2014-2015 Terrell ISD Compliance Training

Compliance Training
Terrell Independent School
District
August 22, 2014

Policies and Administrative Procedures to be covered:
(You will find additional information regarding each compliance area
in: Texas State Law, the current TISD Student Code of Conduct and
the Terrell ISD 2014 -15 Employee Handbook, located on the TISD
website)
* Family Educational Rights and Privacy (FERPA) (FL)
* Employee Welfare; Freedom from Discrimination, Harassment, and
Retaliation ( DAA) (DIA)
* Planning & Decision Making; Training: Dating Violence (BQ)
* Student Welfare: Child Abuse and Neglect Policy (FFG)
* Student Welfare: Freedom from Discrimination, Harassment, and
Retaliation (FFH)
* Student Welfare- Crisis Intervention: Substance Abuse Prevention
(FFB)
* Student Welfare- Crisis Intervention; Identification of / Intervention
with Students at Risk of Suicide (FFB)

Family Educational Rights and
Privacy Act (FERPA) ( FL)
As stated in the 2014-15 TISD Employee
Handbook ( page 34)

4
What is FERPA?
Family Educational Rights and Privacy Act
• Protects the privacy of a student’s educational
records and identifiable information
• Gives parents right to inspect school records, and
inspect instructional materials and assessments from
the classroom
• Gives parents right to seek to amend educational
records
• Applies to all educational agencies or institutions that
receive funds under any program administered by the
Secretary of Education

5
What type of information might need to be
handled securely?
• Any personally identifiable piece of information, other
than strictly directory information.
– Information may include but is not limited to:
– Registration forms
– Transcripts
– Student information displayed on a computer screen
– Grades
– Student schedules
– Class assignments
– Class Rosters
– Any paper with the student’s SSN on it.

FERPA
• Student records are confidential and are protected from unauthorized
inspection or use. Employees should take precautions to maintain
the confidentiality of all student records. The following are the only
people who have general access to a student’s records:
• Parents: married, separated, or divorced unless parental rights have
been terminated and the school has been given a copy of the court
order terminating parental rights
• The student: the rights of parents transfer to a student who turns 18
or is enrolled in an institution of post-secondary education. A
district is not prohibited from granting the student access to the
student’s records before this time
• School officials with legitimate educational interests: Educator to
educator sharing with legitimate educational interest is allowed.
– Just being a teacher is not a legitimate educational interest.
– Curiosity is not a legitimate interest.
– For use in completion of your responsibilities is a legitimate
interest.

FERPA
The student handbook provides parents
and students with detailed information
on student records. Parents or students
who want to review student records
should be directed to the campus
principal for assistance

Employee Welfare; Freedom from
Discrimination, Harassment, and
Retaliation (DAA) ( DIA)
Handbook ( page 3-21, Appendix E)

Equal Employment Opportunity
• Equal Employment Opportunity Policies – (DAA) (DIA)
• Discrimination: The District prohibits discrimination, including harassment, against
any employee on the basis of race, color, religion, gender, national origin, age,
disability, or any other basis prohibited by law. Retaliation against anyone involved
in the complaint process is a violation of District policy.
• Terrell ISD does not discriminate against any employee or applicant for employment
because of race, color, religion, gender, age, national origin, disability, military
status, genetic information, or on any other basis prohibited by law. Additionally,
the district does not discriminate against an employee or applicant who acts to
oppose such discrimination or participates in the investigation of a complaint related
to a discriminatory employment practice. Employment decisions will be made on the
basis of each applicant’s job qualifications, experience, and abilities.
• Discrimination against an employee is defined as conduct directed at an employee
on the basis of race, color, religion, gender, national origin, age, disability, or any
other basis prohibited by law, that adversely affects the employee’s employment

Harassment
Prohibited harassment of an employee is defined as physical, verbal, or
nonverbal conduct based on an employee’s race, color, religion, gender,
national origin, age, disability, or any other basis prohibited by law,
when the conduct is so severe, persistent, or pervasive that the conduct:
• 1. Has the purpose or effect of unreasonably interfering with the
employee’s work performance;
• 2. Creates an intimidating, threatening, hostile, or offensive work
environment; or
• 3. Otherwise adversely affects the employee’s performance,
environment or employment opportunities.

Retaliation
• The District prohibits retaliation against an employee
who makes a claim alleging to have experienced
discrimination or harassment, or another employee
who, in good faith, makes a report, serves as a witness,
or otherwise participates in an investigation.
• An employee who intentionally makes a false claim,
offers false statements, or refuses to cooperate with a
District investigation regarding harassment or
discrimination is subject to appropriate discipline.

Questions?
• Employees with questions or concerns about discrimination based
on sex, including sexual harassment should contact Stacey Ellis,
the district’s Title IX coordinator, at 972-563-7504 (Office: TISD
Administration Building, 700 N. Catherine Street.). Employees
with questions or concerns about discrimination on the basis of a
disability should contact Debi Rogers, the district ADA/Section
504 Coordinator, at 972-563-7580 (Office: Special Services
Department, 212 W. High Street). Questions or concerns relating
to discrimination for any other reason should be directed to the
Superintendent.

Student Welfare- Crisis Intervention: Substance
Abuse Prevention (FFB)
Recognizing and Responding to Youth
Substance Abuse

The facts about youth substance
abuse…….
• Studies show that 46% of adolescents have tried
alcohol by eighth grade
• By the senior year in high school 77% of adolescents
have begun to drink
• Fifteen percent of high school students have misused
controlled prescription drugs
• Misuse of prescription drugs is second now only to
marijuana as most prevalent drug problem in U. S.
• Approximately 50% of high school seniors do not
think it's harmful to try crack or cocaine once or
twice and 40% believe it's not harmful to use heroin
once or twice.

Impact of drug abuse in the school setting
• Marijuana abuse causes short-term memory loss
and affects problem solving and logical thinking
• In any given age group, alcohol abusers are 4-6
times more likely than nondrinkers to be truant
• Adolescent alcohol and marijuana users are at
least twice as likely as non-users to have poor
grades
• High school students who use alcohol are more
than five times as likely as their non-drinking
counterparts to drop out of high school

Why youth abuse drugs & alcohol………….
• Influence of others — may observe others
using various substances
• View experimentation as ‘normal”
• Media — In a study ( 2003) forty-two percent
of teens agreed that movies and TV shows
make drugs seem like an OK thing to do,
• Boredom — Teens who can't tolerate being
alone, have trouble keeping themselves
occupied, or crave excitement
• Because they want to escape): “ Between
pain and nothing….I choose nothing”

Why youth abuse drugs & alcohol………….
To feel good. Most abused drugs produce intense feelings of pleasure.
This initial sensation of pleasure is followed by other effects ( differs
with the type of drug used) :
(with stimulants the 'high' is followed by feelings of power, self-
confidence, and increased energy)
(the euphoria caused by opiates is followed by feelings of relaxation and
satisfaction) marijuana may seem to reduce aggression and is more of an
avoidance drug. LSD and hallucinogens are also escape drugs)
To feel better. Some students who suffer from anxiety, stress, low self-
esteem and depression begin abusing drugs in an attempt to decrease
feelings of inferiority or distress.
To do better: some youth believe they must use drugs to chemically
enhance or improve their athletic or cognitive performance
Curiosity: adolescents are particularly vulnerable because of the strong
influence of peer pressure to engage in 'thrilling' and 'daring' behaviors.

Risk Factors
• A family history of substance abuse or mood disorders
• A history of trauma
• Depression
• Low self-esteem
• Poor parental supervision
• Frequent, severe family conflict
• Family history of mental illness
• Low academic aspirations
• Living in a high crime and drug-use neighborhood
• Ease of drug availability
• Very low perception of the dangers inherent in drug use

Warning Signs of Youth Drug Abuse
• Possession of drug paraphernalia is the most definitive indication that a teen is using
illicit substances. The possession of items like tin foil, weight scales, smoking pipes,
butane torches, bongs, ziplock bags, small porcelain bowls, hypodermic needles,
balloons, aluminum foil wrappers, mirrors or flat metal, short straws, glass pipes,
capsules, and vials
Physical signs:
• bloodshot or dilated eyes: Bloodshot eyes may signify that the teen is on
marijuana. Dilated pupils can indicate use of cocaine, amphetamines, or
hallucinogenics. Pin-point pupils are often associated with the use of barbiturates
and heroin)
• Cocaine use may be associated with raw, dripping nostrils from snorting
• opiates may cause sensation of crawling insects all over the body
• The withdrawal symptoms of cocaine or amphetamines may be evident as the teen
constantly scratches or picks at his or her skin and hair.
• Unexplained and sudden weight loss, weight gain
Attempts to conceal physical signs of drug use: teen may start wearing long-sleeved
garments even in very warm weather to cover up marks
Obvious intoxication or bizarre behavior
Impaired sense of judgment/ disinhibition
Problems with verbal expression
Change in sleep patterns: student may appear to have a marked increase or decrease
need for sleep

You may observe…………..
• Attendance issues
• Skipping class
• Declining grades
• Acting uncharacteristically isolated, withdrawn, angry, or depressed
• Loss of interest in previously enjoyed activities
• Lack of interest in school functions
• Changes in friendships
• Appearance issues – poor hygiene habits or change in clothing style
• Extreme interest/disinterest in class discussions about drug/alcohol use (Some
students will test how much they can get away with saying – others don’t want to
say something incriminating)
• Significant mood swings– excited or happy one day, sullen and withdrawn the
next
• Short attention span or easily distracted, inability to concentrate
• Stealing/ pilfering money ( in order to maintain the drug habit)

How you can help………….
• Be aware of possible warning signs
• Contact campus counselor or district social worker
about concerns

Planning & Decision Making
Dating Violence Training (BQ)

Teen Dating Violence
Perpetrators of dating violence are both male and female:
* Girls are more likely to yell, threaten to hurt themselves, pinch, slap, scratch, or kick
* Boys injure girls more severely and frequently
* 1 in 3 adolescent girls in the U. S. is a victim
* 1 in 10 high school students, nationwide, (9.9 percent) has been hit, slapped, or
physically hurt deliberately by a boyfriend or girlfriend.
* 1 in 4 teenagers have been in a relationship where a partner is verbally abusive.
* 20 percent of teen girls exposed to physical dating violence did not attend school on 1
or more occasions during a 30-day period
* In a national survey nearly 25% of 14-17 year-olds admitted that they knew at least
one fellow student who was a victim of dating violence, while 11% knew multiple
victims of dating violence. 33% of teens have actually witnessed such an event
* 20% of surveyed male students report witnessing someone they go to high school
with physically hit a person they were dating.

Technology and Dating Violence
• Technology has made teen dating violence more pervasive with the use and the
availability of cell phones, text and instant messaging, e-mail, and community
networks
• 30 percent of teenagers who have been in a dating relationship have been text-
messaged up to 30 times per hour by a partner seeking to find out where they are,
what they are doing, and with whom they are with
• 25% of teens say they have been called names, harassed or put down by their partner
via cell phone and text messaging

Teen Dating Violence
“ What hurt me the most were his mean words. He called me
disgusting names and made me cry. I’d skip school a lot and was
falling behind in my classes.. He’d hit me, push me, sock me in the
stomach and in the head. But he was smart. He knew not to leave
me with bruises that showed. When he hit me, he’d say he didn’t
mean to, and then turn it around so that it was my fault….”He’d
say: ‘ if you just didn’t do those things, I wouldn’t have to hit you’
( from In Love & In Danger, Barrie Levy)
A pattern of repeated violence that escalates over time, a pattern of abusive behavior
followed by apologies and promises to change, and an increased risk of violence
when the abused partner decides to leave the relationship

Factors influencing teen dating violence
• Inability to recognize a healthy versus unhealthy relationship:
• Dr. Elizabeth Miller, expert in teen violence administered a survey on teen dating
violence to a class of middle-schoolers, 100% of them responded that “jealously
and possessiveness” are a part of “true love”
• Family influences:
• Young boys who grow up observing their fathers or other male family members
being violent toward women may grow up to believe these attitudes and behaviors
are normal.
• Peer influences: if a teen has friends who are abusive to their dating partners, they
are more likely to be abusive in their own dating relationship
• Mass media influence: Mass media contributes to a teens’ understanding of healthy
versus unhealthy relationships

Warning Signs: Victim
• Physical signs: bruises, scratches, or other injuries
• Avoids friends/ isolating behaviors
• Decline in school performance
• Drops out of previously enjoyed activities
• Have very low self-esteem, even if they used to be confident
• Seems intimidated by partner
• Acts fearful about not answering a boyfriend’s/girlfriend’s phone or text quickly
• Shows major personality changes
• Appears depressed, anxious, or expresses suicidal thoughts/ impulses
• Behaves differently around his/her boyfriend/girlfriend
• Makes excuses/ apologizes for boyfriend/girlfriend’s behavior
• Avoids certain topics out of fear of angering their boyfriend/girlfriend

Warning Signs: Perpetrator
• Is too serious about the relationship too quickly
• Controls dating partner’s choice of clothes, hairstyle, etc.
• Constantly checking in/making dating partner check in with
her/him
• Checking partner’s cell phone/ computer
• Extreme jealousy
• Explosive temper
• Uses threats, insults, humiliation, intimidation, isolation, or
stalking to control dating partner
• Makes threats of suicide/self-injury in the event of a breakup

Student Welfare- Crisis Intervention;
Identification of / Intervention with
Students at Risk of Suicide (FFB)

The facts……….
• Every 100 minutes a teen completes suicide in U.S.
• Each year, 275,000 High school students make a
suicide attempt requiring medical attention
• Suicide is the 2nd leading cause of death of 15 – 34
year olds
• 6th leading cause of death in 5 – 14 year olds
• 90% of children and adolescents who complete
suicide have been diagnosed with a psychiatric
disorder before their death

In a study of 229 completed youth suicides:
• 62% had made a suicidal statement
• 45% had consumed alcohol within 12 hours of
killing themselves
• 76% had shown a marked decline in academic
performance in the past year

Youth suicide:
• #1 method for males: firearm
• #1 method for females: overdose
( females make more attempts;
males: higher rate of completed suicides)

Suicide
Risk Factors & Warning Signs
Risk Factors:
Impulsivity
 Contributes to suicidal behavior, especially in context of
depression or bipolar disorder
 Associated with dysregulated brain chemistry
 Family History
 Suicide attempts and completed suicide are more frequent
in teens with a relative who has attempted or died by
suicide
Prior Suicide Attempt
 30-40% of teens who die by suicide have made a prior
attempt

Risk factors:
Exposure to Suicide
 Suicide risk is increased in teens exposed to another’s suicide
 Can result in suicide “clusters”
 Factors increasing “suicide contagion” include romanticized or
glamorized reports of the suicide and idealization of the
suicide victim ( social networking websites may increase
exposure among teens)
Legal problems: Teens with a history of problems with the law
have increased risk of suicide attempts and completed suicide
Bullying
 Higher rates of depression, suicidal ideation and suicidal
behavior found in both victims and perpetrators of bullying

Risk Factors
History of Physical and Sexual Abuse
 Controlling for other risk factors, including individual and parental mental
disorders, risk of suicide attempt is 5x greater in adolescents with a
history of physical abuse
Other situational factors and stressful life events that may trigger
suicidal behavior
Family/friend diagnosed with terminal illness
Death or other trauma in the family
History of alcohol and substance abuse
Persistent serious family conflict
Isolation
Break-ups of romantic relationships
School failures and other major disappointments
Violence in home
• *** Number 1 risk factor is a previous suicide attempt ( with
each attempt; increases likelihood of completion!

Warning Signs
( Many of danger signs are similar to symptoms
of depression)
• Change in eating/sleeping patterns
• Expression of hopelessness
• Withdrawal
• Violent actions, runaway
• Marked personality change
• Physical complaints often related to emotions
• Loss of interest in pleasurable activities
• Drastic change in behavior or mood

Warning signs
Hopelessness/helplessness increases
Refuses help ( feels “beyond help”)
Puts things in his/her life in order
Becomes suddenly cheerful, energetic after a period of
depression
Looking for suicide methods
Talking or writing about suicide
Direct Verbal Threats:
Indirect Threats: Talking or writing about death
in a way that suggests preoccupation

Protective Factors
• Contact with a caring adult
• Sense of connection or participation in school
• Family cohesion
• Connectedness to friends and school
• Self-perceived ability to cope with problems and
influence outcomes
• Positive self-esteem
• Access to and care for mental / physical /
substance abuse disorders

Procedures for Responding to a Suicidal
student
• Terrell ISD procedure for any student believed
to be thinking about or whose actions indicate
the possibility of self-harm:
• do not leave the child unattended
• Immediately contact campus counselor or
administrator
• describe to counselor or administrator in as
much detail as possible, the child’s behavior or
statements that indicated possible self harm

Student Welfare: Child Abuse and
Neglect Policy (FFG)
Child Abuse Prevention and
Reporting
Handbook ( pages 21-22)

Defining Child Abuse/Neglect
• Federal legislation defines child
abuse and neglect as “any act or
failure to act on the part of a parent,
caretaker, or other adult that results
in death, serious physical or
emotional harm, sexual abuse, or
exploitation of a child.”

Categories of Abuse and Neglect
• Abuse can be emotional, physical or
sexual
• Child “neglect” has 5 categories:
• Abandonment
• Neglectful supervision
• Medical neglect
• Physical neglect
• Refusal to assume parental responsibility

Physical Abuse
• physical abuse: any physical
injury that results in
substantial harm or the
genuine threat of substantial
harm to the child.

Some signs of possible physical abuse
• extensive bruises
• bruises of different colors
• bruises in specific shapes
• marks that indicate hard blows from an object
• bruises on multiple parts of the body
• extreme sensitivity to pain or complaints of pain

Some signs of possible physical abuse ( cont.)
• bald spots from severe hair pulling
• adult-sized, human bite marks
• burns that appear to be from objects
• injuries for which the explanation given by the student
is inadequate or suspicious
• child may wear clothing inappropriate for the season to
hide signs of abuse

Behavioral indicators of physical abuse:
• behavioral extremes
• inappropriate or excessive fear of parent or caretaker
• wariness of casual physical contact, even from peers
• injuries that appear after child has not been to school for several
days
• frequent absences or tardiness without reasonable explanation

Emotional Abuse
• 1) Emotional Abuse: a mental or
emotional injury to a child that results in
an observable impairment in the child’s
growth, develop, or psychological
functioning
• ***this includes causing or permitting the
child to be in a situation in which the child
sustains such a mental or emotional injury

Emotional abuse
Emotional abuse can include :
• Rejecting, degrading the child, scapegoating child
• Isolating
• Terrorizing: threatening behavior that threatens to physically harm or abandon the child
• Denying emotional responsiveness

Signs of emotional abuse
• child is withdrawn or depressed
• is clingy “acts out” consistently
• exhibits exaggerated fear
• displays signs of emotional turmoil that include repetitive,
rhythmic movements
• suffers from enuresis or fecal soiling after an age when such
behavior is inappropriate
• exhibits self-destructive behavior

Sexual abuse
Sexual abuse: any sexual conduct
harmful to a child’s mental,
emotional, or physical welfare as well
as failure to make a reasonable effort
to prevent another person from
committing sexual abuse.

Some signs of possible sexual abuse
• unusual or age-inappropriate interest in sexual matters
• in younger children: detailed and age-inappropriate
understanding of sexual behavior
• seductive behavior toward classmates, teachers, and
others
• difficulty in walking or sitting
• compulsive, indiscreet masturbation
• in younger children: enuresis or fecal soiling
• significant change in school performance
• in younger children: regressive behavior
• in older children and adolescents: poor hygiene

Some signs of possible sexual abuse
( cont.)
• running away from home
• crying without provocation
• chronic fatigue
• self-conscious of their body beyond what would be
expected for their age
• fear of dressing for gym class or athletics
• aggressive or delinquent behavior
• fear of home, fearful behavior or excessive anxiety
around parents, caretakers, or another adult
• inordinate fear of a certain gender
• self-mutilation
• suicidal statements or attempts

Neglect
• Neglect: the failure to provide for a
child’s basic needs
*Abandonment
* Neglectful supervision
* Medical neglect
* Physical neglect
* Refusal to assume parental
responsibility

Neglect
Abandonment is defined as :
leaving a child in a situation where the child would be exposed
to a substantial risk of physical or mental harm, without
arranging for necessary care for the child and the
demonstration of the intent NOT TO RETURN by a parent,
guardian or managing conservator of the child
Neglectful supervision is defined as:
Placing a child in OR failing to remove a child from a situation
that a reasonable person would realize requires judgment or
actions beyond the child’s level of maturity, physical condition,
or mental abilities and that results in bodily injury or a
substantial risk of immediate harm to the child.

Neglect (cont.)
Medical neglect is defined as:
• The failing to seek, obtain, or follow through with medical care
for a child, with the failure resulting in or presenting a substantial
risk of death, disfigurement, or bodily injury or impairment to the
growth, development, or functioning of the child
Physical neglect is defined as:
• The failure to provide the child with food, clothing, or shelter
necessary to sustain the life or health of the child. This
EXCLUDES failure caused primarily by financial inability unless
relief services have been offered and refused.
• Physical neglect also includes: placing a child in or failing to
remove the child from a situation in which the child would be
exposed to a substantial risk of sexual abuse.

Neglect (cont.)
Refusal to assume parental responsibility is defined as:
• The failure to be responsible for a child’s care, custody,
or welfare; failure to permit the child to return to the
child’s home without arranging for the necessary care
for the child after the child has been absent from the
home for any reason, including having been in
residential placement or having run away.

Some signs of possible neglect of a child
child comes to school in soiled clothing or clothing
significantly too large or small for them or often in need
of repair
child seems inadequately dressed for the weather
child always seems to be hungry
frequently appears listless and tired
often reports being responsible for caring for younger
siblings for extended periods of time
demonstrates poor hygiene, smells of urine or feces, or has
very bad breath or dirty, decaying teeth

Some signs of possible neglect of a child (cont.)
• is losing noticeable amounts of weight
• child has unattended medical or dental problems
• exhibits stealing or other delinquent behavior
• appears depressed and withdrawn
• craves excessive attention

Also reportable………
• You are required to report to Child Protective Services/
law enforcement if you have knowledge of:
• The current use by a person of a controlled substance as
defined by Chapter 481, Health and Safety Code, in a
manner or to the extent that the use results in physical,
mental, or emotional injury to a child;
• The causing, expressly permitting, or encouraging a child
to use a controlled substance as defined by Chapter 481,
Health and Safety Code
• A suicide attempt by a parent/guardian

Why Children Do Not Tell About Abuse/ Neglect
• some children do not know that the abuse is not
“normal”
• threats by perpetrator
• shame
• the child may believe that the abuse was their fault
• the perpetrator tells the child that no one will believe
them
• some children believe that their family situation would
be worse if they told about the abuse

Texas Child Abuse Reporting Law
• Anyone “having cause to believe that a child’s physical or mental
health or welfare has or may be adversely affected by abuse or
neglect” must report the case to any state or local law
enforcement agency and to the Department of Protective and
Regulatory Services. (the obligation to report includes abuse that
may occur in the future)
• An oral report must be made immediately ( within 48 hours)
(Texas Family Code, Chapter 261, 261.101) to the 24 hour Child
Abuse Hotline: 1-800-252-5400, or to the local law enforcement
officials.

Telephone
• You may call the Texas Abuse Hotline at 1-800-252-5400 to report abuse or neglect.
• The hotline is answered by DFPS Intake Specialists (who are all degreed professionals) 24-
hours a day, 365-days a year.
• If the child is in immediate danger, call 9-1-1 or your local police first, then call the
Texas Abuse Hotline to make a report.
Internet
• You may also report your allegations to DFPS through the Internet at
http://www.txabusehotline.org. If you choose to submit an internet report, you must
provide your name and a valid e-mail address.
The Internet Reporting System should NOT be used in urgent or emergency situations,
including but not limited to:
Injuries to a child 5 or under
Serious injuries to any child
Immediate need for medical care (including a suicidal child)
Sexual abuse where the perpetrator has access, or will have access, to the child
within the next 24 hours
Children 5 and under who are alone, or are likely to be left alone, within the next
24 hours
Any other situation you feel requires a response in less than 24 hours

You cannot defer your responsibility to report……..
• Reporting suspected child abuse to your principal, school
counselor or other staff will NOT satisfy your obligation
under state and federal law.
• Texas Family Code states that “a professional may not
delegate to or rely on another person to make the report.”
• Those reporting are not required to have proof that a child
is being abused
• As long as the report is made in good faith, the reporter is
protected from civil and criminal liability.

• It is always better to err on the side of
caution when deciding whether to report
suspected child abuse or neglect to the
authorities.
• When in doubt, report

Consequences of not reporting suspected
abuse/neglect of a child
• In addition to adverse employment ramifications there are legal consequences of
failing to report suspected abuse/ neglect of a child.
• A person who is a professional commits a Class A misdemeanor if the person is
required to make a report under Family Code 261.101(b) and knowingly fails to
make a report as provided by law. The professional commits a state jail felony if he
or she intended to conceal the abuse or neglect.
A Class A misdemeanor: can result in punishment of up to one (1) year in jail
and/or a fine of up to $4,000.
• Family Code 261.109
• Failure to report child abuse or neglect violates the Educator’s Code of Ethics
and may result in sanctions against an educator’s certificate, as addressed in 19
Administrative Code Chapter 249. 19 TAC 61.1051(a)(2)(A)

Prohibitions against interference with an investigation of a
report of child abuse or neglect:
– (i) Family Code, §261.302 and §261.303, prohibits
school officials from denying an investigator's request
to interview a student at school
– (ii) Family Code, §261.302, prohibits school
officials from requiring the presence of a parent or
school administrator during an interview by an
investigator

• Texas Education Code (TEC), §26.0091, prohibits using
or threatening to use the refusal to consent to
administration of a psychotropic drug to a child or to any
other psychiatric or psychological testing or treatment of a
child as the sole basis for making a report of neglect,
unless the employee has cause to believe the refusal
presents a substantial risk of death, disfigurement, or
bodily injury to the child or has resulted in an observable
and material impairment to the child's growth,
development, or functioning.

Confidentiality
• The Texas Family Code specifically states
that both a child abuse report and the
identity of an individual making a report are
confidential and may be disclosed only by
order of a court or to a law enforcement
officer for the purposes of conducting a
criminal investigation

WHAT INFORMATION DO I NEED TO MAKE A
REPORT?
• The names of as many household members of the alleged victim as possible
• The name(s) of alleged perpetrator(s)
• The names of any other people ("collaterals") who may have information about
the alleged abuse or neglect
• For each of the persons above, you will be asked to provide as much of the
following information as possible:
• Name, date of birth (preferred) or age, Social Security number, race/ethnicity,
and marital status
• Home address, contact phone number(s)
• Work/school/daycare name, address, and phone number Special needs
• Concerns and specific details about the abuse and/or neglect

How you can help………
• If you believe a child is at risk for physical, emotional, or
sexual abuse or neglect, make a referral to your campus
counselor or the district social worker,

Student Welfare: Freedom from
Discrimination, Harassment, and
Retaliation (FFH)
Handbook (Appendix F)

Sexual Misconduct in the
School Setting
• Sexual misconduct:
• “ offensive conduct of a sexual
nature which may affect the personal
integrity or security of any student or
the school environment”

• Sexual harassment in schools is unwanted
and unwelcome behavior of a sexual nature
that interferes with the right to receive an
equal educational opportunity. It is a form
of sex discrimination that is prohibited by
Title IX, a Federal law

Includes: employee to student, student to employee, student to
student, staff member to staff member
• Sexual misconduct in school setting can be:
visual, verbal or physical
1) “visual”: showing sexually explicit photographs, videos, or other
material or making sexually suggestive gestures such as howling,
whistling, or suggestive lip licking
2) “verbal”: examples: making comments about a person’s body
parts or telling sexually suggestive jokes
3) “physical”: from inappropriate touching to rape
unwelcomed physical contact:
“ for sexual purpose, when someone touches directly/indirectly with
part of body/object; any part of body of another individual ”
Or “ for sexual purposes, a person asks someone to touch them with
a part of body/object

District Reporting Procedures and
Contact Information

• Title IX: To report harassment or discrimination: contact
Stacey Ellis, Executive Director of Human Resources and
Student Services, Title IX Coordinator, 700 N. Catherine
St. Terrell (972) 563-7504
• Individuals with Disabilities Educational Act ( IDEA) &
Child Find: contact Debi Rogers, Special Education
Director, 212 West High Street, Terrell 75160
• (972) 563- 7580
• If you have any questions about any of the policies, laws,
or administrative procedures described in this training,
please contact the TISD Human Resources Office at 972-
563-7504 or the TISD Social Work Office at 972-563-
6382

Employees are required to report any inappropriate behavior
witnessed to his/her supervisor immediately (this includes
student to student, student to staff member, staff member to
student, and staff member to staff member). Each campus
administrator will be required to notify Stacey Ellis,
Executive Director of Human Resources and Student
Services, Title IX Coordinator, when an incident occurs. HR
will direct you through the investigation process and what
follow up procedures are required. Remember, you must
Document! Document! Document! all incidents.

References
• Terrell Independent School District Board Policy
• Terrell ISD 2014-15 Employee Handbook
• Texas Family Code
• Levy, Barrie, In Love and In Danger: A Teen’s Guide to
Breaking Free of Abusive Relationships ( 2006)
• Empower Program, sponsored by Liz Claiborne Inc. and
conducted by Knowledge Networks, Social Control, Verbal
Abuse, and Violence Among Teenagers, (2000).
• Tiffany J. Zwicker, Education Policy Brief, “The
Imperative of Developing Teen Dating Violence Prevention
and Intervention Programs in Secondary Schools.” 12
Southern California Review of Law and Women’s Studies,
131, (2002).

References
• Toro, Ross. "Prescription Drug Abuse Kills." LiveScience. 2014,
http://www.livescience.com/17406-prescription-drug-abuse-infographic.html.
• 2 U.S. Department of Health and Human Services. "Sixty percent
of 12th graders do not view regular marijuana use as harmful." U.S National
Library of Medicine. Accessed February 25, 2014,
http://www.nih.gov/news/health/dec2013/nida-18.htm.
• Dr. Neil I. Bernstein in How to Keep Your Teenager Out of Trouble and What to
Do if You Can’t
• Mozes, Alan. "More Teens Abusing Prescription Drugs." Consumer HealthDay.
Accessed February 25, 2014, http://consumer.healthday.com/mental-health-
information-25/addiction-news-6/more-teens-abusing-prescription-drugs-
601969.html.
• Substance Abuse & Mental Health Services Administration.
"National Survey on Drug Use and Health: Summary of National Findings."
Results from the 2012 National Survey on Drug Use and Health. Accessed
February 25, 2014,
http://www.samhsa.gov/data/NSDUH/2012SummNatFindDetTables/NationalFi
ndings/NSDUHresults2012.htm.

Compliance Training Sign-in
Employee name ( please print):______________________________
Campus/ Department:______________________________________
I hereby acknowledge that I have received training in and will comply with the
applicable laws, policies, and administrative procedures for the following Terrell ISD
compliance requirements:
* Family Educational Rights and Privacy (FERPA) : FL
* Employee Welfare; Freedom from Discrimination, Harassment, and Retaliation: DAA & DIA
* Planning & Decision Making; Training: Dating Violence: BQ
* Student Welfare: Child Abuse and Neglect Policy: FFG
* Student Welfare: Freedom from Discrimination, Harassment, and Retaliation: FFH
* Student Welfare- Crisis Intervention: Substance Abuse Prevention: FFB
* Student Welfare- Crisis Intervention; Identification of / Intervention with Students at Risk of Suicide: FB
I also acknowledge that the information provided in this training is not all inclusive and
that I am responsible for complying with additional information in each topic area that
can be found in TISD Board Policy, the current TISD Student Code of Conduct and the
Terrell ISD 2014 -15 Employee Handbook, located on the TISD website)
__________________________________ ____________________
Signature Date

2014-2015 Terrell ISD Compliance Training

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