, 2214
Waller Street, Waller, TX 77484, [email protected], or 936.931.3685.
[See Credit by Examination for Advancement/Acceleration on page 39 and Course Credit
on page 38.]
A Student Who Is Homeless
A parent is encouraged to inform the district if his or her child is experiencing homelessness.
District staff can share resources that may be able to assist families.
A student who is homeless will be provided flexibility regarding certain district provisions,
including:
● Proof of residency requirements
● Immunization requirements
● Educational program placement (if the student is unable to provide previous academic
records or misses an application deadline during a period of homelessness)
● Credit-by-examination opportunities at any point during the year (if the student enrolled in
the district after the beginning of the school year), per State Board of Education (SBOE)
rules
● Assessment of the student’s available records to determine transfer of credit for subjects
and courses taken before the student’s enrollment in the district
● Awarding partial credit when a student passes only one half of a two-half course
● Eligibility requirements for participation in extracurricular activities
● Graduation requirements
Federal law allows a student who is homeless to remain enrolled in the “school of origin” or to
enroll in a new school in the attendance area where the student is currently residing.
If a student who is homeless in grade 11 or 12 transfers to another district but does not meet the
graduation requirements of the receiving district, state law allows the student to request a
diploma from the previous district if the student meets the criteria to graduate from the previous
district.
A student or parent who is dissatisfied by the district’s eligibility, school selection, or enrollment
decision may appeal through policy FNG(LOCAL). The district will expedite local timelines,
when possible, for prompt dispute resolution.
For more information on services for students who are homeless, contact At-Risk & Highly-
Mobile Liaison Dr. Dean Guerra, 2214 Waller Street, Waller, TX 77484, [email protected],
or 936.931.3685
[See Credit by Examination for Advancement/Acceleration on page 39 and Course Credit
on page 38.]
A Student Who Has Learning Difficulties or Who Needs Special Education or Section 504 Services
For those students who are having difficulty in the regular classroom, all school districts must
consider tutorial, compensatory, and other academic or behavior support services that are
available to all students, including a process based on Response to Intervention (RtI). The

Page 18
implementation of RtI has the potential to have a positive impact on the ability of districts to
meet the needs of all struggling students.
If a student is experiencing learning difficulties, his or her parent may contact the individuals
listed below to learn about the school’s overall general education referral or screening system
for support services.
This system links students to a variety of support options, including making a referral for a
special education evaluation or for a Section 504 evaluation to determine whether the student
needs specific aids, accommodations, or services. A parent may request an evaluation for
special education or Section 504 services at any time.
Special Education Referrals
If a parent makes a written request for an initial evaluation for special education services to the
director of special education services or to a district administrative employee of the school
district, the district must respond no later than 15 school days after receiving the request. At that
time, the district must give the parent prior written notice of whether it agrees or refuses to
evaluate the student, along with a copy of the Notice of Procedural Safeguards
(https://fw.escapps.net/Display_Portal/publications). If the district agrees to evaluate the
student, it must also give the parent the opportunity to give written consent for the evaluation.
Note: A request for a special education evaluation may be made verbally; it does not need to be
made in writing. Districts must still comply with all federal prior-written notices and procedural
safeguard requirements as well as the requirements for identifying, locating, and evaluating
children who are suspected of having a disability and in need of special education. However, a
verbal request does not require the district to respond within the 15 school-day timeline.
If the district decides to evaluate the student, it must complete the student’s initial evaluation
and evaluation report no later than 45 school days from the day it receives a parent’s written
consent. However, if the student is absent from school during the evaluation period for three or
more school days, the evaluation period will be extended by the number of school days equal to
the number of school days that the student is absent.
There is an exception to the 45-school-day timeline. If the district receives a parent’s consent for
the initial evaluation at least 35 but less than 45 school days before the last instructional day of
the school year, it must complete the written report and provide a copy of the report to the
parent by June 30 of that year. However, if the student is absent from school for three or more
days during the evaluation period, the June 30 due date no longer applies. Instead, the general
timeline of 45 school days plus extensions for absences of three or more days will apply.
Upon completing the evaluation, the district must give the parent a copy of the evaluation report
at no cost.
Additional information regarding special education is available from the school district in a
companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process
(https://fw.escapps.net/Display_Portal/publications).
Contact Person for Special Education Referrals
The designated contact person regarding options for a student experiencing learning difficulties
or regarding a referral for evaluation for special education services is: Director of Special
Education Dr. Kirsten Omelan, 2214 Waller Street, Waller, TX 77484, [email protected],
936.931.3685.

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For questions regarding post-secondary transitions, including the transition from education to
employment, for students receiving special education services, contact the district’s transition
and employment designee: Assistant Director of Special Education Jeff Furrh, 2214 Waller
Street, Waller, TX 77484, [email protected], 936.931.3685.

Section 504 Referrals

Each school district must have standards and procedures in place for the evaluation and
placement of students in the district’s Section 504 program. Districts must also implement a
system of procedural safeguards that includes:
● Notice
● An opportunity for a parent or guardian to examine relevant records
● An impartial hearing with an opportunity for participation by the parent or guardian and
representation by counsel
● A review procedure
Contact Person for Section 504 Referrals
The designated person to contact regarding options for a student experiencing learning
difficulties or regarding a referral for evaluation for Section 504 services is: Coordinator of
504/MTSS Shawna Kelley at [email protected], 936.931.3685, or 2214 Waller Street,
Waller, TX 77484
[See A Student with Physical or Mental Impairments Protected under Section 504 on page
21.]
Visit these websites for information regarding students with disabilities and the family:
● Legal Framework for the Child-Centered Special Education Process
(https://fw.escapps.net/Display_Portal?destination=/)
● Partner Resource Network (http://prntexas.org/)
● SPEDTEX: Special Education Information Center (https://www.spedtex.org/)
● Texas First Project (http://www.texasprojectfirst.org/)
Notification to Parents of Intervention Strategies for Learning Difficulties Provided to Students in
General Education
In accordance with state law, the district will annually notify parents if their child receives
assistance for learning difficulties. Details of such assistance can include intervention strategies.
This notice is not intended for those students already enrolled in a special education program.
A Student Who Receives Special Education Services with Other School-Aged Children in the Home
If a student is receiving special education services at a campus outside his or her attendance
zone, state law permits the parent or guardian to request that other students residing in the
household be transferred to the same campus — if the grade level for the transferring student is
offered on that campus.
The student receiving special education services would be entitled to transportation; however,
the district is not required to provide transportation to other children in the household.

Page 20
The parent or guardian should contact the school principal regarding transportation needs prior
to requesting a transfer for other children in the home. [See policy FDB(LOCAL) for more
information.]
A Student Who Speaks a Primary Language Other than English
A student may be eligible to receive specialized support if his or her primary language is not
English, and the student has difficulty performing ordinary class work in English.
If the student qualifies for these services, the Language Proficiency Assessment Committee
(LPAC) will determine the types of services the student needs, including accommodations or
modifications related to classroom instruction, local assessments, and state-mandated
assessments.
[See Emergent Bilingual Students on page 47 and Special Programs on page 80.]
A Student with Physical or Mental Impairments Protected under Section 504
A student with a physical or mental impairment that substantially limits a major life activity, as
defined by law — and who does not otherwise qualify for special education services — may
qualify for protections under Section 504 of the Rehabilitation Act.
Section 504 is a federal law designed to prohibit discrimination against individuals with
disabilities.
When an evaluation is requested, a committee will be formed to determine whether the student
needs services and supports under Section 504 in order to receive a free appropriate public
education (FAPE), as defined in federal law.
[See A Student Who Has Learning Difficulties or Who Needs Special Education or
Section 504 Services on page 18 and policy FB for more information.]

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Section Two: Other Important Information for Parents and Students
This section contains important information on academics, school activities, and school
operations and requirements.
It is organized alphabetically to serve as a quick-reference guide. Where applicable, the topics
are further organized by grade level.
Parents and children should take a moment together to become familiar with the issues
addressed in this section. For guidance on a particular topic, please contact the student’s
counselor, assistant principal, or campus principal.
Absences/Attendance
Regular school attendance is essential. Absences from class may result in serious disruption of
a student’s education. The student and parent should avoid unnecessary absences.
Two important state laws are discussed below — one dealing with compulsory attendance and
the other with how attendance affects the award of a student’s final grade or course credit.
Compulsory Attendance
Prekindergarten and Kindergarten
Students enrolled in prekindergarten or kindergarten are required to attend school and are
subject to the compulsory attendance requirements as long as they remain enrolled.
Ages 6-18
State law requires that a student who is at least six years of age, or who is younger than six
years of age and has previously been enrolled in first grade, and who has not yet reached their
19th birthday, shall attend school, as well as any applicable accelerated instruction program,
extended-year program, or tutorial session, unless the student is otherwise excused from
attendance or legally exempt.
State law requires a student in kindergarten-grade 2 to attend any assigned accelerated reading
instruction program. Parents will be notified in writing if their child is assigned to an accelerated
reading instruction program based on a diagnostic reading instrument.
A student will be required to attend any assigned accelerated instruction program before or after
school or during the summer if the student does not meet the passing standards on an
applicable subject area state assessment.
Age 19 and Older
A student who voluntarily attends or enrolls after his or her 19th birthday is required to attend
each school day until the end of the school year. If the student incurs more than five unexcused
absences in a semester, the district may revoke the student’s enrollment. The student’s
presence on school property thereafter would be unauthorized and may be considered
trespassing. [See policy FEA for more information.]
Compulsory Attendance — Exemptions
All Grade Levels
State law allows exemptions to the compulsory attendance requirements for the following
activities and events, as long as the student makes up all work:

Page 22
● Religious holy days
● Required court appearances
● Appearing at a governmental office to obtain U.S. citizenship
● Taking part in a US naturalization oath ceremony
● Serving as an election clerk
● Health-care appointments for the student or a child of the student, including absences
related to autism services
● Absences resulting from a serious or life-threatening illness or related treatment that makes
a student’s attendance infeasible, with certification by a physician
● For students in the conservatorship of the state:
● An activity required under a court-ordered service plan; or
● Any other court-ordered activity, provided it is not practicable to schedule the
student’s participation in the activity outside of school hours.
For children of military families, absences of up to five days will be excused for a student to visit
a parent, stepparent, or legal guardian going to, on leave from, or returning from certain
deployments. [See Children of Military Families on page 15.]
Note that documented health-care appointments may include telehealth appointments. Students
who are physically on campus will not be allowed to participate in telehealth or other online
appointments without specific authorization from an appropriate administrator. Students should
not use district-issued technology, including wifi or internet, for telehealth appointments because
use of district-owned equipment and its network systems is not private and may be monitored
by the district. For more information, see Telecommunication and Other Electronic Devices
on page 23.
Secondary Grade Levels
The district will allow a student who is 15 years of age or older to be absent for one day to
obtain a learner license and one day to obtain a driver’s license, provided that the board has
authorized such excused absences under policy FEA(LOCAL). The student will be required to
provide documentation of his or her visit to the driver’s license office for each absence and must
make up any work missed.
[See Driver License Attendance Verification on page 26.]
The district will allow junior and senior students to be absent for up to two days per year to visit
a college or university if the following conditions are met:
● The board has authorized such excused absences under policy FEA(LOCAL).
● The principal has approved the student’s absence.
● The student follows campus procedures to verify the visit and makes up any work missed.
The district will allow a student 17 years old or older to be absent for up to four days during the
period the student is enrolled in high school to pursue enlistment in the U.S. armed services or
Texas National Guard, provided the student verifies these activities to the district.
The district will allow a student to be absent for up to two days during the student’s junior year
and two days during the student’s senior year for a career investigation day to visit a

Page 23
professional at that individual’s workplace to determine the student’s interest in pursuing a
career in the professional’s field, provided the student verifies these activities to the district.
The district will allow a student to be absent for up to two days per school year to serve as:
● An early voting clerk, provided the district’s board has authorized this in policy FEA(LOCAL),
the student notifies his or her teachers, and the student receives approval from the principal
prior to the absences; or
● An election clerk, if the student makes up any work missed.
The district will allow a student in grades 6-12 to be absent for the purpose of sounding “Taps”
at a military honors funeral for a deceased veteran.
Compulsory Attendance — Failure to Comply
All Grade Levels
School employees must investigate and report violations of the compulsory attendance law.
A student who is absent without permission from school, any class, any required special
program, or any required tutorial will be considered in violation of the compulsory attendance
law and subject to disciplinary action.
Students with Disabilities
If a student with a disability is experiencing attendance issues, the student’s ARD or Section
504 committee will determine whether the attendance issues warrant an evaluation, a
reevaluation, and/or modifications to the student's individualized education program or Section
504 plan, as appropriate.
Ages 6-18
When a student age 6-18 incurs three or more unexcused absences within a four-week period,
the law requires the school to send notice to the parent.
The notice will:
● Remind the parent of his or her duty to monitor the student’s attendance and require the
student to attend school.
● Request a conference between school administrators and the parent.
● Inform the parent that the district will initiate truancy prevention measures, including a
behavior improvement plan, school-based community service, referrals to counseling or
other social services, or other appropriate measures.
The truancy prevention facilitator for the district is: Chief of Secondary Schools Bennie Mayes at
[email protected], 936.931.3685, or 2214 Waller Street, Waller, TX 77484.

For any questions about student absences, parents should contact the facilitator or any other
campus administrator.

Page 24
A court of law may impose penalties against the parent if a school-aged student is deliberately
not attending school. The district may file a complaint against the parent if the student incurs ten
or more unexcused absences within a six-month period in the same school year.
If a student age 12-18 incurs ten or more unexcused absences within a six-month period in the
same school year, the district, in most circumstances, will refer the student to truancy court.
[See policies FEA(LEGAL) and FED(LEGAL) for more information.]
Age 19 and Older
After a student age 19 or older incurs a third unexcused absence, the district is required by law
to send the student a letter explaining that the district may revoke the student’s enrollment for
the remainder of the school year if the student has more than five unexcused absences in a
semester. As an alternative to revoking a student’s enrollment, the district may implement a
behavior improvement plan.
Attendance for Credit or Final Grade (All Grade Levels)
To receive credit or a final grade in a class, a student must attend the class at least 90 percent
of the days it is offered. A student who attends at least 75 percent but fewer than 90 percent of
the days may receive credit or a final grade if he or she completes a plan, approved by the
principal, that allows the student to fulfill the class’s instructional requirements. If a student is
involved in a criminal or juvenile court proceeding, the judge presiding over the case must also
approve the plan before the student receives credit or a final grade.
If a student attends fewer than 75 percent of the class days or does not complete the principal-
approved plan, then the attendance review committee will determine whether there are
extenuating circumstances for the absences and how the student can regain credit or a final
grade. [See policy FEC for more information.
With the exception of absences due to serious or life-threatening illness or related treatment, all
absences, excused or unexcused, may be held against a student’s attendance requirement. To
determine whether there were extenuating circumstances for any absences, the attendance
committee will consider:
● Whether the student has mastered the essential knowledge and skills and maintained
passing grades in the course or subject.
● Whether the student has completed makeup work satisfactorily. If the student completes
makeup work, absences listed under Compulsory Attendance — Exemptions on page 22
and absences for extracurricular activities will be considered extenuating circumstances.
● Whether the student or the student’s parent had any control over the absences.
● Any information presented by the student or parent to the committee about the absences.
The student or parent may appeal the committee’s decision to the board by following policy
FNG(LOCAL).
Official Attendance-Taking Time (All Grade Levels)
The district will take official attendance every day according to the following schedule:
● Elementary: 9:35 a.m.
● Junior High: 9 a.m.
● High School: 9:20 a.m.

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A student absent for any portion of the day, should follow the procedures below to provide
documentation of the absence.
Documentation after an Absence (All Grade Levels)
A parent must provide an explanation for any absence upon the student’s arrival or return to
school. The student must submit a note signed by the parent. The campus may accept a phone
call from the parent but reserves the right to require a written note.
A note signed by the student will not be accepted unless the student is age 18 or older or is an
emancipated minor under state law.
The campus will document in its attendance records whether the absence is excused or
unexcused.
Note: The district is not required to excuse any absence, even if the parent provides a note
explaining the absence, unless the absence is an exemption under compulsory attendance
laws.
Doctor’s Note after an Absence for Illness (All Grade Levels)
Within 5 days of returning to school, a student who is absent for more than 3 consecutive days
because of a personal illness must bring a statement from a doctor or health clinic verifying the
illness or condition that caused the absence. Otherwise, the absence may be considered
unexcused and in violation of compulsory attendance laws.
Should the student develop a questionable pattern of absences, the principal or attendance
committee may require a statement from a doctor or health clinic verifying the illness or
condition that caused the absence to determine whether an absence will be excused or
unexcused.
Certification of Absence Due to Severe Illness or Treatment
If a student is absent because of a serious or life-threatening illness or related treatment that
makes a student’s attendance infeasible, a parent must provide certification from a physician
licensed to practice in Texas specifying the student’s illness and the anticipated period of
absence related to the illness or treatment.
Driver License Attendance Verification (Secondary Grade Levels Only)
A currently enrolled student seeking a driver’s license shall submit the Texas Department of
Public Safety Verification of Enrollment and Attendance Form (VOE), signed by the parent, to
the campus central office at least 10 days before it is needed. The district will issue a VOE only
if the student meets class credit or attendance requirements. The VOE form
(https://www.tdlr.texas.gov/driver/forms/VOE.pdf) is available online.
Further information may be found on the Texas Department of Public Safety website
(https://www.dps.texas.gov/section/driver-license/how-apply-texas-driver-license-teen).
See Compulsory Attendance — Exemptions for Secondary Grade Levels on page 23 for
information on excused absences for obtaining a learner license or driver’s license.
Accountability under State and Federal Law (All Grade Levels)
Waller ISD and each of its campuses are held to certain standards of accountability under state
and federal law. A key component of accountability is the dissemination and publication of
certain reports and information, including:

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● The Texas Academic Performance Report (TAPR) for the district, compiled by the Texas
Education Agency (TEA), based on academic factors and ratings
● A School Report Card (SRC) for each campus in the district, compiled by TEA
● The district’s financial management report, which includes the financial accountability rating
assigned to the district by TEA
● Information compiled by TEA for the submission of a federal report card that is required by
federal law
Accountability information can be found on the district’s website at www.wallerisd.net. Hard
copies of any reports are available upon request to the district’s administration office.
TEA maintains additional accountability and accreditation information at TEA Performance
Reporting Division (https://tea.texas.gov/texas-schools/accountability/academic-
accountability/performance-reporting).
Armed Services Vocational Aptitude Battery Test (Grades 10-12)
A student in grades 10-12 will be offered an opportunity to take the Armed Services Vocational
Aptitude Battery test and consult with a military recruiter.
The test shall be offered on October 22, 2024 and March 5, 2025 at 7:15 a.m. at Waller High
School (LGI). If dates are changed Waller High School will communicate with students and
families. Questions? Contact Waller High School Counseling Center.
Contact the principal for information about this opportunity.
Bullying (All Grade Levels)
The district strives to prevent bullying, in accordance with the district’s policies, by promoting a
positive school culture; building healthy relationships between students and staff; encouraging
reporting of bullying incidents, including anonymous reporting; and investigating and addressing
reported bullying incidents.
Bullying is defined in state law as a single significant act or a pattern of acts by one or more
students directed at another student that exploits an imbalance of power and involves engaging
in written or verbal expression, expression through electronic means, or physical conduct that:
● Has the effect or will have the effect of physically harming a student, damaging a student’s
property, or placing a student in reasonable fear of harm to the student’s person or of
damage to the student’s property
● Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an
intimidating, threatening, or abusive educational environment for a student
● Materially and substantially disrupts the educational process or the orderly operation of a
classroom or school
● Infringes on the rights of the victim at school
Bullying includes cyberbullying. Cyberbullying is defined in state law as bullying that is done
using any electronic communication device, including:
● A cellular or other type of telephone
● A computer
● A camera

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● Electronic mail
● Instant messaging
● Text messaging
● A social media application
● An internet website
● Any other internet-based communication tool
Bullying is prohibited by the district and could include:
● Hazing
● Threats
● Taunting
● Teasing
● Confinement
● Assault
● Demands for money
● Destruction of property
● Theft of valued possessions
● Name-calling
● Rumor-spreading
● Ostracism
The district will integrate into instruction research-based content designed to reduce bullying
that is appropriate for students’ age groups.
Students in elementary grades will participate in:
● Instruction designed so that students can recognize bullying behaviors and how to report
them
● Age-appropriate discussions that encourage peers to intervene when they observe bullying
occur
● Instruction that characterizes bullying as a behavior that results from the student’s need to
acquire more mature social or coping skills, not an unchangeable trait
Students in secondary grades will participate in:
● Instruction on the brain’s ability to change and grow so the student recognizes bullying
behavior can come from a developmental need to acquire more social skills, can change
when the brain matures and learns better ways of coping, and is not an unchangeable trait
● Discussions that portray bullying as undesirable behavior and a means for attaining or
maintaining social status at school, and that discourage students from using bullying as a
tool for social status
● Instruction designed so that students recognize the role that reporting bullying behaviors
plays in promoting a safe school community

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Instruction designed so that students recognize the role that reporting bullying behaviors plays
in promoting a safe school community.
If a student believes that he or she has experienced bullying or witnesses the bullying of another
student, the student or parent should notify a teacher, school counselor, principal, or another
district employee as soon as possible. Any district employee aware of a report of a bullying
incident will relay the report to an appropriate administrator. Procedures for reporting allegations
of bullying may be found on the district’s website.
A student may anonymously report an alleged incident of bullying by visiting www.wallerisd.net
and clicking “Crisis Go” or by visiting:
https://report.crisisgo.net/report?id=km4ib0pwkhjgqrb8apxyrnjadxh26uih.
The administration will investigate any allegations of bullying and related misconduct. The
district will also provide notice to the parent of the alleged victim and the parent of the student
alleged to have engaged in bullying.
If an investigation determines that bullying occurred, the administration will take appropriate
disciplinary action and may, in certain circumstances, notify law enforcement. Disciplinary or
other action may be taken even if the conduct did not rise to the level of bullying.
The district will provide research-based interventions, which may include counseling options, for
students who engage in bullying behaviors, students who are targeted by bullying behaviors,
and any student who witnessed bullying behaviors.
Any action taken in response to bullying will comply with state and federal law regarding
students with disabilities.
Any retaliation against a student who reports an incident of bullying is prohibited.
Upon recommendation of the administration, the board may transfer a student found to have
engaged in bullying to another classroom at the campus. In consultation with the student’s
parent, the board may transfer the student to another campus in the district.
The parent of a student who has been determined to be a victim of bullying may request that the
student be transferred to another classroom or campus within the district. [See Safety
Transfers/Assignments on page 16.]
A copy of the district’s bullying policy is available in the principal’s office, superintendent’s office,
and on the district’s website, and is included at the end of this handbook as an appendix.
A student or parent who is dissatisfied with the outcome of an investigation may appeal through
policy FNG(LOCAL).
[See Safety Transfers/Assignments on page 16, Dating Violence, Discrimination,
Harassment, and Retaliation on page 40, Hazing on page 56, policy FFI, the district’s Student
Code of Conduct, and the district improvement plan, a copy of which can be viewed in the
campus office.]
Career and Technical Education (CTE) and Other Work-Based Programs (Secondary Grade
Levels Only)
The district offers career and technical education programs. A full listing of offerings can be
found in the 2024-2025 Waller High School Course Book available here
https://www.wallerisd.net/cms/lib/TX02205264/Centricity/Domain/506/23-

Page 29
24%20Course%20Book%20New%20Order%20FINAL.pdf OR by contacting the Waller High
School Counseling Center.
District policy prohibits discrimination on the basis of race, color, national origin, sex, or
handicap in its vocational programs, services, or activities, and provides equal access to the
Boy Scouts and other designated youth groups as required by Title VI of the Civil Rights Act of
1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the
Rehabilitation Act of 1973, as amended.
District policy also prohibits discrimination on the basis of race, color, national origin, sex,
handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of
1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act
of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.
The district will take steps to assure that lack of English language skills will not be a barrier to
admission or participation in all educational and vocational programs.
For information about your rights or grievance procedures, contact the Title IX coordinator and
the ADA/Section 504 coordinator.
[See Nondiscrimination Statement on page 67 for the name and contact information for the
Title IX coordinator and ADA/Section 504 coordinator.]
Celebrations (All Grade Levels)
Although a parent or grandparent may provide food to share for a school-designated function or
for a student’s birthday, please be aware that children in the school may have severe allergies
to certain food products. Discuss any classroom allergies with the teacher before bringing food
to share.
Occasionally, the school or a class may host functions or celebrations tied to the curriculum that
involve food. The school or teacher will notify students and parents of any known food allergies
when soliciting potential volunteers to provide food.
[See Food Allergies on page 62.]
Child Sexual Abuse, Trafficking, and Other Maltreatment of Children (All Grade Levels)
The district has established a plan for addressing child sexual abuse, trafficking, and other
maltreatment of children, which may be accessed at www.wallerisd.net. Trafficking includes
both sex and labor trafficking.
Warning Signs of Sexual Abuse
Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s
mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent
sexual conduct with a child. A person who compels or encourages a child to engage in sexual
conduct commits abuse. It is illegal to make or possess child pornography or to display such
material to a child.
Anyone who suspects that a child has been or may be abused or neglected has a legal
responsibility, under state law, to report the suspected abuse or neglect to law enforcement or
to Child Protective Services (CPS).
A child who has been or is being sexually abused may exhibit physical, behavioral, or emotional
warning signs, including:

Page 30
● Difficulty sitting or walking, pain in the genital areas, and claims of stomachaches and
headaches
● Verbal references or pretend games of sexual activity between adults and children, fear of
being alone with adults of a particular gender, or sexually suggestive behavior
● Withdrawal, depression, sleeping and eating disorders, and problems in school
Be aware that children and adolescents who have experienced dating violence may show
similar physical, behavioral, and emotional warning signs. [See Dating Violence,
Discrimination, Harassment, and Retaliation on page 40 and Consent to Instruction on
Prevention of Child Abuse, Family Violence, Dating Violence, and Sex Trafficking on page
5.]
Warning Signs of Trafficking
Child trafficking of any sort is prohibited by the Penal Code. Sex trafficking involves forcing a
person, including a child, into sexual abuse, assault, indecency, prostitution, or pornography.
Labor trafficking involves forcing a person, including a child, to engage in forced labor or
services.
Traffickers are often trusted members of a child’s community, such as friends, romantic
partners, family members, mentors, and coaches. Some traffickers contact victims online.
Possible warning signs of sexual trafficking in children include:
● Changes in school attendance, habits, friend groups, vocabulary, demeanor, and attitude
● Sudden appearance of expensive items (for example, manicures, designer clothes, purses,
technology)
● Tattoos or branding
● Refillable gift cards
● Frequent runaway episodes
● Multiple phones or social media accounts
● Provocative pictures posted online or stored on the phone
● Unexplained injuries
● Isolation from family, friends, and community
● Older romantic partners
Additional warning signs of labor trafficking in children include:
● Being unpaid, paid very little, or paid only through tips
● Being employed but not having a school-authorized work permit
● Being employed and having a work permit but clearly working outside the permitted hours
for students
● Owing a large debt and being unable to pay it off
● Not being allowed breaks at work or being subjected to excessively long work hours
● Being overly concerned with pleasing an employer and/or deferring personal or educational
decisions to a boss

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● Not being in control of his or her own money
● Living with an employer or having an employer listed as a student’s caregiver
● A desire to quit a job but not being allowed to do so
[See Consent to Instruction on Prevention of Child Abuse, Family Violence, Dating
Violence, and Sex Trafficking on page 5.]
Reporting and Responding to Sexual Abuse, Trafficking, and Other Maltreatment of Children
Anyone who suspects that a child has been or may be abused, trafficked, or neglected has a
legal responsibility, under state law, to report the suspected abuse or neglect to law
enforcement or to Child Protective Services (CPS).
A child who has experienced sexual abuse or any other type of abuse or neglect should be
encouraged to seek out a trusted adult. Children may be more reluctant to disclose sexual
abuse than physical abuse and neglect and may only disclose sexual abuse indirectly. As a
parent or trusted adult, it is important to be calm and comforting if your child or another child
confides in you. Reassure the child that he or she did the right thing by telling you.
If your child is a victim of sexual abuse, trafficking, or other maltreatment, the school counselor
or principal will provide information on counseling options for you and your child available in
your area. The Texas Department of Family and Protective Services (DFPS) also manages
early intervention counseling programs.
To find out what services may be available in your county, see Texas Department of Family and
Protective Services, Programs Available in Your County
(http://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Programs_Available_In_Your_C
ounty/default.asp)
Reports of abuse, trafficking, or neglect may be made to the CPS division of the DFPS at 1-800-
252-5400 or on the web at Texas Abuse Hotline Website (www.txabusehotline.org).
Further Resources on Sexual Abuse, Trafficking, and Other Maltreatment of Children
The following websites include resources to help increase awareness of child abuse and
neglect, sexual abuse, trafficking, and other maltreatment of children:
● Child Welfare Information Gateway (https://www.childwelfare.gov/pubPDFs/whatiscan.pdf)
● KidsHealth, For Parents, Child Abuse (https://kidshealth.org/en/parents/child-abuse.html)
● Office of the Texas Governor’s Child Sex Trafficking Team
(https://gov.texas.gov/organization/cjd/childsextrafficking)
● Human Trafficking of School-aged Children (https://tea.texas.gov/about-tea/other-
services/human-trafficking-of-school-aged-children)
● Child Sexual Abuse: A Parental Guide from the Texas Association Against Sexual Assault
(https://taasa.org/product/child-sexual-abuse-parental-guide/)
● National Center of Safe Supportive Learning Environments: Human Trafficking in America's
Schools (https://safesupportivelearning.ed.gov/human-trafficking-americas-schools)
Class Rank/Highest-Ranking Student (Secondary Grade Levels Only)
Please review Policy EIC (Local) for details.

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Class Schedules (Secondary Grade Levels Only)
All students are expected to attend school for the entire school day and maintain a full class
schedule. Exceptions may be made occasionally by the campus principal for students in grades
9-12 who meet specific criteria and receive parental consent to enroll in less than a full-day
schedule.
[See Schedule Changes on page 75 for information related to student requests to revise their
course schedule.]
College and University Admissions and Financial Aid (All Grade Levels)
For two school years following graduation, a district student who graduates as valedictorian or in
the top ten percent of his or her class is eligible for automatic admission into four-year public
universities and colleges in Texas if the student:
● Completes the distinguished level of achievement under the foundation graduation program
[see Foundation Graduation Program on page 52 ]; or
● Satisfies the ACT College Readiness Benchmarks or earns at least a 1500 out of 2400 on
the SAT.
The student is ultimately responsible for meeting the admission requirements of the university or
college, including timely submission of a completed application.
If a college or university adopts an admissions policy that automatically accepts the top 25
percent of a graduating class, the provisions above will also apply to a student ranked in the top
25 percent of his or her class.
The University of Texas at Austin may limit the number of automatically admitted students to 75
percent of the University’s enrollment capacity for incoming resident freshmen. From the
summer 2023 term through the spring 2025 term, the University will admit the top six percent of
a high school’s graduating class who meet the above requirements. Additional applicants will be
considered by the University through a holistic review process.
As required by law, the district will provide written notice concerning the following:
● Automatic college admission
● Curriculum requirements for financial aid
● Benefits of completing the requirements for automatic admission and financial aid
● The Texas First Early High School Completion Program, which requires a student to provide
an official copy of assessment results and transcripts, as applicable, to receive credit for the
assessments and credits required for early graduation under the program
● The Texas First Scholarship Program
● The Future Texas Teachers Scholarship Program
Parents and students will be asked to sign an acknowledgment that they received this
information.
Students and parents should contact the school counselor for further information about
automatic admissions, the application process, and deadlines.

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[See Class Rank/Highest-Ranking Student on page 33 for information specifically related to
how the district calculates a student’s rank in class, and requirements for Graduation on page
51 for information associated with the foundation graduation program.]
[See Students in the Conservatorship of the State (Foster Care) on page 17 for information
on assistance in transitioning to higher education for students in foster care.]
College Credit Courses (Secondary Grade Levels Only)
Students in grades 9-12 may earn college credit through the following opportunities:
● Certain courses taught at the high school campus, which may include courses termed dual
credit or Advanced Placement (AP)
● Enrollment in AP or dual credit courses through the Texas Virtual School Network (TXVSN)
● Enrollment in courses taught in conjunction and in partnership with the Blinn College
system, which may be offered on or off campus
● Enrollment in courses taught at other colleges or universities
Enrollment in these programs is based on entry requirements. 2024-2025 Waller High School
Course Book available here
https://www.wallerisd.net/cms/lib/TX02205264/Centricity/Domain/506/23-
24%20Course%20Book%20New%20Order%20FINAL.pdf OR by contacting the Waller High
School Counseling Center.
Under the Financial Aid for Swift Transfer (FAST) program, a student may be eligible to enroll at
no cost to the student in dual credit courses at a participating institution of higher education. The
FAST program allows students who are or have been educationally disadvantaged at any time
during the four years preceding the student’s enrollment in a dual credit course to enroll at no
cost to the student. The district will determine eligibility upon the student’s enrollment in the dual
credit course. See the high school counselor for more information.
A student may be eligible for subsidies based on financial need for AP exam fees. See Fees
(All Grade Levels) on page 49 for more information.
A student may also earn college credit for certain Career and Technical Education (CTE)
courses. See Career and Technical Education (CTE) and Other Work-Based Programs
(Secondary Grade Levels Only) on page 30 for information on CTE and other work-based
programs.
All these methods have eligibility requirements and must be approved prior to enrollment in the
course. Please see the school counselor for more information. Depending on the student’s
grade level and the course, a state-mandated end-of-course assessment may be required for
graduation.
Not all colleges and universities accept credit earned in all dual credit or AP courses taken in
high school for college credit. Students and parents should check with the prospective college
or university to determine if a particular course will count toward the student’s desired degree
plan.

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Communications (All Grade Levels)
Parent Contact Information
A parent is legally required to provide in writing the parent’s contact information, including
address, phone number, and email address.
A parent must provide the contact information to the district upon enrollment and again within
two weeks after the beginning of each following school year while the student is enrolled in the
district.
If the parent’s contact information changes during the school year, the parent must update the
information in writing no more than two weeks after the date the information changes.
A parent may update contact information by logging in to Skyward Family Acces found at
www.wallerisd.net or by contacting the campus registrar.
Automated Emergency Communications
The district will rely on contact information on file with the district to communicate with parents in
an emergency situation, which may include real-time or automated messages. An emergency
situation may include early dismissal, delayed opening, or restricted access to the campus due
to severe weather, another emergency, or a security threat. It is crucial to notify your child’s
school when a phone number changes.
[See Safety on page 73 for information regarding contact with parents during an emergency
situation.]
Automated Nonemergency Communications
Your child’s school periodically sends information by automated or pre-recorded messages, text
messages, or real-time phone or email communications that are closely related to the school’s
mission and specific to your child, your child’s school, or the district.
Standard messaging rates of your wireless phone carrier may apply.
If you do not wish to receive such communications, please contact your child’s principal. [See
Safety on page 73 for information regarding contact with parents during an emergency.]
Complaints and Concerns (All Grade Levels)
Usually, student or parent complaints or concerns can be addressed informally by a phone call
or a conference with the teacher or principal.
For those complaints and concerns that cannot be resolved informally, the board has adopted a
Student and Parent Complaints/Grievances policy at FNG(LOCAL). This policy can be viewed in
the district’s policy manual, available online at www.wallerisd.net. The complaint forms can be
accessed at www.wallerisd.net, from the campus principal, or at the administration building
located at 2214 Waller Street, Waller, TX 77484.
To file a formal complaint a parent or student should complete and submit the complaint form. In
general, the written complaint form should be completed and submitted to the campus principal
in a timely manner.
If the concern is not resolved, a parent or student may request a conference with the
superintendent.

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If the concern is still unresolved, the district provides a process for parents and students to
appeal to the board of trustees.
Conduct (All Grade Levels)
Applicability of School Rules
The board has adopted a Student Code of Conduct that defines standards of acceptable
behavior — on and off campus, during remote and in-person instruction, and on district vehicles
— and outlines consequences for violation of these standards. The district has disciplinary
authority over a student in accordance with the Student Code of Conduct. Students and parents
should be familiar with the standards set out in the Student Code of Conduct, as well as campus
and classroom rules.
During summer instruction, the Student Handbook and Student Code of Conduct in place for the
school year immediately preceding the summer period shall apply, unless the district amends
either or both documents for the purposes of summer instruction.
Campus Behavior Coordinator
Campus principals and assistant principals are designated as campus behavior coordinators to
apply discipline management techniques and administer consequences for certain student
misconduct, as well as provide a point of contact for student misconduct. Contact information is
available on page XXX at www.wallerisd.net, or by calling 936.931.3685.
Deliveries
Except in emergencies, delivery of messages or packages to students will not be allowed during
instructional time. A parent may leave a message or a package, such as a forgotten lunch, for
the student to pick up from the front office during a passing period or lunch.
Disruption of School Operations
Disruption of school operations is not tolerated and may constitute a misdemeanor offense. As
identified by state law, disruptions include the following:
● Interference with the movement of people at an exit, entrance, or hallway of a district
building without authorization from an administrator.
● Interference with an authorized activity by seizing control of all or part of a building.
● Use of force, violence, or threats in an attempt to prevent participation in an authorized
assembly.
● Use of force, violence, or threats to cause disruption during an assembly.
● Interference with the movement of people at an exit or an entrance to district property.
● Use of force, violence, or threats in an attempt to prevent people from entering or leaving
district property without authorization from an administrator.
Disruption of classes or other school activities while on or within 500 feet of district property
includes:
● Making loud noises
● Trying to entice a student away from, or to prevent a student from attending, a required
class or activity

Page 36
● Entering a classroom without authorization and disrupting the activity with loud or profane
language or any misconduct
Interference with the transportation of students in vehicles owned or operated by the district is
also considered a disruption.
Social Events
School rules apply to all school social events. Guests attending these events are expected to
observe the same rules as students, and a student inviting a guest will share responsibility for
the conduct of his or her guest.
A student attending a social event will be asked to sign out when leaving before the end of the
event and will not be readmitted.
A parent interested in serving as a chaperone for any school social events should contact the
campus principal.
Counseling
The district has a comprehensive school counseling program that includes:
● A guidance curriculum to help students develop their full educational potential, including the
student's interests and career objectives
● A responsive services component to intervene on behalf of any student whose immediate
personal concerns or problems put the student's continued educational, career, personal, or
social development at risk
● An individual planning system to guide a student as the student plans, monitors, and
manages the student's own educational, career, personal, and social development
● Systems to support the efforts of teachers, staff, parents, and other members of the
community in promoting the educational, career, personal, and social development of
students
The district will make a preview of the program, including all materials and curriculum, available
to parents to review during school hours.
Academic Counseling
Elementary and Middle/Junior High School Grade Levels
The school counselor will provide information to students and parents about college and
university admissions and the importance of planning for postsecondary education, including
appropriate coursework and financial aid availability and requirements.
In either grade 7 or 8, each student will receive instruction on how best to prepare for high
school, college, and a career.
High School Grade Levels
High school students and their parents are encouraged to talk with a school counselor, teacher,
or principal to learn more about course offerings, graduation requirements, and early graduation
procedures.
Each year, high school students will be provided information on anticipated course offerings for
the next school year, how to make the most of academic and career and technical education
(CTE) opportunities, and the importance of postsecondary education.

Page 37
The school counselor will also provide information each year a student is enrolled in high school
regarding:
● The importance of postsecondary education
● The advantages of earning an endorsement and completing the foundation program with the
distinguished level of achievement
● The disadvantages of pursuing a high school equivalency exam (GED) as opposed to
earning a high school diploma
● Financial aid eligibility and how to apply for financial aid
● Automatic admission to state-funded Texas colleges and universities
● Eligibility requirements for the TEXAS Grant
● Availability of district programs that allow students to earn college credit
● Availability of tuition and fee assistance for postsecondary education for students in foster
care
● Availability of college credit awarded by institutions of higher education to veterans and
military service members for military experience, education, and training
Additionally, the school counselor can provide information about workforce opportunities after
graduation or technical and trade school opportunities, including opportunities to earn industry-
recognized certificates and licenses.
[See Scholarships and Grants on page 56 for more information.]
Personal Counseling (All Grade Levels)
The school counselor is available to assist students with a wide range of personal, social, and
family concerns, including emotional or mental health issues and substance abuse. A student
who wishes to meet with the school counselor should visit the campus counseling office. As a
parent, if you are concerned about your child’s mental or emotional health, please speak with
the school counselor for a list of resources that may be of assistance.
If your child has experienced trauma, contact the school counselor for more information.
[See Mental Health Support on page 60, and Child Sexual Abuse, Trafficking, and Other
Maltreatment of Children on page 30 and Dating Violence on page 40.]
Course Credit (Secondary Grade Levels Only)
A student at any grade level enrolled in a high school course will earn credit for the course only
if the final grade is 70 or above. For a two-part (two-semester, 1-credit course), the student’s
grades from both halves (semesters) will be averaged and credit will be awarded if the
combined average is 70 or above. If the student’s combined average is less than 70, the student
will be awarded credit only for the half (semester) with the passing grade.
Credit by Examination — If a Student Has Taken the Course/Subject (Grades 6-12)
A student who has previously taken a course or subject but did not receive credit or a final
grade for it may, in circumstances determined by the principal or attendance committee, be
permitted to earn credit or a final grade by passing an examination approved by the district’s
board of trustees on the essential knowledge and skills defined for that course or subject.

Page 38
Examples of prior instruction include incomplete coursework due to a failed course or excessive
absences, homeschooling, or coursework by a student transferring from a nonaccredited
school. The opportunity to earn credit by examination after the student has had prior instruction
is sometimes referred to as “credit recovery.”
The attendance review committee may also offer a student with excessive absences an
opportunity to earn credit for a course by passing an examination.
If a student is granted approval to take an examination for credit, the student must score at least
70 on the examination to receive credit for the course or subject.
[See the school counselor and policy EHDB(LOCAL) for more information.]
Credit by Examination for Advancement/Acceleration — If a Student Has Not Taken the
Course/Subject
A student will be permitted to earn credit by examination for an academic course or subject area
for which the student had no prior instruction for advancement or to accelerate to the next grade
level.
The examinations offered by the district are approved by the district’s board of trustees. Testing
windows for these examinations will be published in district publications and on the district’s
website. A student may take a specific examination only once per testing window.
The only exceptions to the published testing windows will be for examinations administered by
another entity or to accommodate a student experiencing homelessness or a student involved in
the foster care system.
When another entity administers an examination, the student and the district must comply with
the testing schedule of the other entity.
If a student plans to take an examination, the student or parent must register with the school
counselor no later than 30 days prior to the scheduled testing date. [See policy EHDC for more
information.]
Kindergarten Acceleration
Students in Grades 1-5
A student in elementary school is eligible to accelerate to the next grade level if:
● The student scores at least an 80 on each examination in the subject areas of language
arts, mathematics, science, and social studies;
● A district administrator recommends that the student be accelerated; and
● The student’s parent gives written approval of the grade advancement.
Students in Grades 6-12
A student in grade 6 or above is eligible to earn course credit with:
● A passing score of at least 80 on an examination approved by the board; or
● A scaled score of 50 or higher on an examination administered through the College Level
Examination Program (CLEP); or
● A score of 3 or higher on an AP examination, as applicable.

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A student may take an examination to earn high school course credit no more than twice. If a
student fails to achieve the designated score on the applicable exam before the beginning of the
school year in which the student would need to enroll in the course according to the school’s
high school course sequence, the student must complete the course.
Dating Violence, Discrimination, Harassment, and Retaliation (All Grade Levels)
Students learn best, and their welfare is best served, in a school environment that is free from
dating violence, discrimination, harassment, and retaliation.
Students are expected to treat peers and district employees with courtesy and respect, avoid
offensive behaviors, and stop those behaviors as directed. District employees are likewise
expected to treat students with courtesy and respect.
The board has established policies and procedures to prohibit and promptly address
inappropriate and offensive behaviors that are based on a person’s race, color, religion, sex,
gender, national origin, age, disability, or any other basis prohibited by law. [See policy FFH for
more information.]
Dating Violence
Dating violence will not be tolerated at school. To report dating violence, see Reporting
Procedures, on page 42.
Dating violence occurs when a person in a current or past dating relationship uses physical,
sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control the other person in
the relationship or any of the person’s past or subsequent partners. This type of conduct is
considered harassment if it is so severe, persistent, or pervasive that it affects a student’s ability
to participate in or benefit from an educational program or activity; creates an intimidating,
threatening, hostile, or offensive educational environment; or substantially interferes with the
student’s academic performance.
Examples of dating violence against a student may include, but are not limited to:
● Physical or sexual assaults
● Name-calling
● Put-downs
● Threats to hurt the student, the student’s family members, or members of the student’s
household
● Destroying property belonging to the student
● Threats to commit suicide or homicide if the student ends the relationship
● Threats to harm a student’s past or current dating partner
● Attempts to isolate the student from friends and family
● Stalking
● Encouraging others to engage in these behaviors
In accordance with law, when the district receives a report of dating violence, a district official
will immediately notify the parent of the alleged victim and alleged perpetrator.
The counselor’s office has information about the dangers of dating violence and resources for
seeking help.

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For more information on dating violence, see:
● Texas Attorney General’s office recognizing and responding to dating violence flier
(https://www.texasattorneygeneral.gov/sites/default/files/files/child-
support/papa/session%2010/recognizing-relationship-violence-en.pdf)
● The CDC’s Preventing Teen Dating Violence
(https://www.cdc.gov/violenceprevention/intimatepartnerviolence/teendatingviolence/fastfact.
html)
[See Consent to Instruction on Prevention of Child Abuse, Family Violence, Dating
Violence, and Sex Trafficking on page 5.]
Discrimination
Discrimination is defined as any conduct directed at a student on the basis of race, color,
religion, sex, gender, national origin, age, disability, or any other basis prohibited by law that
negatively affects the student.
Harassment
Harassment, in general terms, is conduct so severe, persistent, or pervasive that it affects a
student’s ability to participate in or benefit from an educational program or activity; creates an
intimidating, threatening, hostile, or offensive educational environment; or substantially
interferes with the student’s academic performance.
Examples of harassment may include, but are not limited to:
● Offensive or derogatory language directed at a person’s religious beliefs or practices,
accent, skin color, or need for accommodation
● Threatening, intimidating, or humiliating conduct
● Offensive jokes, name-calling, slurs, or rumors
● Physical aggression or assault
● Graffiti or printed material promoting racial, ethnic, or other negative stereotypes
● Other kinds of aggressive conduct such as theft or damage to property
Sexual Harassment and Gender-Based Harassment
Sexual harassment and gender-based harassment of a student by an employee, volunteer, or
another student are prohibited.
Examples of sexual harassment may include, but are not limited to:
● Touching private body parts or coercing physical contact that is sexual in nature
● Sexual advances
● Jokes or conversations of a sexual nature
● Other sexually motivated conduct, communications, or contact
Sexual harassment of a student by an employee or volunteer does not include necessary or
permissible physical contact that a reasonable person would not construe as sexual in nature,
such as comforting a child with a hug or taking the child’s hand. However, romantic, sexual, and
other inappropriate social relationships between students and district employees are prohibited,
even if consensual.

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Gender-based harassment includes physical, verbal, or nonverbal conduct based on a student’s
gender, the student’s expression of characteristics perceived as stereotypical for the student’s
gender, or the student’s failure to conform to stereotypical notions of masculinity or femininity.
Gender-based harassment can occur regardless of the student’s or the harasser’s actual or
perceived sexual orientation or gender identity. Examples of gender-based harassment directed
against a student may include, but are not limited to:
● Offensive jokes, name-calling, slurs, or rumors
● Physical aggression or assault
● Threatening or intimidating conduct
● Other kinds of aggressive conduct such as theft or damage to property
Retaliation
Retaliation against a person who makes a good-faith report or participates in an investigation of
discrimination, harassment, or dating violence is prohibited. A person who makes a false claim,
offers false statements, or refuses to cooperate with a district investigation, however, may be
subject to appropriate discipline.
Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of
property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does
not include petty slights or annoyances.
Reporting Procedures
Any student who believes that he or she has experienced dating violence, discrimination,
harassment, or retaliation should immediately report the problem to a teacher, school counselor,
principal, or other district employee. The report may be made by the student’s parent. [See
policy FFH(LOCAL) and (EXHIBIT) for other appropriate district officials to whom to make a
report.]
Upon receiving a report, the district will determine whether the allegations, if proven, constitute
prohibited conduct as defined by policy FFH. If not, the district will refer to policy FFI to
determine whether the allegations, if proven, constitute bullying, as defined by law and policy
FFI. If the alleged prohibited conduct also meets the statutory and policy definitions for bullying,
an investigation of bullying will also be conducted. [See Bullying on page 27.]
The district will promptly notify the parent of any student alleged to have experienced prohibited
conduct involving an adult associated with the district. In the event alleged prohibited conduct
involves another student, the district will notify the parent of the student alleged to have
experienced the prohibited conduct when the allegations, if proven, would constitute a violation
as defined by policy FFH.
Investigation of Report
Allegations of prohibited conduct, which includes dating violence, discrimination, harassment,
and retaliation, will be promptly investigated.
To the extent possible, the district will respect the privacy of the student. However, limited
disclosures may be necessary to conduct a thorough investigation and comply with law.
If a law enforcement or other regulatory agency notifies the district that it is investigating the
matter and requests that the district delay its investigation, the district will resume its
investigation at the conclusion of the agency’s investigation.

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During an investigation and when appropriate, the district will take interim action to address the
alleged prohibited conduct.
If the district’s investigation indicates that prohibited conduct occurred, appropriate disciplinary
action and, in some cases, corrective action will be taken to address the conduct. The district
may take disciplinary and corrective action even if the conduct was not unlawful.
All involved parties will be notified of the outcome of the district investigation within the
parameters and limits allowed under the Family Educational Rights and Privacy Act (FERPA).
A student or parent who is dissatisfied with the outcome of the investigation may appeal in
accordance with policy FNG(LOCAL).
Discrimination
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 40.]
Distance Learning (All Grade Levels)
Distance learning and correspondence courses include courses that encompass the state-
required essential knowledge and skills but are taught through multiple technologies and
alternative methodologies such as mail, satellite, internet, video-conferencing, and instructional
television.
The distance learning opportunities that the district makes available to district students are
Texas Virtual School Network.
If a student wishes to enroll in a correspondence course or a distance learning course that is not
provided through the Texas Virtual School Network (TXVSN), as described below, to earn credit
in a course or subject, the student must receive permission from the principal prior to enrolling in
the course or subject. If the student does not receive prior approval, the district may not
recognize and apply the course or subject toward graduation requirements or subject mastery.
[See Remote Instruction on page 71.]
Texas Virtual School Network (TXVSN) (Secondary Grade Levels)
The Texas Virtual School Network (TXVSN) has been established by the state as one method
of distance learning. A student has the option, with certain limitations, to enroll in a course
offered through the TXVSN to earn course credit for graduation.
Depending on the TXVSN course in which a student enrolls, the course may be subject to the
“no pass, no play” rules. [See Extracurricular Activities, Clubs, and Organizations on page
48.] In addition, a student who enrolls in a TXVSN course for which an end-of-course (EOC)
assessment is required must still take the corresponding EOC assessment.
A parent may ask questions or request that their child be enrolled in a TXVSN course by
contacting the school counselor. Unless an exception is made by the campus principal, a
student will not be allowed to enroll in a TXVSN course if the school offers the same or a similar
course.
A copy of policy EHDE addressing distance learning will be distributed to parents of middle and
high school students at least once each year. If you do not receive a copy or have questions
about this policy, please contact campus principal.

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Distribution of Literature, Published Materials, or Other Documents (All Grade Levels)
School Materials
Publications prepared by and for the school may be posted or distributed, with the prior approval
of the principal, sponsor, or teacher. Such items may include school posters, newspapers,
yearbooks, brochures, flyers, and the like.
All school publications are under the supervision of a teacher, sponsor, and the principal.
Nonschool Materials
From Students
Students must obtain prior approval from the campus principal before selling, posting,
circulating, or distributing more than 10 copies of written or printed materials, handbills,
photographs, pictures, films, tapes, or other visual or auditory materials that were not developed
under the oversight of the school. To be considered, any nonschool material must include the
name of the sponsoring person or organization. Approval will be granted or denied within two
school days.
The campus principal is responsible for designating time, place, and manner restrictions for
distribution of nonschool literature from students and location for approved nonschool materials
to be placed for voluntary viewing or collection by students. [See policy FNAA for more
information.]
A student may appeal a decision in accordance with policy FNG(LOCAL). Any student who
sells, posts, circulates, or distributes nonschool material without prior approval will be subject to
disciplinary action in accordance with the Student Code of Conduct. Materials displayed without
approval will be removed.
[See policy FNG(LOCAL) for student complaint procedures.]
From Others
No person or group will sell, circulate, distribute, or post on any district premises written or
printed materials, handbills, photographs, pictures, films, tapes, or other visual or auditory
materials that is not sponsored by the district or by a district-affiliated school-support
organization, except as permitted by policy GKDA.
To be considered for distribution, any nonschool material must meet the limitations on content
established in GKDA(LOCAL). The requestor may appeal a rejection in accordance with the
appropriate district complaint policy. [See policies DGBA or GF for more information.]
The Chief Communications Officer Sarah Marcus is responsible for designating time, place, and
manner of distribution of nonschool literature from community members and Waller ISD has
designated Peachjar as the location for approved nonschool materials to be placed for voluntary
viewing or collection.
Prior review will not be required for:
● Distribution of materials by an attendee to other attendees of a school-sponsored meeting
intended for adults and held after school hours.
● Distribution of materials by an attendee to other attendees of a community group meeting
held after school hours in accordance with policy GKD(LOCAL) or a noncurriculum-related
student group meeting held in accordance with policy FNAB(LOCAL).

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● Distribution for electioneering purposes during the time a school facility is being used as a
polling place, in accordance with state law.
All nonschool materials distributed under these circumstances must be removed from district
property immediately following the event at which the materials are distributed.
Dress and Grooming (All Grade Levels)
The district’s dress code teaches grooming and hygiene, prevents disruption, and minimizes
safety hazards. Students and parents may determine a student’s personal dress and grooming
standards, provided that they comply with the following:

1. Students must wear appropriate under clothing and shoes. House shoes or house slippers
are not allowed.
2. Student’s shorts, skirts, or dresses must be mid-thigh or longer in length. Students are not
permitted to wear very tight, very loose, oversized, revealing or very short clothing. Pants
must be worn at the waist. Examples of unacceptable clothing, according to this guideline
include, but are not limited to cutoffs, jogging pants, tight leggings, boxers, or biker shorts,
sleeveless items or pajama clothing. Midriffs, stomachs, and backs must not show with
normal movement.
3. Tattoos must not be visible.
4. Clothing with visual or written messages which are likely to disrupt the school environment
is prohibited. Examples of such prohibited visual or written messages include, but are not
limited to drugs, alcohol, tobacco, weapons, violence, vulgar, obscene language which
could be construed to have an offensive meaning or sexual connotation and insults to race,
religion, gender, or ethnicity. Trench coats of any kind are not permitted.
5. A student wearing any form of dress or hairstyle identifying them with a gang, cult, or other
unauthorized student group or representing or symbolizing the beliefs of such a group, will
be required to correct their dress or appearance.
6. A student’s hair must be neat, clean and must not be distracting or interfere with the
learning environment. Extreme hairstyles, hair designs and hair colors are not acceptable.
7. Mustaches, beards, or goatees must be well groomed. Drawings, icons, and/or other
markings cut into or colored into the hair are not permitted.
8. Noisy or distracting jewelry or accessories may not be worn.
9. No type of cap, hat, bandana or headband is to be worn in the school. Sunglasses may be
worn only when prescribed by a physician. Sunglasses cannot be worn around the neck or
on top of the head.
10. A student who is sent home to correct a grooming code violation will be counted absent on
an unexcused basis for the period of time. In the event that a parent cannot be reached to
remove a student from school to correct their grooming, the student will be placed in ISS or
detention. Discipline consequences may also result for grooming code violations. The
student’s parent will be required to speak with the school administrator concerning the
student’s dress before the student will be permitted to return to class after correcting their
dress on the initial offense. A parent conference may be required on the second offense.
11. Clothing from the DAEP program may only be worn in the DAEP program and not on the
student’s home campus or at any WISD event or activity If the principal determines that a
student’s grooming or clothing violates the school’s dress code, the student will be given an
opportunity to correct the problem at school. If not corrected, the student may be assigned
to in-school suspension for the remainder of the day, until the problem is corrected, or until
a parent or designee brings an acceptable change of clothing to the school. Repeated
offenses may result in more serious disciplinary action in accordance with the Student Code

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 of Conduct.

If the principal determines that a student’s grooming or clothing violates the school’s dress code,
the student will be given an opportunity to correct the problem at school and return to the
classroom. If the problem cannot be corrected at school, the principal will work with the student
and parent to obtain an acceptable change of clothing for the student in a way that minimizes
loss of instructional time.
Repeated or severe offenses may result in more serious disciplinary action in accordance with
the Student Code of Conduct.
Electronic Devices and Technology Resources (All Grade Levels)
Possession and Use of Personal Telecommunications Devices, Including Cell Phones, and Other
Electronic Devices
The district permits students to possess personal cell phones for safety purposes; however,
these devices must remain turned off during the instructional day, including during all testing,
unless they are being used for approved instructional purposes. [See Textbooks, Electronic
Textbooks, Technological Equipment, and Other Instructional Materials on page 81 for
graphing calculator applications on computing devices.]
A student must have approval to possess other personal telecommunications devices on
campus such as laptops, tablets, or other portable computers.
Without such permission, teachers will collect the items and turn them in to the principal’s office.
The principal will determine whether to return items to students at the end of the day or to
contact parents to pick up the items.
The use of cell phones or any device capable of capturing images is strictly prohibited in locker
rooms or restroom areas while at school or at a school-related or school-sponsored event.
If a student uses a telecommunications device without authorization during the school day, the
device will be confiscated.
The parent/guardian may pick up the confiscated telecommunications device from the
principal’s office for a fee of $15.
Confiscated telecommunications devices that are not retrieved by the student or the student’s
parent will be disposed of after the notice required by law. [See policy FNCE for more
information.]
In limited circumstances and in accordance with law, a student’s personal telecommunications
device may be searched by authorized personnel. [See Searches on page 78 and policy FNF
for more information.]
Any disciplinary action will be in accordance with the Student Code of Conduct. The district is
not responsible for damaged, lost, or stolen telecommunications devices.
Instructional Use of Personal Telecommunications and Other Electronic Devices
Students must obtain prior approval to use personal telecommunications or other personal
electronic devices for instructional purposes while on campus. Students must also sign a user
agreement that contains applicable rules for use (separate from this handbook).

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All personal devices must be turned off during the instructional day when not in use for
approved instructional purposes. Violations of the user agreement may result in withdrawal of
privileges and other disciplinary action.
Acceptable Use of District Technology Resources
District-owned technology resources may be issued to individual students for instructional
purposes. Use of the district’s network systems and equipment is restricted to approved
purposes only. Students and parents will be asked to sign a user agreement (separate from this
handbook) regarding use of these district resources. Violations of the user agreement may
result in withdrawal of privileges and other disciplinary action.
It is all staff members’ responsibility to educate students about appropriate online behavior,
including interactions with other individuals on social networking sites/chat rooms, and cyber
bullying awareness and response.
Unacceptable and Inappropriate Use of Technology Resources
Students are prohibited from possessing, sending, forwarding, posting, accessing, or displaying
electronic messages that are abusive, obscene, sexually oriented, threatening, harassing,
damaging to another’s reputation, or illegal. This prohibition also applies to conduct off school
property, whether on district-owned or personally owned equipment, if it results in a substantial
disruption to the educational environment.
Any person taking, disseminating, transferring, possessing, or sharing obscene, sexually
oriented, lewd, or otherwise illegal images or other content — commonly referred to as “sexting”
— will be disciplined in accordance with the Student Code of Conduct, may be required to
complete an educational program related to the dangers of this type of behavior, and, in certain
circumstances, may be reported to law enforcement.
This type of behavior may constitute bullying or harassment, as well as impede future
endeavors of a student. We encourage parents to review with their child the "Before You Text"
Sexting Prevention Course (https://txssc.txstate.edu/tools/courses/before-you-text/), a state-
developed program that addresses the consequences of sexting.
In accordance with state law, the district prohibits the installation or use of TikTok or any
successor application or service on a district device, along with any other social media
application or service determined by the governor.
Any student who engages in conduct that results in a breach of the district’s computer security
will be disciplined in accordance with the Student Code of Conduct. In some cases, the
consequence may be expulsion.
End-of-Course (EOC) Assessments
[See Graduation on page 51 and Standardized Testing on page 80.]
Emergent Bilingual Students (All Grade Levels)
A student who is an emergent bilingual student is entitled to receive specialized services from
the district. A Language Proficiency Assessment Committee (LPAC), consisting of both district
personnel and at least one parent representative, will determine whether the student qualifies
for services. The student’s parent must consent to any services recommended by the LPAC.
However, pending the receipt of parental consent or denial of services, an eligible student will
receive the services to which the student is entitled and eligible.

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To determine a student’s level of proficiency in English, the LPAC will use information from a
variety of assessments. If the student qualifies for services, and once a level of proficiency has
been established, the LPAC will designate instructional accommodations or additional special
programs that the student will require to eventually become proficient at grade level work in
English. Ongoing assessments will be conducted to determine a student’s continued eligibility
for the program.
The LPAC will also determine whether certain accommodations are necessary for any state-
mandated assessments. The STAAR Spanish, as mentioned at Standardized Testing on page
80, may be administered to an emergent bilingual student up to grade 5. In limited
circumstances, a student’s LPAC may exempt the student from an otherwise required state-
mandated assessment or may waive certain graduation requirements related to the English I
end-of-course (EOC) assessment. The Texas English Language Proficiency Assessment
System (TELPAS) will also be administered to emergent bilingual students who qualify for
services.
If a student is considered an emergent bilingual student and receives special education services
because of a qualifying disability, the student’s ARD committee will make instructional and
assessment decisions in conjunction with the LPAC.
Extracurricular Activities, Clubs, and Organizations (All Grade Levels)
Participation in school-sponsored activities is an excellent way for a student to develop talents,
receive individual recognition, and build strong friendships.
Some extracurricular activities may include off-campus events. Students are required to use
transportation provided by the district to and from the events. Exceptions may only be made
with the approval of the activity’s coach or sponsor. [See Transportation on page 82.]
Eligibility for many of these activities is governed by state law and the rules of the University
Interscholastic League (UIL), a statewide association overseeing interdistrict competition. If a
student is involved in an academic, athletic, or music activity governed by UIL, the student and
parent are expected to know and follow all rules of the UIL organization. Students and parents
can access the UIL Parent Information Manual (https://www.uiltexas.org/athletics/manuals)
online. A hard copy can be provided by the coach or sponsor of the activity on request.
To report alleged noncompliance with required safety training or an alleged violation of safety
rules required by law and the UIL, please contact the curriculum division of TEA at (512) 463-
9581 or [email protected].
[See UIL Texas (https://www.uiltexas.org/) for additional information on all UIL-governed
activities.]
Student safety in extracurricular activities is a priority of the district. Parents are entitled to
review the district’s records regarding the age of each football helmet used by the campus,
including when a helmet has been reconditioned.
Generally, a student who receives a grade below 70 at the end of a grading period in any
academic class may not participate in extracurricular activities for at least three school weeks.
However, if a student receives a grade below 70 at the end of a grading period in an Advanced
Placement (AP) or International Baccalaureate (IB), honors, or dual credit course in English
language arts, mathematics, science, social studies, economics, or languages other than
English, the student remains eligible for participation in all extracurricular activities.

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If a student is enrolled in a state-approved course that requires demonstration of the mastery of
an essential knowledge and skills in public performance and the student receives a grade below
70 in any course at the end of the grading period, the student may participate in a performance
so long as the general public is invited.
If a student is enrolled in a state-approved music course that participates in UIL Concert and
Sight-reading Evaluation, and the student receives a grade below 70 in any course at the end of
a grading period, the student may perform with the ensemble during the UIL evaluation
performance, but is ineligible for other extracurricular activities for at least three weeks.
In addition, the following applies to all extracurricular activities:
● A student who receives special education services and who fails to meet the standards in
the individualized education program (IEP) may not participate for at least three school
weeks.
● An ineligible student may practice or rehearse but may not participate in any competitive
activity.
● A student is allowed in a school year up to 10 absences not related to post-district
competition, a maximum of 5 absences for post-district competition prior to state, and a
maximum of 2 absences for state competition. All extracurricular activities and public
performances, whether UIL activities or other activities approved by the board, are subject to
these restrictions.
● An absence for participation in an activity that has not been approved will be considered an
unexcused absence.
Standards of Behavior
Sponsors of student clubs and performing groups such as the band, choir, and drill and athletic
teams may establish standards of behavior — including consequences for misbehavior — that
are stricter than those for students in general. If a violation is also a violation of school rules, the
consequences specified by the Student Code of Conduct or by board policy will apply in addition
to any consequences specified by the organization’s standards of behavior.
Offices and Elections
Certain clubs, organizations, and performing groups will hold elections for student officers.
These groups include, but are not limited to: NHS, FFA, Dance, Cheer, Band, Drama, Speech,
AFJROTC, FCCLA, HOSA, FCA, and Student Council.
Fees (All Grade Levels)
Basic educational program materials are provided at no charge to a student. However, a student
is expected to provide his or her own supplies, such as pencils, paper, erasers, and notebooks.
A student may also be required to pay certain other costs, fees, or deposits, including:
● Materials for a class project that the student will keep.
● Membership dues in voluntary clubs or student organizations.
● Admission fees to extracurricular activities.
● Security deposits.
● Personal physical education and athletic equipment and apparel.

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● Voluntarily purchased pictures, publications, class rings, yearbooks, graduation
announcements, and the like.
● Voluntarily purchased student health and accident insurance.
● Musical instrument rental and uniform maintenance when uniforms are provided by the
district.
● Personal apparel used in extracurricular activities that becomes the property of the student.
● Parking fees and student identification cards.
● Fees for lost, damaged, or overdue library books.
● Fees for driver training courses.
● Fees for optional courses offered for credit that require use of facilities not available on
district premises.
● Summer school for courses that are offered tuition-free during the regular school year.
● A reasonable fee for providing transportation to a student who lives within two miles of the
school. [See Transportation on page 82.]
● A maximum fee of $50 for an educational program outside of regular school hours for a
student who has lost credit or has not been awarded a final grade because of absences and
whose parent chooses the program for the student to meet the 90 percent attendance
requirements. The fee will be charged only if the parent or guardian signs a district-provided
request form.
● In some cases, a fee for a course taken through the Texas Virtual School Network (TXVSN).
Any required fee or deposit may be waived if the student and parent are unable to pay.
Application for such a waiver may be made to the campus principal. [See policy FP for more
information.]
Fundraising (All Grade Levels)
Student groups or classes and/or parent groups may be permitted to conduct fundraising drives
for approved school purposes in accordance with administrative regulations. [See policies FJ
and GE for more information.]
Gang-Free Zones (All Grade Levels)
Certain criminal offenses, including gang-related crimes, will be enhanced to the next-highest
category of offense if they are committed in a gang-free zone. Gang-free zones include a school
bus and any location in, on, or within 1,000 feet of any district-owned or leased property or
campus playground.
Gender-Based Harassment
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 40.]
Grade-Level Classification (Grades 9-12 Only)
After grade 9, students are classified according to the number of credits earned toward
graduation.
Credits Earned Classification

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 6-11.5 Grade 10 (Sophomore)
12-18.5 Grade 11 (Junior)
19 Grade 12 (Senior)

Grading Guidelines (All Grade Levels)

Approved grading guidelines for each grade level or course will be communicated to students
and their parents by the classroom teacher. These guidelines establish:
● The minimum number of assignments, projects, and examinations required for each grading
period
● How the student’s mastery of concepts and achievement will be communicated (for
example, letter grades, numerical averages, checklist of required skills, and the like)
● Circumstances under which a student will be allowed to redo an assignment or retake an
examination the student originally failed
● Procedures for a student to follow after an absence
[See Report Cards/Progress Reports and Conferences on page 71 for additional information
on grading guidelines.]
Graduation (Secondary Grade Levels Only)
Requirements for a Diploma
A student must meet the following requirements to receive a high school diploma from the
district:
● Achieve passing scores on certain end-of-course (EOC) assessments or approved
substitute assessments, unless specifically waived as permitted by state law
● Complete the required number of credits established by the state and any additional credits
required by the district
● Complete any locally required courses in addition to the courses mandated by the state
● Demonstrate proficiency, as determined by the district, in the specific communication skills
required by the State Board of Education (SBOE)
● Complete and submit a free application for federal student aid (FAFSA) or a Texas
application for state financial aid (TASFA)
Testing Requirements for Graduation
Students are required, with limited exceptions and regardless of graduation program, to perform
satisfactorily on the following EOC assessments:
● English I
● English II
● Algebra I
● Biology
● U.S. History

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A student who does not achieve a sufficient score will have opportunities to retake an
assessment.
State law allows a student to meet EOC requirements by substituting satisfactory performance
on approved national standardized assessments or on the state-developed assessment used
for entrance into Texas public universities. [See the school counselor for more information on
the state testing requirements for graduation.]
If a student fails to perform satisfactorily on an EOC assessment, the district will provide
remediation in the applicable content area. This may require the student’s participation outside
normal school operating times.
In limited circumstances, a student who fails to demonstrate proficiency on up to two of the
required assessments may still be eligible to graduate if an individual graduation committee,
formed in accordance with state law, unanimously determines that the student is eligible to
graduate.
[See Standardized Testing on page 52.]
Foundation Graduation Program
Every Texas public school student will graduate under the foundation graduation program. The
foundation graduation program features endorsements, which are paths of interest that include:
● Science, Technology, Engineering, and Mathematics (STEM)
● Business and Industry
● Public Service
● Arts and Humanities
● Multidisciplinary Studies
Endorsements earned by a student will be noted on the student’s transcript.
A student can complete the foundation graduation program with a “distinguished level of
achievement,” which reflects the completion of at least one endorsement and Algebra II as one
of the required advanced mathematics credits.
A Personal Graduation Plan will be completed for each high school student, as described on
page 54.
State law generally prohibits a student from graduating solely under the foundation graduation
program without an endorsement. However, after the student’s sophomore year, the student
and student’s parent may request that the student graduate without an endorsement. The
district will advise the student and the student’s parent of the specific benefits of graduating with
an endorsement. The student and the student’s parent must then submit written permission to
the school counselor for the student to graduate without an endorsement.
A student who wishes to attend a four-year university or college after graduation must carefully
consider whether graduation under the foundation program without an endorsement will satisfy
the admission requirements of the student’s desired college or university.
A student graduating under the foundation graduation program can also earn performance
acknowledgments on his or her transcript. Performance acknowledgments are available for
outstanding performance in bilingualism and biliteracy, in a dual credit course, on an AP or IB
examination, on certain national college preparatory and readiness or college entrance

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examinations, or for earning a license or certificate recognized at the state, national, or
international level. The school counselor can provide more information about these
acknowledgments.
A student is not required to complete an Algebra II course to graduate under the foundation
graduation program, and the district will annually notify a student’s parent of this fact. However,
not taking Algebra II will make a student ineligible for automatic admission to four-year public
universities and colleges in Texas and for certain financial aid and grants while attending those
institutions.
A school district will permit a student to satisfy the curriculum requirements for graduation under
the foundation program with the distinguished level of achievement, including an endorsement,
by successfully completing courses in the core curriculum of a public Texas institution of higher
education. Please see your counselor for more information.
Credits Required
Please refer to the Waller High School 2024-2025 Course Book available here
https://www.wallerisd.net/cms/lib/TX02205264/Centricity/Domain/506/23-
24%20Course%20Book%20New%20Order%20FINAL.pdf OR by contacting the Waller High
School Counseling Center.
Financial Aid Application Requirement
Before graduating from high school, each student must complete and submit an application for
financial aid for post-secondary education. Students must complete and submit either a free
application for federal student aid (FAFSA) or a Texas application for state financial aid
(TASFA).
Contact the Waller High School Counseling Center for more information.
A student is not required to complete and submit a FAFSA or TASFA if:
● The student’s parent submits a form provided by the district indicating that the parent
authorizes the student to opt out;
● A student who is 18 years of age or older or a legally independent minor submits a form
provided by the district indicating that the student opts out; or
● A school counselor authorizes the student to opt out for good cause.
Please contact the school counselor for more information.
To confirm that a student has completed and submitted a TASFA, the student must submit one
of the following:
● A screenshot that includes the processed date field of the FAFSA ApplyTexas Counselor
Suite
● Notification, such as a copy of an email, from the United States Department of Education
verifying completion of the FAFSA
● A copy or screenshot of the FAFSA acknowledgment page
● A screenshot of the TASFA submission acknowledgment page (from those institutions that
offer an electronic form)
● An acknowledgment receipt from an institution of higher education (IHE)

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● A copy of a financial aid award letter from an IHE
Personal Graduation Plans
A personal graduation plan will be developed for each high school student.
The district encourages all students to pursue a personal graduation plan that includes the
completion of at least one endorsement and to graduate with the distinguished level of
achievement. Attainment of the distinguished level of achievement is a requirement for a
student to be considered for automatic admission to a public four-year college or university in
Texas, depending on his or her rank in class.
The school will review personal graduation plan options with each student entering grade 9 and
his or her parent. Before the end of grade 9, a student and his or her parent will be required to
sign off on a personal graduation plan that promotes college and workforce readiness, promotes
career placement and advancement, and facilitates the transition from secondary to
postsecondary education.
The student’s personal graduation plan will outline an appropriate course sequence based on
the student’s choice of endorsement.
Please review TEA’s Graduation Toolkit (https://tea.texas.gov/about-tea/news-and-
multimedia/brochures/tea-brochures).
A student may, with parental permission, amend his or her personal graduation plan after the
initial confirmation.
Available Course Options for All Graduation Programs
Each spring, the district will update students on the courses required or offered in each
curriculum area so students can enroll for the upcoming school year.
Note: The district may require the completion of certain courses for graduation even if these
courses are not required by the state for graduation.
Not all courses are offered at every secondary campus in the district. A student who wants to
take a course not offered at his or her regular campus should contact the school counselor
about a transfer or other alternatives. If the parents of at least 22 students request a transfer for
a course in the required curriculum other than fine arts or career and technical education (CTE),
the district will offer the course the following year either by teleconference or at the school from
which the transfers were requested.
Certificates of Coursework Completion
A certificate of coursework completion will not be issued to a student who has successfully
completed state and local credit requirements for graduation but has not yet demonstrated
satisfactory performance on the state-mandated tests required for graduation.
Students with Disabilities
Admission, review, and dismissal (ARD) committees will make instructional and assessment
decisions for students with disabilities who receive special education services in accordance
with state law.
Upon the recommendation of the ARD committee, a student with a disability who receives
special education services may be permitted to graduate under the provisions of his or her
individualized education program (IEP) and in accordance with state rules.

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A student who receives special education services may earn an endorsement under the
foundation program. If the student’s curriculum requirements for the endorsement were
modified, the student’s ARD committee will determine whether the modified curriculum is
sufficiently rigorous to earn the endorsement. The ARD committee must also determine whether
the student must perform satisfactorily on any end-of-course assessment to earn an
endorsement.
A student who receives special education services and has completed four years of high school
but has not met the requirements of his or her IEP may participate in graduation ceremonies
and receive a certificate of attendance. The student may then remain enrolled to complete the
IEP and earn his or her high school diploma but will only be allowed to participate in one
graduation ceremony.
[See policy FMH(LEGAL) for more information.]
Graduation Activities
Graduation activities will include:
● Prayer
● Pledges
● Valedictorian Address
● Salutatorian Address
Students who have met coursework requirements for graduation but have not yet demonstrated
satisfactory performance on end-of-course assessments or been declared eligible to graduate
by an individual graduation committee, if applicable, will be not allowed to participate in
graduation activities.
Students who are eligible to graduate but are assigned to a disciplinary alternative education
program at the end of the school year will not be allowed to participate in the graduation
ceremony and related graduation activities.
The following students and student groups shall be recognized at graduation ceremonies:
● Honor Graduates
● Graduates
● Military Enlistees
Graduation Speakers
Certain graduating students will be given an opportunity to speak at graduation ceremonies.
A student must meet local eligibility criteria, which may include requirements related to student
conduct, to have a speaking role. Students eligible for speaking roles will be notified by the
principal and given an opportunity to volunteer.
[See the Student Code of Conduct and policy FNA(LOCAL) for more information.]
Graduation Expenses
Because students and parents will incur expenses to participate in the traditions of graduation
— such as the purchase of invitations, senior ring, cap and gown, and senior picture — both the
student and parent should monitor progress toward completion of all requirements for

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graduation. The expenses often are incurred in the junior year or first semester of the senior
year. [See Fees on page 49.]
Scholarships and Grants
Students who have a financial need according to federal criteria and who complete the
foundation graduation program may be eligible under the TEXAS Grant Program, Teach for
Texas Grant Program, and Future Texas Teachers Scholarship Program for scholarships and
grants toward tuition and fees to Texas public universities, community colleges, and technical
schools, as well as to private institutions. Certain students who graduate early may also be
eligible for the Texas First Scholarship Program.
See College and University Admissions and Financial Aid (All Grade Levels) on page 33
for more information.
Contact the school counselor for information about other scholarships and grants available to
students.
Harassment
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 40.]
Hazing (All Grade Levels)
Hazing is defined as an intentional, knowing, or reckless act, on or off campus, by one person
alone or acting with others, directed against a student for the purpose of pledging, initiation into,
affiliation with, holding office in, or maintaining membership in a student organization if the act
meets the elements in Education Code 37.151, including:
● Any type of physical brutality
● An activity that subjects the student to an unreasonable risk of harm or that adversely
affects the student’s mental or physical health, such as sleep deprivation, exposure to the
elements, confinement to small spaces, calisthenics, or consumption of food, liquids, drugs,
or other substances
● An activity that induces, causes, or requires the student to perform a duty or task that
violates the Penal Code
● Coercing a student to consume a drug or alcoholic beverage in an amount that would lead a
reasonable person to believe the student is intoxicated
The district will not tolerate hazing. Disciplinary consequences for hazing will be in accordance
with the Student Code of Conduct. It is a criminal offense if a person engages in hazing; solicits,
encourages, directs, aids, or attempts to aid another in hazing; or has firsthand knowledge of an
incident of hazing being planned or having occurred and fails to report this to the principal,
superintendent, or law enforcement official.
[See Bullying on page 27 and policies FFI and FNCC for more information.]
Health — Physical and Mental
Illness (All Grade Levels)
When your child is ill, please contact the school to let us know he or she will not be attending
that day.

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State rules require schools to exclude students with certain illnesses from school for certain
periods of time. For example, if a child has a fever over 100 degrees, he or she must stay out of
school until fever-free for 24 hours without use of fever-reducing medications. Students with
diarrheal illnesses must stay home until they are diarrhea-free without use of diarrhea-
suppressing medications for 24 hours.
A full list of conditions for which the school must exclude children can be obtained from the
school nurse.
If a student becomes ill during the school day and the school nurse determines that the child
should go home, the nurse will contact the parent.
The district is required to report certain contagious (communicable) diseases or illnesses to the
Department of State Health Services (DSHS) or our local/regional health authority. The school
nurse can provide information from DSHS on these notifiable conditions.
The school nurse is available to answer any questions for parents who are concerned about
whether or not their child should stay home.
Immunization (All Grade Levels)
A student must be fully immunized against certain diseases or must present a certificate or
statement that, for medical reasons or reasons of conscience, including a religious belief, the
student will not be immunized.
For exemptions based on reasons of conscience, only official forms issued by the Texas
Department of State Health Services (DSHS), Immunization Branch, can be honored by the
district. You may access the DSHS exemption form (https://www.dshs.texas.gov/immunization-
unit/texas-school-child-care-facility-immunization/texas-immunization-exemptions) online or by
writing to this address:
Texas Department of State Health Services
Immunization Section, Mail Code 1946
P.O. Box 149347
Austin, Texas 78714-9347
The form must be notarized and submitted to the principal or school nurse within 90 days of
notarization. If the parent is seeking an exemption for more than one student in the family, a
separate form must be provided for each student.
The immunizations required are:
● Diphtheria, tetanus, and pertussis
● Polio
● Measles, mumps, and rubella
● Hepatitis B
● Varicella (chicken pox)
● Meningococcal
● Hepatitis A
The school nurse can provide information on immunization requirements. Proof of immunization
may be established by personal records from a licensed physician or public health clinic with a
signature or rubber-stamp validation.

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If a student should not be immunized for medical reasons, the student or parent must present a
certificate signed by a U.S. registered and licensed physician stating that, in the doctor’s
opinion, the immunization required is medically contraindicated or poses a significant risk to the
health and well-being of the student or a member of the student’s family or household. This
certificate must be renewed yearly unless the physician specifies a lifelong condition.
For information on immunization against bacterial meningitis and college enrollment and
attendance, see Bacterial Meningitis on page 62.
[See the DSHS’s Texas School & Child Care Facility Immunization Requirements
(https://www.dshs.texas.gov/immunization-unit/texas-school-child-care-facility-immunization)
and policy FFAB(LEGAL) for more information.]
Lice (All Grade Levels)
Head lice is very common among children. Although not an illness or a disease, head lice
spread through head-to-head contact during play, sports, nap time, and when children share
things like brushes, combs, hats, and headphones.
The district does not require or recommend that students be removed from school because of
lice or nits.
If careful observation indicates that a student has head lice, the school nurse will contact the
student’s parent to discuss a treatment plan using an FDA-approved medicated shampoo or
cream rinse that may be purchased from any drug or grocery store. After the student undergoes
one treatment, the parent should contact the school nurse to discuss the treatment used. The
nurse can also offer additional recommendations, including subsequent treatments, how best to
get rid of lice, and how to prevent lice from returning.
The district will provide notice to parents of elementary school students in an affected classroom
without identifying the student with lice.
More information on head lice can be obtained from the DSHS website Managing Head Lice in
School Settings and at Home (https://www.dshs.texas.gov/texas-school-health/skilled-
procedures-texas-school-health/managing-head-lice-school) and from the Centers for Disease
Control and Prevention’s website Head Lice Information for Parents
(https://www.cdc.gov/parasites/lice/head/parents.html).
[See policy FFAA for more information.]
Medicine at School (All Grade Levels)
If a student must take medication during school hours, the student’s parent must provide the
medication. All medication, whether prescription or nonprescription, must be kept in the nurse’s
office and be administered by the nurse or another authorized district employee. A student may
be authorized to possess his or her own medication because of asthma or a severe allergy as
described below or as otherwise allowed by law.
The district will not purchase nonprescription medication to give to a student.
In accordance with policy FFAC, authorized employees may administer:
● Prescription medication in the original, properly labeled container, provided by the parent
along with a written request.

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● Prescription medication from a properly labeled unit dosage container filled by a registered
nurse or another qualified district employee from the original, properly labeled container
provided by the parent along with a written request.
● Nonprescription medication in the original, properly labeled container, provided by the
parent along with a written request. Note: Insect repellant is considered a nonprescription
medication.
● Herbal or dietary supplements provided by the parent only if required by the student’s
individualized education program (IEP) or Section 504 plan for a student with disabilities.
An elementary or secondary student may possess and self-apply sunscreen to avoid
overexposure to the sun. An elementary student’s teacher or other district personnel will apply
sunscreen to the student’s exposed skin if the student brings the sunscreen to school and asks
for help applying it. If a secondary student needs assistance with sunscreen application, please
address the need with the school nurse.
Whether a student is at the elementary or secondary level, if sunscreen needs to be
administered to treat any type of medical condition, this should be handled through
communication with the school nurse so that the district is made aware of any safety and
medical issues.
Asthma and Severe Allergic Reactions
A student with asthma or severe allergic reaction (anaphylaxis) may possess and use
prescribed asthma or anaphylaxis medication at school or school-related events only if he or
she has written authorization from his or her parent and a physician or other licensed health-
care provider. The student must also demonstrate to his or her health-care provider and the
school nurse the ability to use the prescribed medication, including any device required to
administer the medication.
If the student has been prescribed asthma or anaphylaxis medication for use during the school
day, the student and parents should discuss this with the school nurse or principal.
See also Food Allergies on page 62.
Unassigned Opioid Antagonists
In accordance with Chapter 38, Subchapter E of the Education Code, the board shall adopt a
policy to allow authorized and trained school personnel at each campus that serves students in
grades 6-12 to administer an opioid antagonist, such as Narcan or Naloxone, to an individual
who is reasonably believed to be experiencing an opioid-related drug overdose. One or more
authorized and trained individuals will be present on each campus subject to this policy during
regular school hours.
Steroids (Secondary Grade Levels Only)
State law prohibits students from possessing, dispensing, delivering, or administering an
anabolic steroid. Anabolic steroids are for physician-prescribed medical use only.
Body building, muscle enhancement, or the increase of muscle bulk or strength through the use
of an anabolic steroid or human growth hormone by a healthy student is not a valid medical use
and is a criminal offense.

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Mental Health Support (All Grade Levels)
The district has implemented programs to address the following mental health, behavioral
health, and substance abuse concerns:
● Mental health promotion and early intervention
● Building skills to manage emotions, establish and maintain positive relationships, and
engage in responsible decision-making
● Substance abuse prevention and intervention
● Suicide prevention, intervention, and postvention (interventions after a suicide in a
community)
● Grief, trauma, and trauma-informed care
● Positive behavior interventions and supports
● Positive youth development
● Safe, supportive, and positive school climates
If a student has been hospitalized or placed in residential treatment for a mental health condition
or substance abuse, the district has procedures to support the student’s return to school. Please
contact the district’s mental health liaison for further information.
Teachers and other district employees may discuss a student’s academic progress or behavior
with the student’s parents or another employee as appropriate; however, they are not permitted
to recommend use of psychotropic drugs. A psychotropic drug is a substance used in the
diagnosis, treatment, or prevention of a disease or as a component of a medication that is
intended to alter perception, emotion, mood, or behavior.
A district employee who is a registered nurse, an advanced nurse practitioner, a physician, or a
certified or credentialed mental health professional can recommend that a student be evaluated
by an appropriate medical practitioner, if appropriate. [See policy FFEB for more information.]
For related information, see:
● Consent to Conduct a Psychological Evaluation on page 5 and Consent to Provide a
Mental Health Care Service on page 5 for the district’s procedures for recommending a
mental health intervention and the mental health liaison’s contact information;
● Counseling on page 37 for the district’s comprehensive school counseling program;
● Physical and Mental Health Resources on page 63 for campus and community mental
and physical health resources; and
● Policies and Procedures that Promote Student Physical and Mental Health on page 63
for board-adopted policies and administrative procedures that promote student health.
Physical Activity Requirements
Elementary School
The district will ensure that students in full-day prekindergarten-grade 5 engage in moderate or
vigorous physical activity for at least 30 minutes per day or 135 minutes per week, in
accordance with policies at EHAB, EHAC, EHBG, and FFA.
For additional information on the district’s elementary school student physical activity programs
and requirements, please see the principal.

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Junior High/Middle School
The district will ensure that students in middle or junior high school will engage in 30 minutes of
moderate or vigorous physical activity per day for at least four semesters, in accordance with
policies at EHAB, EHAC, EHBG, and FFA.
For additional information on the district’s junior high and middle school student physical activity
programs and requirements, please see the principal.
Temporary Restriction from Participation in Physical Education
Students who are temporarily restricted from participation in physical education will not actively
participate in skill demonstration but will remain in class to learn the concepts of the lessons.
Physical Fitness Assessment (Grades 3-12)
Annually, the district will conduct a physical fitness assessment of students in grades 3-12 who
are enrolled in a physical education course or a course for which physical education credit is
awarded. At the end of the school year, a parent may submit a written request to obtain the
results of his or her child’s physical fitness assessment conducted during the school year by
contacting Chief Academic Officer Kelly Baehren at 2214 Waller Street, Waller, TX 77484,
[email protected], or 936.931.3685.
Physical Health Screenings/Examinations
Athletics Participation (Secondary Grade Levels Only)
For certain extracurricular activities, a student must submit certification from an authorized
health-care provider. The certification must state that the student has been examined and is
physically able to participate in the relevant program, including:
● A district athletics program
● District marching band
● Any district extracurricular program identified by the superintendent
This examination is required to be submitted annually to the district.
Students should be aware of the rare possibility of sudden cardiac arrest, which in athletes is
usually caused by a previously unsuspected heart disease or disorder. A student may request
an electrocardiogram (ECG or EKG) to screen for such disorders, in addition to his or her
required physical examination.
See the UIL’s explanation of sudden cardiac arrest (https://www.uiltexas.org/health/info/sudden-
cardiac-death) for more information.
Spinal Screening Program
School-based spinal screening helps identify adolescents with abnormal spinal curvature at an
early stage when the curve is mild and may go unnoticed. Early detection is key to controlling
spinal deformities. Spinal screening is non-invasive and conducted in accordance with the most
recent nationally accepted and peer-reviewed standards.
All students who meet the Texas Department of State Health Services criteria will be screened
for abnormal spinal curvature before the end of the school year. As appropriate, students will be
referred for follow-up with their physician.

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For information on spinal screening by an outside professional or exemption from spinal
screening based on religious beliefs, contact the superintendent or see policy FFAA(LEGAL).
Other Examinations and Screenings (All Grade Levels)
[Choose if applicable to your regional education service area:] Students are required to undergo
a risk assessment for Type 2 diabetes at the same time the district screens students for hearing
and vision issues or for abnormal spinal curvatures.
[See policy FFAA for more information.]
Special Health Concerns (All Grade Levels)
Bacterial Meningitis (All Grade Levels)
Please see the district’s website at www.wallerisd.net for information regarding meningitis.
Note: Entering college students must show, with limited exception, evidence of receiving a
bacterial meningitis vaccination within the five-year period prior to enrolling in and taking
courses at an institution of higher education. Please see the school nurse for more information,
as this may affect a student who wishes to enroll in a dual credit course taken off campus.
[See Immunization on page 57.]
Diabetes
In accordance with a student’s individual health plan for management of diabetes, a student with
diabetes will be permitted to possess and use monitoring and treatment supplies and equipment
while at school or at a school-related activity. See the school nurse or principal for information.
[See policy FFAF(LEGAL) for more information.]
Food Allergies (All Grade Levels)
Parents should notify the district when a student has been diagnosed with a food allergy,
especially an allergy that could result in dangerous or life-threatening reactions either by
breathing, eating, or touching the particular food. It is important to disclose the food to which the
student is allergic as well as the nature of the allergic reaction. Please contact the school nurse
or campus principal if your child has a known food allergy or as soon as possible after any
diagnosis of a food allergy.
The district has developed and annually reviews a food allergy management plan, based on the
Texas Department of State Health Services’ (DSHS) Guidelines for the Care of Students with
Food Allergies at Risk for Anaphylaxis found on the DSHS Allergies and Anaphylaxis website
(https://www.dshs.texas.gov/texas-school-health/allergies-anaphylaxis)
When the district receives information that a student has a food allergy that puts the student at
risk for anaphylaxis, an individual care plan will be developed to assist the student in safely
accessing the school environment. The district’s food allergy management plan can be
accessed at www.wallerisd.net.
[See Celebrations on page 30 and policy FFAF for more information.]
Seizures (All Grade Levels)
To address the care of a student with a seizure disorder while at school or participating in a
school activity, a parent may submit a seizure management and treatment plan to the district
before the beginning of the school year, upon enrollment of the student, or as soon as
practicable following diagnosis of a seizure disorder.

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[See A Student with Physical or Mental Impairments Protected under Section 504 on page
21 and contact the school nurse for more information.]
Tobacco and E-Cigarettes Prohibited (All Grade Levels and All Others on School Property)
Students are prohibited from possessing or using any type of tobacco product, electronic
cigarette (e-cigarette), or any other electronic vaporizing device while on school property or
while attending an off-campus school-related activity.
The district and its staff strictly enforce prohibitions against the use of all tobacco products, e-
cigarettes, or any other electronic vaporizing device by students and all others on school
property and at school-sponsored and school-related activities. [See the Student Code of
Conduct and policies FNCD and GKA for more information.]
Health-Related Resources, Policies, and Procedures
Physical and Mental Health Resources (All Grade Levels)
Parents and students in need of assistance with physical and mental health concerns may
contact the following campus and community resources:
● The campus nurse or campus school counselor.
Policies and Procedures that Promote Student Physical and Mental Health (All Grade Levels)
The district has adopted board policies that promote student physical and mental health.
(LOCAL) policies on the topics below can be found in the district’s policy manual, available at
www.wallerisd.net.
● Food and nutrition management: CO, COA, COB
● Wellness and Health Services: FFA
● Physical Examinations: FFAA
● Immunizations: FFAB
● Medical Treatment: FFAC
● Communicable Diseases: FFAD
● School-Based Health Centers: FFAE
● Care Plans: FFAF
● Crisis Intervention: FFB
● Trauma-informed Care: FFBA
● Student Support Services: FFC
● Student Safety: FFF
● Child Abuse and Neglect: FFG
● Freedom from Discrimination, Harassment, and Retaliation: FFH
● Freedom from Bullying: FFI
In addition, the District Improvement Plan details the district’s strategies to improve student
performance through evidence-based practices that address physical and mental health. Visit
www.wallerisd.net for details.

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The district has developed administrative procedures as necessary to implement the above
policies and plans.
For further information regarding these procedures and access to the District Improvement Plan,
please contact: Chief Academic Officer Kelly Baehren at [email protected],
936.931.3685, or 2214 Waller Street, Waller, TX 77484
School Health Advisory Council (SHAC) (All Grade Levels)
During the preceding school year, the district’s School Health Advisory Council (SHAC) held 4
meetings. Additional information regarding the district’s SHAC is available from the Chief of
Schools - Elementary Angie Davis at 2214 Waller Street, Waller, TX 77484,
[email protected], or 936.931.3685.
Notification of upcoming SHAC meetings will be posted at each campus administrative office at
least 72 hours before the meeting. Notification of upcoming SHAC meetings, meeting minutes,
and a recording of each meeting will be posted on the district website at www.wallerisd.net.
[See Consent to Human Sexuality Instruction on page 5, Consent to Instruction on
Prevention of Child Abuse, Family Violence, Dating Violence, and Sex Trafficking on page
5, and policies BDF and EHAA. For more information.]
Student Wellness Policy/Wellness Plan (All Grade Levels)
To encourage healthy habits in our students, the district has developed a board-adopted
wellness policy at FFA(LOCAL) and corresponding plans and procedures to implement it. For
questions about the content or implementation of the district’s wellness policy and plan, please
contact: Chief of Schools - Elementary Angie Davis at 2214 Waller Street, Waller, TX 77484,
[email protected], or 936.931.3685.
Law Enforcement Agencies (All Grade Levels)
Questioning of Students
When law enforcement officers or other lawful authorities wish to question or interview a student
at school, the principal will cooperate fully regarding the conditions of the interview, including
without parental consent, if necessary, if it is part of a child abuse investigation. In other
circumstances, the principal will:
● Verify and record the identity of the officer or other authority and ask for an explanation of
the need to question the student at school.
● Ordinarily make reasonable efforts to notify the parents, unless the interviewer raises what
the principal considers to be a valid objection.
● Ordinarily be present for the questioning or interview, unless the interviewer raises what the
principal considers to be a valid objection.
Students Taken into Custody
State law requires the district to permit a student to be taken into legal custody:
● To comply with an order of the juvenile court.
● To comply with the laws of arrest.
● By a law enforcement officer if there is probable cause to believe the student has engaged
in delinquent conduct or conduct in need of supervision.

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● By a law enforcement officer to obtain fingerprints or photographs for comparison in an
investigation.
● By a law enforcement officer to obtain fingerprints or photographs to establish a student’s
identity where the child may have engaged in conduct indicating a need for supervision,
such as running away.
● By a probation officer if there is probable cause to believe the student has violated a
condition of probation imposed by the juvenile court.
● By an authorized representative of Child Protective Services (CPS), Texas Department of
Family and Protective Services (DFPS), a law enforcement officer, or a juvenile probation
officer, without a court order, under the conditions set out in the Family Code relating to the
student’s physical health or safety.
● To comply with a properly issued directive from a juvenile court to take a student into
custody.
Before a student is released to a legally authorized person, the principal will verify the person’s
identity and, to the best of his or her ability, will verify the person’s authority to take custody of
the student.
The principal will immediately notify the superintendent and will attempt to notify the parent,
unless the legally authorized person raises what the principal considers to be a valid objection
to notifying the parents. Because the principal does not have the authority to prevent or delay a
student’s release to a legally authorized person, any notification will most likely be after the fact.
Notification of Law Violations
The district is required by state law to notify:
● All instructional and support personnel who have responsibility for supervising a student who
has been taken into custody, arrested, or referred to the juvenile court for any felony offense
or for certain misdemeanors.
● All instructional and support personnel who have regular contact with a student who has
been convicted, received deferred prosecution, received deferred adjudication, or was
adjudicated for delinquent conduct for any felony offense or certain misdemeanors that
occur in school, on school property, or at a school-sponsored or school-related activity on or
off school property. These personnel will also be notified if the principal has reasonable
grounds to believe the student has engaged in certain conduct.
● All appropriate district personnel regarding a student who is required to register as a sex
offender.
[See policy GRAA(LEGAL) for more information.]
Leaving Campus (All Grade Levels)
Student attendance is crucial. Appointments should be scheduled outside of school hours if
possible. Except for extenuating circumstances, students will not regularly be released before
the end of the school day.
Parental consent is required before any student leaves campus for any part of the school day.
For students in elementary and middle school, a parent or authorized adult must come to the
office and show identification to sign the student out. A campus representative will ask the
student to report to the office. For safety purposes and stability of the learning environment, we

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cannot allow any unescorted adult to go to the classroom or other area to pick up the student. If
the student returns to campus the same day, the parent or authorized adult must sign the
student back in through the main office upon the student’s return. Documentation regarding the
reason for the absence will also be required.
The same process applies to students in high school if a parent picks the student up from
campus. If the student’s parent authorizes the student to leave campus unaccompanied, a note
provided by the parent must be submitted to the main office no later than two hours prior to the
student’s need to leave campus. A phone call from the parent may be accepted, but the school
may ultimately require a note for documentation purposes. The student must sign out through
the main office and sign in upon his or her return if the student returns the same day.
If a student becomes ill during the school day and the school nurse or other district personnel
determines that the student should go home, the nurse will contact the student’s parent and
document the parent’s wishes regarding release from school.
Unless the parent directs district personnel to release the student unaccompanied, the parent or
other authorized adult must follow the sign-out procedures listed above. If a student is permitted
by his or her parent to leave campus unaccompanied, the nurse will document the time of day
the student was released. Under no circumstances will a student in elementary or middle school
be released unaccompanied.
If a student is 18 years of age or is an emancipated minor, the student may sign him- or herself
out of school. Documentation regarding the reason for the absence will be required.
During Lunch
Students are prohibited from leaving school during lunch.
At Any Other Time during the School Day
Students are not authorized to leave campus during regular school hours for any other reason,
except with the permission of the principal.
Students who leave campus in violation of these rules will be subject to disciplinary action in
accordance with the Student Code of Conduct.
Lost and Found (All Grade Levels)
A lost and found collection box is located in the campus office. A student who loses an item
should check the lost and found box. The district discourages bringing personal items of high
monetary value to school, as the district is not responsible for lost or stolen items. The campus
will dispose of lost and found items at the end of each semester.
Makeup Work
Makeup Work Because of Absence (All Grade Levels)
A teacher may assign makeup work to a student who misses class based on instructional
objectives and the needs of the student in mastering the essential knowledge and skills or
meeting subject or course requirements.
The student will be responsible for obtaining and completing the makeup work within the time
specified by the teacher. A student who does not make up assigned work within the time allotted
by the teacher will receive a grade of zero for the assignment.

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The student is encouraged to speak with his or her teacher if the student knows of an absence
ahead of time so that the teacher and student may plan any makeup work. Please remember
the importance of student attendance at school. With limited exceptions, all absences count for
the 90 percent threshold set in state law regarding attendance for credit or final grade. [See
Attendance for Credit or Final Grade on page 25.]
A student involved in an extracurricular activity must notify his or her teachers ahead of time
about any absences.
A student will be permitted to make up tests and turn in projects due in any class missed
because of absence. Teachers may assign a late penalty to any long-term project in accordance
with timelines approved by the principal and previously communicated to students.
DAEP Makeup Work
Grades 9-12
If a high school student is enrolled in a foundation curriculum course at the time of removal to a
disciplinary alternative education program (DAEP), he or she will have an opportunity to
complete the course before the beginning of the next school year. The district may provide the
opportunity to complete the course through an alternative method, including a correspondence
course, another distance learning option, or summer school. The district will not charge the
student for any method of completion provided by the district. [See policy FOCA(LEGAL) for
more information.]
In-School Suspension (ISS) and Out-of-School Suspension (OSS) Makeup Work (All Grade Levels)
Alternative Means to Receive Coursework
While a student is in ISS or OSS, the district will provide the student with all course work for the
student’s foundation curriculum classes that the student misses as a result of the suspension.
Opportunity to Complete Courses
A student removed from the regular classroom to ISS or another setting, other than a DAEP, will
have an opportunity to complete before the beginning of the next school year each course the
student was enrolled in at the time of removal from the regular classroom. The district may
provide the opportunity by any method available, including a correspondence course, another
distance learning option, or summer school. The district will not charge the student for any
method of completion provided by the district. [See policy FO(LEGAL) for more information.]
Nondiscrimination Statement (All Grade Levels)
In its efforts to promote nondiscrimination and as required by law, the district does not
discriminate on the basis of race, religion, color, national origin, gender, sex, age, disability, or
any other basis prohibited by law in providing education services, activities, and programs,
including Career and Technical Education (CTE) programs. The district provides equal access
to the Boy Scouts and other designated youth groups.
In accordance with Title IX, the district does not and is required not to discriminate on the basis
of sex in its educational programs or activities. The requirement not to discriminate extends to
employment. Inquiries about the application of Title IX may be referred to the district’s Title IX
Coordinator (see below), to the Assistant Secretary for Civil Rights of the Department of
Education, or both.

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Other federal laws that prohibit discrimination include Title VI, Section 504, the Age
Discrimination Act, the Boy Scouts Act, and Title II.
The district has designated and authorized the following employee as the Title IX Coordinator to
address concerns or inquiries regarding discrimination on the basis of sex, including sexual
harassment, sexual assault, dating violence, domestic violence, stalking, or gender-based
harassment: Chief of Schools - Secondary Bennie Mayes at 2214 Waller Street, Waller, TX
77484, [email protected], or 936.931.3685.
Reports can be made at any time and by any person, including during non-business hours, by
mail, phone, or email. During district business hours, reports may also be made in person. Upon
the district receiving notice or an allegation of sex-based harassment, the Title IX Coordinator
will promptly respond in accordance with the process described at FFH(LOCAL).
The following district representatives have been designated to address concerns or inquiries
about other kinds of discrimination:
● For concerns regarding discrimination on the basis of disability, see Coordinator of
504/MTSS Shawna Kelley at [email protected], 936.931.3685, or 2214 Waller Street,
Waller, TX 77484
● For all other concerns regarding discrimination, see Chief of Schools - Secondary Bennie
Mayes at 2214 Waller Street, Waller, TX 77484, [email protected], or 936.931.3685.
[See policies FB, FFH, and GKD for more information.]
Nontraditional Academic Programs (All Grade Levels)
Review the 2024-2025 Waller High School Course Book available here
https://www.wallerisd.net/cms/lib/TX02205264/Centricity/Domain/506/23-
24%20Course%20Book%20New%20Order%20FINAL.pdf OR by contacting the Waller High
School Counseling Center.
Parent and Family Engagement (All Grade Levels)
Working Together
Experience and research tell us that a child succeeds in education with good communication
and a strong partnership between home and school. A parent’s involvement and engagement in
this partnership may include:
● Encouraging your child to put a high priority on education and working with your child every
day to make the most of the educational opportunities the school provides.
● Ensuring that your child completes all homework assignments and special projects and
comes to school each day prepared, rested, and ready to learn.
● Becoming familiar with all your child’s school activities and with the academic programs,
including special programs, offered in the district.
● Discussing with the school counselor or principal any questions you may have about the
options and opportunities available to your child.
● Reviewing the requirements and options for graduation with your child in middle school and
again while your child is enrolled in high school.
● Monitoring your child’s academic progress and contacting teachers as needed. [See
Academic Counseling on page 37.]

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● Attending scheduled conferences and requesting additional conferences as needed. To
schedule a telephone or in-person conference with a teacher, school counselor, or principal,
please call the school office (reference page X) for an appointment. The teacher will usually
return your call or meet with you during his or her conference period or before or after
school. [See Report Cards/Progress Reports and Conferences on page 71.]
● Becoming a school volunteer. [See Volunteers on page 86 and policy GKG for more
information.]
● Participating in campus parent organizations. Please contact the campus principal.
● Serving as a parent representative on the district-level or campus-level planning committees
that develop educational goals and plans to improve student achievement. For more
information, see policies BQA and BQB and contact: Chief Academic Officer Kelly Baehren
at [email protected], 936.931.3685, or 2214 Waller Street, Waller, TX 77484

● Serving on the School Health Advisory Council (SHAC) and assisting the district in aligning
local community values with health education instruction and other wellness issues. [See
School Health Advisory Council (SHAC) on page 63 and policies BDF, EHAA, FFA for
more information.

● Being aware of the school’s ongoing bullying and harassment prevention efforts.
● Contacting school officials if you are concerned with your child’s emotional or mental well-
being.
● Attending board meetings to learn more about district operations. Regular board meetings
are held on the second Thursday of each month at 5:30 p.m. unless otherwise approved by
the Board at the Waller ISD Administration Building located at 2214 Waller Street, Waller,
TX 77484. An agenda for a regular or special meeting is posted no later than 72 hours
before each meeting at 2214 Waller Street, Waller, TX 77484 and online at
www.wallerisd.net. [See policies BE and BED for more information.]
Parking and Parking Permits (Secondary Grade Levels Only)
A student must present a valid driver’s license and proof of insurance to be eligible for a parking
permit.
Students must request a parking permit and pay a fee of $40 to park in a school parking lot. So
long as space is available, parking permits may be issued throughout the year.
Students will not be permitted to:
● Speed
● Double-park
● Park across a white or yellow line
● Park in a fire lane
● Sit in parked cars during school hours
Students may be subject to disciplinary action for violation of these rules. The district may tow
cars that are parked in violation of these rules.

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Pledges of Allegiance and a Minute of Silence (All Grade Levels)
Each school day, students will recite the Pledge of Allegiance to the U.S. flag and the Pledge of
Allegiance to the Texas flag. Parents may submit a written request to the principal to excuse
their child from reciting a pledge. [See Reciting the Pledges to the U.S. and Texas Flags on
page 10.]
State law requires that one minute of silence follow recitation of the pledges. Each student may
choose to reflect, pray, meditate, or engage in any other silent activity during that minute so long
as the silent activity does not interfere with or distract others.
In addition, state law requires that each campus provide for the observance of one minute of
silence in remembrance of those who lost their lives on September 11, 2001, at the beginning of
the first class period when September 11 falls on a regular school day.
[See policy EC for more information.]
Prayer (All Grade Levels)
Each student has a right to pray individually, voluntarily, and silently or to meditate in school in a
manner that does not disrupt school activities. The school will not encourage, require, or coerce
a student to engage in or refrain from such prayer or meditation during any school activity.
Promotion and Retention
A student will be promoted only on the basis of academic achievement or proficiency. In making
promotion decisions, the district will consider the following:
● Teacher recommendation
● Grades
● Scores on criterion-referenced or state-mandated assessments
● Any other necessary academic information as determined by the district
In grades kindergarten-grade 12, promotion is based on EIE(LOCAL).
Repeating Prekindergarten - Grade 8 at Parent Request
A parent may request in writing that a student repeat prekindergarten through grade 8. Before
granting the request, the district may convene a retention committee to meet and discuss the
request and will invite the parent to participate.
High School Grade Levels
To earn credit in a course, a student must receive a grade of at least 70 based on course-level
standards.
A student in grades 9-12 will be advanced a grade level based on the number of course credits
earned. [See Grade-Level Classification on page 50.]
Students will also have multiple opportunities to retake EOC assessments. [See Graduation on
page 51 and Standardized Testing on page 80.]

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Repeating a High-School Credit Course
A parent may request in writing that a student repeat a high-school credit course in which the
student was enrolled during the previous school year unless the district determines that the
student has met all requirements for graduation.
Before granting the request, the district may convene a retention committee to meet and discuss
the request and will invite the parent to participate.
Only the student’s first passing grade will be included in the calculation of class ranking.
Release of Students from School
[See Leaving Campus on page 65.]
Remote Instruction
Does not offer remote instruction.
Report Cards/Progress Reports and Conferences (All Grade Levels)
Report cards with each student’s performance and absences in each class or subject are issued
at least once every 9 weeks.
Progress reports with each student’s performance in each class or subject are issued 2 times
during a 9-week grading period.
Teachers follow grading guidelines that have been approved by Waller ISD pursuant to the
board-adopted policy. Grading guidelines are designed to reflect each student’s relative mastery
of each assignment. State law provides that a test or course grade issued by a teacher cannot
be changed unless the board determines that the grade was arbitrary or contains an error, or
that the teacher did not follow the district’s grading policy. [See Grading Guidelines on page 51
and policy EIA(LOCAL) for more information.]
Questions about grade calculation should first be discussed with the teacher. If the question is
not resolved, the student or parent may request a conference with the principal in accordance
with FNG(LOCAL).
The report card or unsatisfactory progress report will state whether tutorials are required for a
student who receives a grade lower than 70.
Retaliation
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 40.]
Required State Assessments
STAAR (State of Texas Assessments of Academic Readiness) for Grades 3-8
In addition to routine tests and other measures of achievement, students at certain grade levels
are required to take the state assessment, called STAAR, in the following subjects:
● Mathematics, annually in grades 3-8
● Reading, annually in grades 3-8
● Science in grades 5 and 8
● Social Studies in grade 8

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Standardized Testing for a Student Enrolled Above Grade Level
If a student in grades 3-8 is enrolled in a class or course intended for students above his or her
current grade level in which the student will be administered a state-mandated assessment, the
student will be required to take an applicable state-mandated assessment only for the course in
which he or she is enrolled, unless otherwise required to do so by federal law.
A student in grades 3-8 shall be assessed at least once in high school with the ACT or the SAT
if the student completes the high school end-of-course assessments in mathematics,
reading/language arts, or science prior to high school.
High School Courses End-of-Course (EOC) Assessments
STAAR end-of-course (EOC) assessments are administered for the following courses:
● Algebra I
● English I and English II
● Biology
● U.S. History
Satisfactory performance on the applicable assessments is required for graduation, unless
waived or substituted as allowed by state law and rules.
There are three testing windows during the year in which a student may take an EOC
assessment. The windows occur in the fall, spring, and summer months. If a student does not
meet satisfactory performance, the student will have opportunities to retake the assessment.
Requesting Administration of STAAR/EOC in Paper Format (All Grade Levels)
STAAR and EOC assessments are administered electronically.
A parent or teacher may request that a STAAR or EOC be administered to a student in paper
format. The district may grant this request for any single administration for up to three percent of
the number of students enrolled in the district. Requests will be granted in the order in which
they are received.
Requests for paper format for a fall administration of a STAAR or EOC must be submitted no
later than September 15 each school year.
Requests for paper format for a spring administration of a STAAR or EOC must be submitted no
later than December 1 each school year.
Standardized Testing for a Student in Special Programs
Certain students — some with disabilities and some classified as emergent bilingual students —
may be eligible for exemptions, accommodations, or deferred testing. For more information, see
the principal, school counselor, or special education director.
STAAR Alternate 2 is available for eligible students receiving special education services who
meet certain criteria established by the state as determined by the student’s ARD committee.
An admission, review, and dismissal (ARD) committee for a student receiving special education
services will determine whether successful performance on the EOC assessments will be
required for graduation within the parameters identified in state rules and the student’s personal
graduation plan (PGP). [See Graduation on page 51.]

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STAAR Spanish is available for eligible students for whom a Spanish version of STAAR is the
most appropriate measure of their academic progress.
For more information, see the principal, school counselor, or special education director
Failure to Perform Satisfactorily on STAAR or EOC
If a student does not perform satisfactorily on a required state assessment in any subject, the
district will provide accelerated instruction for the student in the subsequent school year by:
● Assigning the student to a teacher who is certified as a master, exemplary, or recognized
teacher if one is available in the grade and subject matter of the state assessment on which
the student did not perform satisfactorily, or
● Providing supplemental instruction.
A student may be required to attend any assigned supplemental instruction program before or
after school or during the summer.
The district will provide transportation for supplemental instruction.
When a student fails to perform satisfactorily on a required state assessment in the same
subject area for two or more years, the district shall develop an accelerated education plan.
Parents are encouraged to participate in developing this plan.
Personal Graduation Plans — Junior High School Students
For a junior high-school student who does not perform satisfactorily on a state-mandated
examination, a school official will prepare a personal graduation plan (PGP).
School officials will also develop a PGP for a junior high-school student who is determined by
the district to be unlikely to earn a high school diploma within five years of high school
enrollment. The plan will, among other items:
● Identify the student’s educational goals.
● Address the parent’s educational expectations for the student.
● Outline an intensive instruction program for the student.
[See the school counselor and policy EIF(LEGAL) for more information.]
For a student receiving special education services, the student’s IEP may serve as the student’s
PGP and would therefore be developed by the student’s ARD committee.
[See Personal Graduation Plans on page 54 for information related to the development of
personal graduation plans for high school students.]
Safety (All Grade Levels)
Student safety on campus, at school-related events, and in district vehicles is a high priority of
the district. The cooperation of students is essential to ensuring school safety. A student is
expected to:
● Avoid conduct that is likely to put the student or others at risk.
● Follow all behavioral standards in this handbook and the Student Code of Conduct or set by
district employees.
● Help secure the campus by keeping all exterior doors closed, latched, and locked unless the
door is actively monitored by a district employee.

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● Follow instructions from teachers and other district employees regarding classroom doors.
● Remain alert to any safety hazards, such as intruders on campus or threats made by any
person toward a student or staff member, and promptly report any incidents to a district
employee. A student may make anonymous reports about safety concerns by visiting
www.wallerisd.net and clicking “Crisis Go” or by visiting:
https://report.crisisgo.net/report?id=km4ib0pwkhjgqrb8apxyrnjadxh26uih.
●
● Know emergency evacuation routes and signals.
● Follow immediately the instructions of teachers, bus drivers, and other district employees
who are overseeing the welfare of students.
Accident Insurance
Soon after the school year begins, parents will have the opportunity to purchase low-cost
accident insurance that would help meet medical expenses in the event of injury to their child.
Insurance for Career and Technical Education (CTE) Programs
The district may purchase accident, liability, or automobile insurance coverage for students and
businesses involved in the district’s CTE programs.
Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies
Periodically, the school will conduct preparedness drills of emergency procedures. When the
command is given or alarm is sounded, students need to follow the direction of teachers or
others in charge quickly, quietly, and in an orderly manner.
Preparedness Training: CPR and Stop the Bleed
The district will offer instruction in CPR and the use of an automated external defibrillator (AED)
at least once to students enrolled in in grades 7-12. The instruction can be provided as part of
any course and is not required to result in CPR or AED certification.
The district will annually offer students in grades 7-12 instruction on the use of bleeding control
stations to respond to traumatic injury. For more information, see:
● Homeland Security’s Stop the Bleed (https://www.dhs.gov/stopthebleed)
● Stop the Bleed Texas (https://stopthebleedtexas.org/)
Emergency Medical Treatment and Information
All parents are asked each year to complete a medical care authorization form, providing written
parental consent to obtain emergency treatment and information about allergies to medications
or drugs. Parents should contact the school nurse to update emergency care information (name
of doctor, emergency phone numbers, allergies, and the like).
The district may consent to medical treatment, including dental treatment, if necessary, for a
student if:
● The district has received written authorization from a person having the right to consent;
● That person cannot be contacted; and
● That person has not given the district actual notice to the contrary.

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The emergency care authorization form will be used by the district when a student’s parent or
authorized designee cannot be contacted. A student may provide consent if authorized by law
or court order.
Regardless of parental authorization for the district to consent to medical treatment, district
employees will contact emergency medical services to provide emergency care when required
by law or when deemed necessary, such as to avoid a life-threatening situation.
Emergency School Closing Information
Each year, parents are asked to complete an emergency release form to provide contact
information in the event that the district needs to notify parents of early dismissal, delayed
opening, or restricted access to a campus because of severe weather, a security threat, or
another emergency cause.
The district will rely on contact information on file with the district to communicate with parents in
an emergency situation, which may include real-time or automated messages. It is crucial to
notify your child’s school when a phone number changes. State law requires parents to update
contact information within two weeks after the date the information changes.
If the campus must close, delay opening, or restrict access to the building because of an
emergency, the district will also alert the community in the following ways: www.wallerisd.net,
official social media accounts, mass call/email/text, and notification to local media outlets.
[See Parent Contact Information on page 35 and Automated Emergency Communications
on page 35.]
SAT, ACT, and Other Standardized Tests
[See Standardized Testing on page 80.]
Schedule Changes (Middle/Junior High and High School Grade Levels)

Contact the campus counselor or administration.

School Facilities
Asbestos Management Plan (All Grade Levels)
The district works diligently to maintain compliance with federal and state law governing
asbestos in school buildings. A copy of the district’s asbestos management plan is available in
the central administrative office. If you have any questions or would like to examine the district’s
plan in more detail, please contact the district’s designated asbestos coordinator: Director of
Maintenance Ryan Wotipka, 2214 Waller Street, Waller, TX 77484, [email protected],
936.931.3685.
Food and Nutrition Services (All Grade Levels)
The district participates in the School Breakfast Program and National School Lunch Program
and offers students nutritionally balanced meals daily in accordance with standards set forth in
state and federal law.
Waller ISD School Nutrition Department participates and provides meals through the National
School Lunch Program and the School Breakfast Program. Meals are provided to households at
a free or reduced price if households qualify. Households are encouraged to complete a meal
application form at any time during the school year. Households receiving free or reduced priced

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meals do need to reapply every year. If a household wishes to apply for free or reduced priced
meals, money should be sent for meals until the household is notified. Refer to the School
Nutrition webpage for the most current information regarding meal pricing.
Meals may be pre-paid by check, cash or money order directly to the cafeteria or by going to
https://family.schoolcafe.com/. Pre-paying for meals is encouraged but not required. Parents
can also view purchase history and sign up for low balance email notification on the Lunch
Money Now website at no charge. If paying by check, please include the student name and ID
number and make checks payable to Waller ISD School Nutrition.
Menus for breakfast and lunch at all campuses can be found at https://family.schoolcafe.com/.
All nutrient information is available via this website. Waller ISD provides the most nutritious
meals possible while keeping prices affordable for parents. Fresh fruits and vegetables are
offered daily along with whole grain items and vegetarian options. If a student has food
allergies, please contact School Nutrition Services and the school nurse.
The Waller ISD School Nutrition Department will allow students to borrow money up to a certain
value. If a child has borrowed up to their limit he/ she will be given a courtesy meal similar to
but not limited to a turkey sandwich and milk.
All Waller ISD Students will be able to borrow up to 5 lunches before receiving an alternate meal
of a sandwich and milk.
Low balance phone calls will be made daily and letters sent home weekly. Students may not
borrow money to purchase snacks or extra items. We encourage parents to sign up for low
balance emails, and to monitor their child’s purchases. Alternate meals are not intended to be
provided on a long term basis. All borrowed funds are expected to be paid within courtesy meal
time period.
Please contact the School Nutrition Department to see if your household qualifies for free or
reduced meals at any time during the school year as well as in the event of an income change.”
The following information is published as required by the USDA for participation in the National
School Lunch Program:
In accordance with federal civil rights law and U.S. Department of Agriculture (USDA) civil rights
regulations and policies, this institution is prohibited from discriminating on the basis of race,
color, national origin, sex (including gender identity and sexual orientation), disability, age, or
reprisal or retaliation for prior civil rights activity.
Program information may be made available in languages other than English. Persons with
disabilities who require alternative means of communication to obtain program information (e.g.,
Braille, large print, audiotape, American Sign Language), should contact the responsible state or
local agency that administers the program or USDA’s TARGET Center at (202) 720-2600 (voice
and TTY) or contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a Form AD-3027,
USDA Program Discrimination Complaint Form which can be obtained online at:
https://www.usda.gov/sites/default/files/documents/ad-3027.pdf, from any USDA office, by
calling (866) 632-9992, or by writing a letter addressed to USDA. The letter must contain the
complainant’s name, address, telephone number, and a written description of the alleged
discriminatory action in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR)
about the nature and date of an alleged civil rights violation. The completed AD-3027 form or
letter must be submitted to USDA by:

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1. Mail: U.S. Department of Agriculture, Office of the Assistant Secretary for Civil Rights, 1400
Independence Avenue, SW, Washington, D.C. 20250-9410; or
2. Fax: (833) 256-1665 or (202) 690-7442; or
3. Email: [email protected]
“This institution is an equal opportunity provider.”
The responsible state agency that administers the program is the Texas Department of
Agriculture (https://www.texasagriculture.gov/Home/Contact-Us), which can be reached at (800)
TELL-TDA (835-5832) or (800) 735-2989 (TTY).
The local agency that administers the program is the district. See Nondiscrimination
Statement on page 67 for the name and contact information for the Title IX coordinator,
ADA/Section 504 coordinator, and superintendent for other concerns about discrimination.
Vending Machines (All Grade Levels)
The district has adopted and implemented the state and federal policies for food service,
including guidelines to restrict student access to vending machines. For more information
regarding these policies and guidelines, see the Director of School Nutirition Randi Boleman at
[email protected] or 936.931.3685. [See policy FFA for more information.]
Pest Management Plan (All Grade Levels)
The district is required to follow integrated pest management (IPM) procedures to control pests
on school grounds. Although the district strives to use the safest and most effective methods to
manage pests, including a variety of non-chemical control measures, periodic indoor and
outdoor pesticide use is sometimes necessary to ensure a safe, pest-free school environment.
All pesticides used are registered for their intended use by the U.S. Environmental Protection
Agency and are applied only by certified pesticide applicators. Except in an emergency, signs
will be posted 48 hours before indoor application. All outdoor applications will be posted at the
time of treatment, and signs will remain until it is safe to enter the area.
Parents who have questions or who want to be notified of the times and types of applications
prior to pesticide application inside their child’s school assignment area may contact the
district’s IPM coordinator: Director of Maintenance Ryan Wotipka, 2214 Waller Street, Waller,
TX 77484, [email protected], 936.931.3685.
Conduct Before and After School (All Grade Levels)
Teachers and administrators have full authority over student conduct at before- or after-school
activities. Whether a school activity is on or off district premises, students must follow the same
rules of conduct that apply during the instructional day. Misbehavior will be subject to
consequences established by the Student Code of Conduct or any stricter standards of behavior
established by the sponsor for extracurricular participants.
Library (All Grade Levels)
The library is open daily for independent student use with appropriate teacher permission.
Contact the campus librarian day/time availability.

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Use of Hallways during Class Time (All Grade Levels)
During class times, loitering or standing in the halls is not permitted, and a student must have a
hall pass to be outside the classroom for any purpose. Failure to obtain a pass will result in
disciplinary action in accordance with the Student Code of Conduct.
Use by Students Before and After School (All Grade Levels)
Certain areas of the school will be accessible to students before and after school for specific
purposes. Students are required to remain in the area where their activity is scheduled to take
place.
Unless the teacher or sponsor overseeing an activity gives permission, a student will not be
permitted to go to another area of the building or campus.
Students must leave campus immediately after dismissal of school in the afternoon, unless the
student is involved in an activity under the supervision of a teacher or other authorized
employee or adult.
Meetings of Noncurriculum-Related Groups (Secondary Grade Levels Only)
Student-organized, student-led noncurriculum-related groups are permitted to meet during the
hours designated by the principal before and after school. These groups must comply with the
requirements of policy FNAB(LOCAL).
A list of these groups is available in the principal’s office.
School-Sponsored Field Trips (All Grade Levels)
The district periodically takes students on field trips for educational purposes.
A parent must provide permission for a student to participate in a field trip.
The district may ask the parent to provide information about a student’s medical provider and
insurance coverage and may also ask the parent to sign a waiver allowing for emergency
medical treatment in the case of a student accident or illness during the field trip.
The district may require a fee for student participation in a field trip that is not required as part of
a basic educational program or course to cover expenses such as transportation, admission,
and meals; however, a student will not be denied participation because of financial need. See
Fees (All Grade Levels) on page 49 for more information.
The district is not responsible for refunding fees paid directly to a third-party vendor.
Searches
Searches in General (All Grade Levels)
In the interest of promoting student safety and drug-free schools, district officials may
occasionally conduct searches.
District officials may search students, their belongings, and their vehicles in accordance with law
and district policy. Searches of students will be conducted without discrimination, based on, for
example, reasonable suspicion or voluntary consent or pursuant to district policy providing for
suspicionless security procedures, including the use of metal detectors.

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In accordance with the Student Code of Conduct, students are responsible for prohibited items
found in their possession, including items in their personal belongings or in vehicles parked on
district property.
If there is reasonable suspicion to believe that searching a student’s person, belongings, or
vehicle will reveal evidence of a violation of the Student Code of Conduct, a district official may
conduct a search in accordance with law and district regulations.
District Property (All Grade Levels)
Desks, lockers, district-provided technology, and similar items are the property of the district and
are provided for student use as a matter of convenience. District property is subject to search or
inspection at any time without notice. Students have no expectation of privacy in district
property.
Students are responsible for any item found in district property provided to the student that is
prohibited by law, district policy, or the Student Code of Conduct.
Metal Detectors (All Grade Levels)
To maintain a safe and disciplined learning environment, the district reserves the right to subject
students to metal detector searches when entering a district campus and at off-campus, school-
sponsored activities.
Telecommunications and Other Electronic Devices (All Grade Levels)
Use of district-owned equipment and its network systems is not private and will be monitored by
the district. [See policy CQ for more information.]
Any searches of personal electronic devices will be conducted in accordance with law, and the
device may be confiscated to perform a lawful search. A confiscated device may be turned over
to law enforcement to determine whether a crime has been committed.
[See Electronic Devices and Technology Resources on page 46 and policy FNF(LEGAL) for
more information.]
Trained Dogs (All Grade Levels)
The district may use trained dogs to screen for concealed, prohibited items, including drugs and
alcohol. Screenings conducted by trained dogs will not be announced in advance. The dogs will
not be used with students, but students may be asked to leave personal belongings in an area
that is going to be screened, such as a classroom, a locker, or a vehicle. If a dog alerts to an
item or an area, it may be searched by district officials.
Drug Testing (Secondary Grade Levels Only)
The district’s policy FNF(LOCAL) addresses board authorization for drug testing of students as
described in the policy, but specifics of the drug-testing program should be addressed in
administrative regulations, such as this handbook or your extracurricular conduct guide.
[See Steroids on page 59.]
Vehicles on Campus (Secondary Grade Levels Only)
If a vehicle subject to search is locked, the student will be asked to unlock the vehicle. If the
student refuses, the district will contact the student’s parents. If the parents also refuse to permit
the vehicle to be searched, the district may turn the matter over to law enforcement. The district
may contact law enforcement even if permission to search is granted.

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Sexual Harassment
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 40.]
Special Programs (All Grade Levels)
The district provides special programs for gifted and talented students, students who are
homeless, students in foster care, bilingual students, migrant students, emergent bilingual
students, students diagnosed with dyslexia, and students with disabilities. The coordinator of
each program can answer questions about eligibility requirements, as well as programs and
services offered in the district or by other organizations. A student or parent with questions
about these programs should contact: Chief Academic Officer Kelly Baehren, 2214 Waller
Street, Waller, TX 77484, [email protected] or 936.931.3685.
The Texas State Library and Archives Commission’s Talking Book Program
(https://www.tsl.texas.gov/tbp/index.html) provides audiobooks free of charge to qualifying
Texans, including students with visual, physical, or reading disabilities such as dyslexia.
Standardized Testing
SAT/ACT (Scholastic Aptitude Test and American College Test)
Many colleges require either the American College Test (ACT) or the Scholastic Aptitude Test
(SAT) for admission. These assessments are usually taken at the end of the junior year.
Students are encouraged to talk with the school counselor early during their junior year to learn
about these assessments and determine the appropriate examination to take. The Preliminary
SAT (PSAT) and ACT-Aspire are the corresponding preparatory and readiness assessments for
the SAT and ACT.
Note: These assessments may qualify a student to receive a performance acknowledgment on
the student’s transcript under the foundation graduation program and may qualify as a substitute
for an end-of-course testing requirement in certain circumstances. A student’s performance at a
certain level on the SAT or ACT also makes the student eligible for automatic admission to a
Texas public institution of higher education.
TSI (Texas Success Initiative) Assessment
Prior to enrollment in a Texas public college or university, most students must take a
standardized test called the Texas Success Initiative (TSI) assessment. The TSI assesses the
reading, mathematics, and writing skills that first-year students need to perform effectively as
undergraduates in Texas public colleges and universities. This assessment may also be
required before a student enrolls in a dual credit course offered through the district. Achieving
certain benchmark scores on this assessment may also waive certain end-of-course
assessment requirements in limited circumstances.
Summer School (All Grade Levels)
Waller ISD offers a summer program for credit recovery and/or remediation. Parents/guardians
of students who qualify will be contacted by their campus administration.
Tardies (All Grade Levels)
A student who is more than 10 minutes tardy to class may be assigned to detention hall or given
another appropriate consequence.

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Textbooks, Electronic Textbooks, Technological Equipment, and Other Instructional Materials
(All Grade Levels)
Instructional materials are any resources used in classroom instruction as part of the required
curriculum, such as textbooks, workbooks, computer software, or online services.
The district selects instructional materials in accordance with state law and policy EFA.
The district provides approved instructional materials to students free of charge for each subject
or class. Students must treat instructional materials with care, as directed by the teacher.
If a student needs a graphing calculator for a course and the district does not provide one, the
student may use a calculator application with graphing capabilities on a phone, laptop, tablet, or
other computing device.
A student who is issued a damaged item should report the damage to the teacher.
Any student who does not return an item or returns an item in an unacceptable condition loses
the right to free textbooks and technological equipment until the item is returned or the damage
is paid for by the parent. However, the student will be provided the necessary instructional
resources and equipment for use at school during the school day.
For information on library books and other resources students may access voluntarily, see
Library (All Grade Levels) on page .
Transfers (All Grade Levels)
The principal is authorized to transfer a student from one classroom to another.
The superintendent is authorized to investigate and approve transfers between schools.
[See Safety Transfers/Assignments on page 16, Bullying on page 27, and A Student Who
Has Learning Difficulties or Who Needs Special Education or Section 504 Services on
page 18, for other transfer options.]

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Transportation (All Grade Levels)
The District makes school bus transportation available at no cost to all students living two or more miles
from school.
Bus routes and stops will be designated annually, and any subsequent changes will be posted at the
school and on the District’s website. For the safety of the operator of the vehicle and all passengers,
students must board buses or other vehicles only at authorized stops, and drivers must unload
passengers only at authorized stops.
A parent may also designate a child-care facility or grandparent’s residence as the regular pickup and
drop- off location for his or her child as long as the location is within their school zone. The designated
facility or residence must be on an approved stop on an approved route and parents cannot designate
multiple different pick up and drop off locations. Only one eligible address per student for pickup and
drop off. For information on bus routes and stops or to designate an alternate pickup or drop-off
location, contact the Transportation Department at (936) 372-2116. Please allow 48 hours for
transportation changes.
Students are expected to assist District staff in ensuring that buses and other District vehicles remain in
good condition and that transportation is provided safely. When riding in District vehicles, including
buses, students are held to behavioral standards established in this handbook and the Student Code of
Conduct.
Misconduct will be punished in accordance with the Student Code of Conduct and will follow the Bus
Incident Discipline Matrix (found at end of this section); the privilege to ride in a District vehicle,
including a school bus, may be suspended or revoked at any time.
TRANSPORTING PREKINDERGARTEN, KINDERGARTEN, FIRST SECOND AND THIRD GRADE STUDENTS
A parent/guardian or designated person must be available at the student’s regular bus stop to take
responsibility of a prekindergarten, kindergarten, first, second, and third grade student. Exception:
students may be released with an older sibling or designated student riding the bus. No written notes
will be accepted for students to be released without a parent, guardian, or designated person. The
transportation department and student campus will need to be notified of the designated individual. If
no designated individual is located by the driver or Dispatcher, the student will be classified as a No One
At Home (NOAH) and returned to the home campus.

VEHICLE PASSENGER’S SAFETY RULES

Student conduct that distracts the driver, endangers the safety of other students, or demonstrates a
willful disregard for transportation rules will be reported for corrective action. Misconduct will be
punished in accordance with the Student Code of Conduct; the privilege to ride in a District vehicle,
including a school bus, may be suspended or revoked at any time. Rules and standards of conduct on the
school bus include but are not limited to the following:

● The bus driver is in charge of the bus. Students must follow the driver’s directions and
instructions at all times.
● Students must arrive at least ten (10) minutes early at their bus stop. Drivers will not wait for
students who are not on time.
● it is the parent's responsibility to supervise their children to and from their assigned bus stop.
● Students waiting for a bus should not stand in the roadway. They should wait ten (10) feet from
the edge of the road for safety.

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● Students are to enter the bus in an orderly manner and sit in their assigned seat. If the bus is
equipped with passenger seatbelts, the student must make use of such equipment by buckling
up at all times. The bus driver will assign seats to all students. Seat assignment is at the
discretion of the bus driver and may change at any time.
● Students are to remain seated, facing forward at all times between the pick-up and drop-off
point. All portions of a student’s body are to remain inside the bus. It is unsafe for a student to
move around within the bus while it is in motion and it is unsafe for any body part to be out a
window.
● Students are to be silent during any railroad crossings. This ensures that the bus driver can listen
for any possible approaching train.
● Due to the risk of choking and/or allergic reactions (oneself or others), food and drink (excluding
water in a bottle) are not permitted to be consumed on the bus.
● Tobacco, in any form, (i.e., e-cigarettes, vapes, lighters, matches or any other item of this
nature) is prohibited.
● Students may not have in their possession any weapon (including toy look-alikes): explosives,
fireworks, knives, unsheathed sharp-pointed items, peashooters, water balloons, laser pointers
or any other articles that might cause pain or injury to others.
● Skateboards, scooters, bicycles are not permitted on the bus.
● Animals/pets (i.e., lizards, frogs, insects, spiders, dogs, cats, rats, etc.) must be transported by
parents. They are not permitted on the bus.
● Helium filled and/or any other type of balloons are not permitted on the bus.
● All electronic devices (i.e. video game consoles, MP3 players, cell phones, etc.) should be safely
stored and secured while in transit. If they cause a distraction for the driver in any way, they will
be recommended for confiscation.
● Students should not leave anything on the bus. All valuables are the responsibility of the
student. The Transportation Department takes no responsibility for breakage or loss.
● Throwing, shooting, blowing wads of paper, peas, pins or other articles is unsafe and not
permitted.
● No items are to be propelled or thrown out the window. (The student and parent/guardian shall
be held responsible for any damages that result from such an act.)
● Littering, throwing or propelling objects inside the bus is not permitted.
● Wrestling, fighting, pushing, scuffling or horseplay is unsafe and not permitted.
● Defacing or vandalizing, including but not limited to cuts, scratches, and/or marks, on a school
bus is not permitted. The parent/guardian may be held financially responsible for the cost of
repairs and the student will not be permitted to ride the school bus until restitution is made.
● Using profanity, vulgar language, obscene gestures, unnecessary conversation, loud noises,
offensive gestures, offensive materials, engaging in verbal abuse (i.e., name-calling, racial or
ethnic slurs or derogatory comments) is not permitted.
● Students riding to school will not be permitted to exit the bus except at their school. Students
riding home in the afternoon may not exit the bus except at their designated stop.
● Students must ride the bus to which they are assigned.
● There are no on/off privileges. Once a student boards their bus, they may not exit the bus
except at their designated stop.

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 ● Students are permitted to carry their lunches or school permitted snacks while on the bus,
however, they must be sealed/closed and inside their closed backpack while on the bus.

ACCIDENTS
The dispatch office will communicate with school administrators via telephone and e-mail. Upon
notification to the principal, the school administration shall communicate with the parents via e-mail
and/or telephone. The bus driver is not able to release any child to their parent at the accident scene
without the Campus Administrator, Department of Public Safety/investigating agency, or Transportation
Office’s approval. Once authorized, the bus driver will check and record identification of
parent/guardian and student. Students can only be released to their parent/guardian that is recorded in
the District’s database (Skyward).

DISRUPTION OF TRANSPORTATION
Parents/Legal Guardians/other adults are not permitted to board the school bus and discuss problems
with students and/or bus drivers. Call the Student Transportation Services Office at (936) 372-2116 with
your concerns. Anyone boarding the bus without authorization, shouting obscenities, or threatening the
bus driver or any student on the bus will be reported to local law enforcement. The Disruption of
Transportation (Education Code 37.126) is a class C misdemeanor. This can be issued to any adult or
student for any type of disruption or delay of school bus transportation. Disruption or delay of school
bus transportation may result in a fine up to $500.00.

School-Sponsored Trips
Students who participate in school-sponsored trips are required to use school-provided
transportation to and from the event. However, in accordance with campus procedures, a parent
may provide written consent for his or her child to ride with or be released after the event to the
parent or another adult designated by the parent. [See School-Sponsored Field Trips on page
78.]
Video Cameras (All Grade Levels)
For safety purposes, the district uses video and audio recording equipment to monitor student
behavior, including on buses and in common areas on campus. Students will not be told when
the equipment is being used.
The principal will review the video and audio recordings as needed and document student
misconduct. Discipline will be in accordance with the Student Code of Conduct.
In accordance with state law, a parent of a student who receives special education services, a
staff member (as this term is defined by law), a principal or assistant principal, or the board may
make a written request for the district to place video and audio recording equipment in certain
self-contained special education classrooms. The district will provide notice before placing a
video camera in a classroom or other setting in which a child receives special education
services. For more information or to request the installation and operation of this equipment,
contact the principal or director of Special Education who the district has designated to
coordinate the implementation of and compliance with this law.
[See policy EHBAF(LOCAL) for more information.]
[See Consent to Video or Audio Record a Student when Not Already Permitted by Law on
page 6 for video and other recording by parents or visitors to virtual or in-person classrooms.]

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Visitors to the School (All Grade Levels)
General Visitors
Parents and others are welcome to visit district schools. For the safety of those within the school
and to avoid disruption of instructional time, all visitors must:
● Request entry to the school at the primary entrance unless otherwise directed by a district
employee.
● Report to the main office.
● Be prepared to show identification.
● Exit the school at the primary entrance and leave all exterior doors closed, latched, and
locked unless actively monitored by a district employee.
● Comply with all applicable district policies and procedures.
If requested by a district employee, a visitor must provide identification such as a driver’s
license, other picture identification issued by a government entity, or employee or student
identification issued by the district. A person who refuses to provide identification and who
reasonably appears to have no legitimate reason to be on district property may be ejected from
district property.
Individuals may visit classrooms or observe virtual instruction during instructional time only with
approval of the principal and teacher. Visitors may not interfere with instruction or disrupt the
normal school environment.
All visitors are expected to demonstrate the highest standards of courtesy and conduct.
Disruptive behavior or violations of student privacy will not be permitted.
[See Consent to Video or Audio Record a Student when Not Already Permitted by Law on
page 6 for video and other recording by parents or visitors to virtual or in-person classrooms.]
Unauthorized Persons
In accordance with Education Code 37.105, a school administrator, school resource officer
(SRO), or district police officer has the authority to refuse entry to or eject a person from district
property if the person refuses to leave peaceably on request and:
● The person poses a substantial risk of harm to any person; or
● The person behaves in a manner that is inappropriate for a school setting and persists in the
behavior after being given a verbal warning that the behavior is inappropriate and may result
in refusal of entry or ejection.
Appeals regarding refusal of entry or ejection from district property may be filed in accordance
with policies FNG(LOCAL) or GF(LOCAL).
[See the Student Code of Conduct.]
Visitors Participating in Special Programs for Students
Business, Civic, and Youth Groups
The district may invite representatives from patriotic societies listed in Title 36 of the United
States Code to present information to interested students about membership in the society.

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Career Day
On the district invites representatives from colleges and universities and other higher education
institutions, prospective employers, and military recruiters to present information to interested
students.
Volunteers (All Grade Levels)
The district invites and appreciates the efforts of volunteers who are willing to serve our district
and students.
If you are interested in volunteering, please contact the campus principal.
Subject to exceptions in accordance with state law and district procedures, the district requires a
state criminal history background check for each volunteer, including parents, guardians, or
grandparents of a child enrolled in the district. The volunteer must pay all costs for the
background check.
Voter Registration (Secondary Grade Levels Only)
A student who is eligible to vote in any local, state, or federal election may obtain a voter
registration application at the main campus office.
Withdrawing from School (All Grade Levels)
To withdraw a student under age 18 from school, the parent or guardian must submit a written
request to the principal specifying the reasons for withdrawal and the final day the student will
be in attendance. Withdrawal forms are available from the principal’s office.
A student who is age 18 or older, who is married, or who has been declared by a court to be an
emancipated minor may withdraw without parental signature.
Please provide the school at least three days’ notice of withdrawal so that records and
documents may be prepared.

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Glossary
Accelerated instruction, including supplemental instruction, is an intensive educational program
designed to help an individual student acquire the knowledge and skills required at his or her grade
level. It is required when a student does not meet the passing standard on a state-mandated
assessment. Accelerated instruction may be provided by assigning a student to a classroom teacher
who is certified as a master, exemplary, or recognized teacher or by providing supplemental
instruction in addition to regular instruction.
ACT, or the American College Test, is one of the two most frequently used college or university
admissions examinations. The test may be required for admission to certain colleges or universities.
ACT-Aspire is designed as a preparatory and readiness assessment for the ACT. This is usually
taken by students in grade 10.
ARD stands for admission, review, and dismissal. The ARD committee convenes for each student
who is identified as needing a full and individual evaluation for special education services. The
eligible student and his or her parents are members of the committee.
Attendance review committee is responsible for reviewing a student’s absences when the student’s
attendance drops below 90 percent, or in some cases 75 percent, of the days the class is offered.
Under guidelines adopted by the board, the committee will determine whether there were extenuating
circumstances for the absences and whether the student needs to complete certain conditions to
master the course and regain credit or a final grade lost because of absences.
CPS stands for Child Protective Services.
DAEP stands for disciplinary alternative education program, a placement for students who have
violated certain provisions of the Student Code of Conduct.
DFPS stands for the Texas Department of Family and Protective Services.
DPS stands for the Texas Department of Public Safety.
DSHS stands for the Texas Department of State Health Services.
ED stands for the U.S. Department of Education.
Emergent bilingual student refers to a student of limited English proficiency. Other related terms
include English learner, English language learner, and limited English proficient student.
EOC (end-of-course) assessments are state-mandated and are part of the STAAR program.
Successful performance on EOC assessments is required for graduation. These examinations will be
given in English I, English II, Algebra I, Biology, and U.S. History.
ESSA is the federal Every Student Succeeds Act.
FERPA refers to the federal Family Educational Rights and Privacy Act, which grants specific privacy
protections to student records. The law contains certain exceptions, such as for directory information,
unless a student’s parent or a student 18 years of age or older directs the school not to release
directory information.
IEP stands for individualized education program and is the written record prepared by the ARD
committee for a student with disabilities who is eligible for special education services.

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IGC is the individual graduation committee, formed in accordance with state law, to determine a
student’s eligibility to graduate when the student has failed to demonstrate satisfactory performance
on no more than two of the required state assessments.
ISS refers to in-school suspension, a disciplinary technique for misconduct found in the Student Code
of Conduct. Although different from out-of-school suspension and placement in a DAEP, ISS
removes the student from the regular classroom.
PGP stands for personal graduation plan, which is required for high school students and for any
student in middle school who fails a section on a state-mandated test or is identified by the district as
not likely to earn a high school diploma before the fifth school year after he or she begins grade 9.
PSAT is the preparatory and readiness assessment for the SAT. It also serves as the basis for the
awarding of National Merit Scholarships.
SAT refers to the Scholastic Aptitude Test, one of the two most frequently used college or university
admissions examinations. The test may be required for admissions to certain colleges or universities.
SHAC stands for School Health Advisory Council, a group of at least five members, a majority of
whom must be parents, appointed by the school board to help ensure that local community values
and health issues are reflected in the district’s health education instruction, as well as assist with
other student and employee wellness issues.
Section 504 is the federal law that prohibits discrimination against a student with a disability,
requiring schools to provide opportunities for equal services, programs, and participation in activities.
Unless the student is determined to be eligible for special education services under the Individuals
with Disabilities Education Act (IDEA), general education with appropriate instructional
accommodations will be provided.
STAAR is the State of Texas Assessments of Academic Readiness, the state’s system of
standardized academic achievement assessments.
STAAR Alternate 2 is an alternative state-mandated assessment designed for students with severe
cognitive disabilities receiving special education services who meet the participation requirements, as
determined by the student’s ARD committee.
STAAR Spanish is an alternative state-mandated assessment administered to eligible students for
whom a Spanish version of STAAR is the most appropriate measure of their academic progress.
State-mandated assessments are required of students at certain grade levels and in specified
subjects. Except under limited circumstances, students must pass the STAAR EOC assessments to
graduate. Students have multiple opportunities to take the tests, if necessary, for graduation.
Student Code of Conduct is developed with the advice of the district-level committee and adopted
by the board and identifies the circumstances, consistent with law, when a student may be removed
from a classroom, campus, or district vehicle; sets out the conditions that authorize or require the
principal or another administrator to place the student in a DAEP; and outlines conditions for out-of-
school suspension and for expulsion. The Student Code of Conduct also addresses notice to the
parent regarding a student’s violation of one of its provisions.
TAC stands for the Texas Administrative Code.
TEA stands for the Texas Education Agency, which oversees primary and secondary public
education in Texas.
TELPAS stands for the Texas English Language Proficiency Assessment System, which assesses
the progress that emergent bilingual students make in learning the English language and is
administered for those who meet the participation requirements in kindergarten-grade 12.

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TSI stands for the Texas Success Initiative, an assessment designed to measure the reading,
mathematics, and writing skills that entering college-level freshmen students should have if they are
to be successful in undergraduate programs in Texas public colleges and universities.
TXVSN stands for the Texas Virtual School Network, which provides online courses for Texas
students to supplement the instructional programs of public school districts. Courses are taught by
qualified instructors and are equivalent in rigor and scope to a course taught in a traditional
classroom setting.
UIL refers to the University Interscholastic League, the statewide, voluntary nonprofit organization
that oversees educational extracurricular academic, athletic, and music contests.

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 Appendix: Freedom from Bullying Policy
Note to Student Handbook developer: State law requires that the district’s policy on
bullying be distributed in its Student Handbook(s).
On April 6, 2023, TEA publicized minimum standards for bullying prevention policies and
procedures in accordance with state law. TASB Policy Service included recommended
revisions to FFI(LOCAL) in Update 121 in June 2023. TASB recommends that districts adopt
revisions to this policy prior to the beginning of the 2023-24 school year. Districts should
update the appendix to the student handbook containing FFI(LOCAL) as soon as the board
adopts revisions to the policy.
The following has been formatted for the district to more easily insert its FFI(LOCAL) policy
here rather than in the body of the handbook.

Note: School board policies may be revised at any time. For legal context and the most current copy of
the local policy, visit
https://pol.tasb.org/PolicyOnline/PolicyDetails?key=1200&code=FFI#localTabContent . Below is the
text of Waller ISD’s policy FFI(LOCAL) as of the date this handbook was finalized for this school year.
Student Welfare: Freedom from Bullying
Policy FFI(LOCAL) adopted on 11.14.2017

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