Documentation

Documentation is an essential piece of effective communication. As an administrator, counselor or teacher it is critical that you document a situation or incident if you feel it could have been handled different or if you are discussing sensitive topics.

Importance of Documentation

 * Practical Reasons: **toc
 * Provides Clarity - The parties will be able to sort through minor issues to get to the heart of the problem or complaint. This means the parties should be able to identify the key issues, concerns and expectations.
 * Reveals Patterns of Behavior - Patterns in behavior may become evident in documentation.
 * Minimizes Misunderstanding - The parties will be in a better position to understand the situation and visualize what took place. It will also minimize misunderstanding and prevent later denials.
 * Aids Memory - There will be no guesswork or incorrect recollections about what happened, what was said, and the position of the parties.
 * Support a Successor - Future supervisors will be aided by your documentation. The documentation may reveal a pattern or ongoing concerns.
 * Legal Reasons: **
 * Establish a Record of Any Action Taken - Documentation can be used to support decisions and will be particularly important if the complaint proceeds to a higher level or even results in litigation.
 * Prevents Later Denial of Events - Proof of what was said and what happened is documented.
 * Increases Credibility - Good documentation will increase credibility in grievance proceedings, before administrative agencies, with the public, school board, and in the courts.
 * Provides Evidence of Fair Treatment - Good documentation will reflect that the employee has been treated fairly in the process, including prior notice and an opportunity to correct a problem.
 * Supports Personnel Decisions - Documentation will show the basis for action taken and provide support for decisions.

Sources of Documentation
As you document and address a particular concern with an employee, you should always consider and review applicable policies, procedures and documentation that may already be in existence. Consider the following resources:
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">District Policy Reference Manual / Board Policy
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">District Employee Handbook
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Campus Handbook
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Student Handbook and/or Code of Conduct
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Athletic Handbook
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Extracurricular Activity Constitutions and Guidelines
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Department Guideline / Expectations
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Transportation
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Special Education Guidelines
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Maintenance Manuals
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Cafeteria Guidelines
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Campus Department Guidelines (Teaming Expectations)
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Prior Memos of Expectations
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Past Evaluations / Appraisals
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">State and Federal Law and Regulations
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Special Education
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">UIL
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Grade book, Lesson Plans, Fusion Pages

<span style="color: #000000; font-family: 'Gill Sans MT','sans-serif';">Types of Documentation

 * **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Oral Directives and Conference **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;"> - Follow up by placing a note in the employee's file following an oral remainder or directive to the employee.
 * **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Notes to File - **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;"> Depending on how serious a concern is, simple oral warning or calling it to the employee's attention may suffice. Follow such verbal conference with a note in their file, log, notebook or calendar. Email and a copy of conference notes to employee with both signatures**.**
 * **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Conference Summary - **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;"> Summarize a meeting you have with an employee. Useful for meetings that are intended to serve as professional guidance or counseling session.
 * **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Memos and Directives - **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;"> These include draft memos/directives to an employee following a specific incident or to summerize a pattern or similar incidents or occurrences. Have conference with the employee before you deliver memo. The administrator should outline the topics prior to meeting and add information discussed during the meeting to the meeting. Comments made by both parties should be noted. The memo should also include the directive you are giving the employee or provide the remediation requirements.
 * **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Evaluations - **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;"> Board policies provide for the annual review of all employees.
 * **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Intervention Plans/Growth Plans - **<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;"> These instruments document concerns and offer an opportunity for growth via remediation. Any employee can be placed on an intervention plan/growth plan.

<span style="color: #000000; font-family: 'Gill Sans MT','sans-serif';">Teacher in Need of Assistance (TINA)
<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">A teacher who is evaluated as unsatisfactory in one or more domains; or a teacher who is evaluated as below expectations in two or more domains. The below information is what must be included in a TINA.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Domain(s) that designate a teacher as a teacher in need of assistance should be listed-specifically state which domains are to be addressed.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Directives or recommendations for professional improvement activities - list the particular activities for growth to be completed and specify which Domains they apply to.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Evidence that is used to determine successful completion of professional improvement activities - tell the teacher what proof is required to show completion of the professional improvement activities.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Directive for changes in the teacher's behavior - let the teacher know what changes you expect to observe.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Evidence that is used to determine if the teacher's behavior has changed - you must have a means of determining or measuring whether the behavior has changed.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Specific timelines for successful completion - these should be reasonable and should be clearly set out in the TINA.

<span style="color: #000000; font-family: 'Gill Sans MT','sans-serif';">Students
<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Communication with students and parents is part of our Culture. It is the expectation of the administration that parents and students should be made aware and understand the successes and the areas for improvement throughout the school year.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Any student seen in the office requires a phone call to parents to discuss why his/her child was seen in the office.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Teachers are expected to contact parents if their is a behavior concern, a drop in student's grade, did not turn in assignment (the card system). Teachers should follow the steps in our discipline management system.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Each time you communicate with parents regarding their child you will need to document. A call log and emails would be a great way to keep track of communication.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Who, What, When, Where, Why - Key questions to ask students when an incident occurs.

<span style="color: #000000; font-family: 'Gill Sans MT','sans-serif';">Administrative Steps
<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">There are some general steps to undertake that are listed below. Importantly, these steps need to take into consideration District Policy and the Student Code of Conduct (SCOC).
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 1: Gather information concerning the infraction, concern or alleged incident.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">As a student enters the office they will fill out a statement form before speaking with an administrator or counselor.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 2: Speak with students involved in the infraction, concern or alleged incident.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Administrator will read student statement and ask clarifying questions:
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Who, What, When, Where and Why and document the answers to these questions.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 3: Determine the infraction and how it should be coded on discipline referral / SCOC.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 4: Review previous discipline of student's involved in incident and/or infraction
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 5: Special Considerations:
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Is the student SPED or 504?
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Is there a Behavior Intervention Plan? If so, has it been followed?
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">If SPED how many days have them been out of placement? //Maximum of 10 days//
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Smart ISS - has a teacher signed in and logged time as meeting student's IEPs while in ISS? If yes, the day will not count towards out of placement.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 6: Determine the consequences for the action that took place: ASD, SS, ISS, OSS, DAEP
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Discuss action that will be taken with student
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">OSS - maximum of 3 school days
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 7: Contact parents of all students that were spoken to in regards to incident and/or infraction
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">If results in a DAEP placement inform parents of suspension (3 days) and when the due process hearing will be held.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">DAEP - Due Process Meeting should be recorded and parents need to be made aware of the recording.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 8: Send documentation to parents regarding the incident and/or infraction
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Discipline Referral
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">If DAEP - Documentation/Letter stating the day, time and place of where the due process meeting. Make note on the letter when you spoke to parents (day/time) of the consequence and due process meeting.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 9: Determine if the incident/infraction needs to be reported to law enforcement.
 * <span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Step 10: Place information in student file and into TEAMS system.

<span style="color: #000000; font-family: 'Gill Sans MT','sans-serif';">Events
<span style="font-family: 'Gill Sans MT','sans-serif'; font-size: 13.3333px;">Any event that is uncharacteristic of a normal, positive day should be documented and filed by on same date of occurrence with campus principal.