FJY Handbook - Seminole Independent School District

“Children Are Our
Business”
F. J. Young Elementary
Handbook
2009-2010
F. J. Young Elementary
2100 S. W. Ave B
Seminole Texas, 79360
432-758-3636
Fax 432-758-2066
seminole.k12.tx.us

The F. J. Young Student - Parent Handbook is provided to give students and
parents basic information about the policies and procedures of our school. It is
our intent to give parents information and allow for their involvement in their
child’s education. Together, as parents and teachers, we will work cooperatively to
provide your child with a successful and happy school experience.
Sherry Bowers
Michelle Mull
Kathy Rich
Principal
Assistant Principal
Counselor
No Child Left Behind
As parents you have the right-to-know under the new federal education legislation,
“No Child Left Behind”, if your child is being instructed by a teacher who is highly
qualified. If you wish to know this information reqarding your child’s teacher, you
may contact Sherry Bowers at 432-758-3636 for this information.
2

F. J. Young Handbook
Statement of Purpose
The F. J. Young Elementary Educational Program will:
Enable students to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Achieve the student’s full potential
Learn coping skills and build positive self-esteem
Apply skills learned in the educational program to real life
Provide teachers with the opportunity to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Express ideas for instruction and staff development
Have advanced notice and preparation for new techniques
Have updated material and technology available for optimum teaching
Assess student achievement using . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Teacher observation
Individual conferences
Standardized testing
Evaluate F. J. Young’s Educational Program effectiveness by . . . . . . . . . . . . . .
Scores on state test
Student’s overall performance
Parental input
Administrative observation
FREEDOM FROM DISCRIMINATION: Seminole ISD does not discriminate
on the basis of race, color, national origin, sex, or handicap in providing educational
services. Nor does the district discriminate on the basis of disability by denying
access to the benefits of school services, programs, or activities.
Seminole ISD investigates all charges of sexual harassment. To report an
incident of sexual harassment at F. J. Young Elementary contact principal, Sherry
Bowers.
3

TABLE OF CONTENTS
Acceptable Use of Computers 6
Arrival and Dismissal 7
Attendance Policy 8
Curriculum 10
District Enrollment Requirements 19
Dress Code 19
Field Trips 19
Fire and Tornado Drills 19
Food Service 20
Grading Scale 20
Health Services 21
Insurance 22
Library Usage and Rules 22
Notification of Pesticides 22
Perfect Attendance Awards 22
Personal Articles 23
4

Physical Education 23
Progress Reports 23
Promotion 23
School Office Hours 24
School Parties 24
Severe Weather Instructions 25
Special Programs 25
Student Code of Conduct 28
Student Records 28
Telephone Use 31
Transportation 31
Use of Videos 32
Withdrawal Procedures 32
Appendix A – Health Issues
Asthma 33
Meningitis 34
Reye’s Syndrome 39
5

ACCEPTABLE USE OF COMPUTERS AND
NETWORKS
Computing facilities, local area networks, and/or internet access are
available to students and teachers. With this access comes the availability of
material that may not be considered of educational value in the context of the
school setting. However, on a global network, it is impossible to control all
materials, and an industrious user may discover controversial information. We
firmly believe that the valuable information and interaction available on these
networks far outweighs the possibility that users may locate material that is not
consistent with the educational goals of Seminole Independent School District.
The following policy is included in the Student Code of Conduct to address
the acceptable use of computers and networks, including the Internet and World
Wide Web, and applies to district administrators, faculty, and staff, as well as
students:
• Users shall not erase, rename, or make unusable anyone’s computer files,
programs, or disks
• Users will not let other persons use their name, log on password, or files for
any reason (except for authorized staff members)
• Users shall not use or try to discover another user’s password
• Users shall not use Seminole ISD computers or networks for any noninstructional
or administrative purpose (e.g. games or activities for personal
profit)
• Users must not use a computer for unlawful purposes, such as illegal copying
or installation of software
• Users shall not copy, change, or transfer any software or documentation
provided by Seminole ISD, teachers, or another student without permission
from the campus administrator or designee
• Users shall not write, produce, generate, copy, propagate, or attempt to
introduce any computer code designed to self-replicate, damage, or
otherwise hinder the performance of any computer’s memory, file system, or
software. Such software is often called a bug, virus, worm, Trojan Horse, or
similar name
• Users shall not deliberately use the computer to annoy or harass others with
unacceptable language, images, or threats. Users shall not deliberately
access or create any unacceptable, obscene, or objectable information,
language, or images for other than legitimate, school related purposes
• Users shall not intentionally damage the system, damage information not
belonging to them, misuse system resources, or allow others to misuse
system resources
6

• Users shall not tamper with computers, networks, printers, or other
associated equipment except as directed by the teacher or designee
• Users shall not plagiarize by coping and pasting information from the
internet for personal use
• Users understand that a computer is not private and that the district may
monitor activity on the computer system
• Parents of users, having read the district’s electronic communications
system policy and administrative regulations and considering the privilege of
their child using the district’s electronic communications system thus having
access to the public networks, do release the district, its operators, and any
institutions with which they are affiliated from any and all claims and
damages of any nature arising from their child’s use of, or inability to use
the system including, without limitation, the type of damage identified in the
district’s policy and administrative regulations by signing the child’s
registration form.
ARRIVAL AND DISMISSAL
Students in prekindergarten through first grade should arrive on campus at
or before 8:15. The outside doors will be unlocked at 7:45. The bell rings at 8:25
and students will be expected to be ready to work at that time. The cafeteria
opens each morning at 7:45 for those students wanting to eat breakfast. Teachers
are required to arrive at school by 8:10 and are on campus until 4:00 daily. Please
observe posted safety precautions when dropping off or picking up your child.
Vehicles should wait in line and should not pass another vehicle that is stopped.
Kindergarten students may be dropped off at the east entrance of the building on
Twenty-First Street. Prekindergarten and first grade students should be dropped
off at the back entrance (Northwest Ave. B) of the building. Please observe the
one-way directional signs leading into and out of the parking lot. All private
vehicles will need to drop students off in the parking lot at the back of the
building or at the east end of the building. Please do not mistake the bus
unloading zone or the employee parking area for the student drop off area.
Upon arrival, kindergarten students may wait for their teacher inside the room,
while prekindergarten and first grade students need to wait in the hall outside
their room until the teacher arrives. Beginning at 8:00, each hall has monitors on
duty to assist students before school. School dismisses at 3:35 for students being
picked up by parents in kindergarten and first grade. Bus riders go to the
designated bus loading area at the front of the building.
7

Prekindergaten students are dismissed at 2:30. Parents are encouraged to discuss
after school plans with their children prior to coming to school, but if changes
occur, please notify the office or the child’s teacher of any change in your child’s
routine. It is best to make those calls before 3:00 if possible.
To help eliminate traffic congestion and ensure student safety, please comply with
the following traffic procedures:
• Do not double park
• Do not park along the curb and leave your car unattended
• When crossing the street and the parking lots with your child, we ask all
individuals to use the crosswalks. Do not step off the curb until the
crosswalk monitor has signaled or invited you to cross
• Students should exit vehicles on the curb side only
• Meet your child at the curb; as children should not be allowed to walk
between the cars
• Avoid making U turns
• Do not park in bus zones in front of the school
• Observe “ONE-WAY” signs
• Please teach your child to watch for traffic
• Vehicles should wait in line and should not pass another vehicle that is
stopped.
We appreciate your cooperation in these matters.
ATTENDANCE POLICY
Reinstatement - Absence or Tardy
Seminole ISD policy FEA (LEGAL) states “The District shall notify a student’s
parent in writing at the beginning of the school year that, if the student is absent
from school on ten or more days or parts of days within a six-month period in the
same school year or on three or more days or parts of days within
a four-week period, the student’s parent is subject to prosecution
under Education Code 25.093.
Any student not already exempted from the compulsory attendance law may
nevertheless be excused for temporary absence resulting from personal sickness,
sickness or death in the family, quarantine, weather or road conditions making
travel dangerous, or any other unusual cause acceptable to the principal or
designee of the school in which the student is enrolled. T.E.C. 25.087 (b)
The reason for an absence must be stated in writing and signed by the
parent or other person standing in parental relation to the student, and/or a verbal
statement from parent or other person standing in parental relation to the
student. T.E.C. 25.087
8

A school district shall excuse a student from attending school for the
purpose of observing religious holidays, including traveling for that purpose. A
school district shall excuse a student for temporary absence resulting from an
appointment with a health care professional if that student commences classes or
returns to school on the same day of the appointment. A student whose absence is
excused under this section may not be penalized for that absence and shall be
counted as if the student attended school for the purposes of calculating the
average daily attendance of the student in the school district. A student whose
absence is excused under this subsection shall be allowed a reasonable time to
make up work missed on those days. If the student satisfactorily completes the
schoolwork, the day of absence shall be counted as a day of compulsory attendance
T.E.C. 25.087. The school district may initiate withdrawal of a student for
nonattendance under the following conditions:
1. The student has been absent 10 consecutive school days.
2. Repeated efforts by the attendance officer and/or principal to
locate the student have been unsuccessful.
The Texas Education Code (25.092) requires students to be in attendance
90% of the days school is in session. Even though a student may be passing all
subjects, he/she can be denied promotion until he/she has successfully completed
conditions imposed by the Attendance Committee.
A student shall be given credit for a class only if the student has been in
attendance 90% of the days the class is offered, unless an attendance committee
gives the student credit. Each school campus must appoint one or more attendance
committees to hear petitions for promotion by students who are in attendance less
than 90% of the school days. These committees may give credit to students who
are in attendance less than 90% of the school days where extenuating
circumstances warrant, provided the student has passing grades.
Tardies caused by private transportation, oversleeping, or unexcusable
personal reasons may not be excused.
Work missed due to absences or tardies must be made up by doing work
outside the regular class. If work missed is not made up, grades for the absent day
will be entered as zero and will be averaged with the other grades.
Parents may request work for their child via the office after two days of
consecutive absence. Work collected for a student must be completed and
returned before additional work will be sent out.
Students with absences have the privilege of making up all work missed while
absent and will be allowed one day to make up work for every day of absence plus
one day.
9

CURRICULUM
Prekindergarten
LANGUAGE AND EARLY LITERACY DEVELOPMENT. Students in
prekindergarten will learn:
• Listening Comprehension
• Speech Production and Speech Discrimination
• Vocabulary
• Verbal Expression
• Phonological Awareness
• Book and Print Awareness
• Letter and Early Word Recognition
• Motivation to Read
• Developing Knowledge of Literary Forms
• Written Expression
MATHEMATICS. Students in prekindergarten will learn:
• Number and Operations
• Patterns
• Geometry and Spatial Sense
• Measurement
• Classification and Data Collection
SCIENCE. Students in prekindergarten will learn:
• Science Process
• Science Concepts
SOCIAL STUDIES. Students in prekindergarten will learn:
• Individual, Culture, and Community
• History
• Geography
• Economics
FINE ARTS. Students in prekindergarten will learn:
• Art
• Music
• Dramatic Play
HEALTH AND SAFETY. Students in prekindergarten will learn:
• Health
• Safety
10

PERSONAL AND SOCIAL DEVELOPMENT. Students in prekindergarten will
learn:
• Personal Development
• Social Development
PHYSICAL DEVELOPMENT. Students in prekindergarten will learn:
• Physical Movement
• Gross-Motor Development
• Fine-Motor Development
TECHNOLOGY APPLICATION. Students in prekindergarten will learn basic
functions of the computer and related technologies.
Kindergarten
MATHEMATICS. In Kindergarten mathematics, your child will learn:
Number, Operation, and Quantitative Reasoning
• use words and numbers to describe relative sizes of objects
• describe position in a sequence of events
• name ordinal positions (first, second, etc.)
• separate a whole into equal parts
• explain half of a whole
• model addition and subtraction
Pattern, Relationships, and Algebraic Thinking
• identify, extend, and create patterns
• use patterns to predict what comes next
• count to 100 by ones
Geometry and Spacial Reasoning
• describe one object in relation to another using informal language
• place objects in a given position
• describe and identify objects
• compare and sort objects
• describe and compare solids
• recognize shapes
• describe, identify, and compare shapes
Measurement
• compare and order objects by length, capacity, or weight
• identify objects greater than, less than, or equal to a given object
• compare times
• compare temperature
• sequence events
• read a calendar using days, weeks, and months
11

Probability and Statistics
• construct real and picture graphs
• use graphs to answer questions.
Problem Solving
• identify mathematics in everyday situations
• use a problem-solving model with guidance
• select or develop an appropriate problem-solving strategy
SCIENCE. In kindergarten science, your child will learn:
Safety
• demonstrate safe science practices in the classroom and the field
• use and conserve resources
Scientific Inquiry and Critical Thinking
• use their senses and common tools such as hand lenses, balances, cups, and
bowls to make observations and collect information by asking questions,
gathering information, communicating findings, and making informed
decisions
• use computers and information technology tools to support their
investigations
Patterns, Systems, and Cycles
• describe patterns including seasons, growth, day and night, and predict what
happens next, using charts and graphs
• learn how systems have basic properties that can be described in terms of
parts, such as those in toys, vehicles, and construction sets
• understand structures, interactions, and processes found in systems that,
when put together, can do things they cannot do by themselves
Change
• observe, describe, and record changes in systems, cycles, and models
• record changes in size, mass, color, position, quantity, time, temperature,
sound, movement by observing weather changes and life cycles of organisms
in their natural environment
Living Organisms and Non-living Objects
• identify organisms and objects and their parts
• explore the basic needs of living organisms and give examples of their
dependence on each other
• identify how the Earth provides resources for life
Understanding The Natural World
• observe and describe properties of rocks, soil, and water
12

SOCIAL STUDIES. In kindergarten social studies, your child will learn:
History
• learn about patriotic holidays
• identify contributions of people such as George Washington
• place events in chronological order
Geography
• locate and describe the relative location of places
• identify physical and human characteristics of places
Economics
• identify basic human needs and explain how they can be met
• identify jobs and why people have them
Government
• identify rules and reasons for having them
• identify authority figures
Citizenship
• identify U. S. and Texas flags
• recite the Pledges of Allegiance
Cultures
• identify similarities and differences among people
• identify family and community customs
Science, Technology, and Society
• identify examples of technology and describe how they meet people’s needs
Social Studies Skills
• obtain information from a variety of oral and visual sources
• sequence and categorize information
• identify main ideas
• express ideas orally and visually
• use problem-solving and decision-making processes
ENGLISH, LANGUAGE ARTS, & READING. In kindergarten language arts, your
child will learn:
Listening/Speaking
• listen to information, rhymes, songs, conversations, and stories
• listen and talk about experiences, customs, and cultures
• make announcements, give directions, and make introductions
• act out plays, poems, and stories
• clearly request, retell, and/or describe stories and experiences
• listen responsively to contemporary and classic stories and other texts read
aloud
13

Reading
• recognize that print represents spoken language and conveys meaning, such
as their own name, and signs such as Exit and Danger
• recognize upper and lower case letters in print and understand that print
represents language
• manipulate sounds in spoken words (phonemic awareness)
• decode simple words using letter-sound knowledge
• identify words that name persons, places or things, and words that name
actions
• learn new vocabulary words through selections read aloud
• retell or act out important events in a story, gather important information
and ask relevant questions
Writing
• write their own name and each letter of the alphabet
• write messages using their knowledge of letters and sounds
• record or dictate questions, ideas, stories, write labels, notes, and captions
for illustrations, possessions, charts, and centers
NOTE: Students of limited English proficiency (LEP) enrolled in Spanish Language
Arts and/or in English as Second Language will be expected to learn these same
skills for this grade level; however, students in Spanish Language Arts will learn
these skills through their native language, and students in English as a Second
Language will apply these skills at their proficiency level in English.
14

First Grade
MATHEMATICS. In first grade mathematics, your child will learn:
Number, Operation, and Quantitative Reasoning
• compare and order whole numbers up to 99
• create sets of tens and ones using concrete objects
• describe values of coins and their relationships
• read and write numbers to 99
• separate a whole into parts and describe the parts of a set
• describe the parts of a set of objects
• model and write addition and subtraction sentences
• learn and apply addition facts
Patterns, Relationships, and Algebraic Thinking
• find patterns such as odd and even
• use place value to order and compare whole numbers
• identify fact families for addition and subtraction
• identify, describe, and extend patterns to solve problems
• skip count by twos, fives, and tens
Geometry and Spatial Reasoning
• sort objects by attributes using informal language
• identify shapes and solids
• combine shapes to make a new shape
Measurement
• estimate and measure using nonstandard units
• relate the unit to size of object
• recognize reasonable temperatures
• describe time on a clock (hours, half hours)
• order events by length of time
Probability and Statistics
• collect and sort data
• construct graphs (real, picture, and bar)
• draw conclusions from graphs
• identify events as certain or impossible
Problem Solving
• identify mathematics in everyday situations
• use a problem-solving model, with guidance as needed
• select or develop an appropriate problem-solving strategy
• use tools to solve problems
15

• explain and record observations using objects, words, pictures, numbers, and
technology
• relate informal language to mathematical language and symbols
• reason and support their thinking using objects, words, pictures, numbers,
and technology
SCIENCE. In first grade science, your child will learn:
Scientific Investigations
• demonstrate safe practices during classroom and field investigation
• learn how to use and conserve resources
Scientific Inquiry and Critical Thinking
• ask questions about organisms, objects, and events
• construct reasonable explanations using information
• explain a problem in their own words and propose a solution
• use tools, including hand lenses, clocks, computers, thermometers, and
balances
Properties, Patterns, and Systems
• identify, predict, and create patterns, including those in charts, graphs, and
numbers
• know that systems have parts and are composed of organisms and objects
• observe and describe the parts of plants and animals
• manipulate objects so that the parts are separated from the whole, which
may result in the part or the whole not working
Change
• measure changes in size, mass, color, position, quantity, sound, and movement
• observe and record weather changes from day to day and over seasons
• observe stages in the life cycle of organisms in their natural environment
Living Organisms and Nonliving Objects
• group and compare living organisms and nonliving objects
Basic Needs of Organisms
• identify characteristics of organisms that allow their basic needs to be met
• compare the ways living organisms depend on each other
Processes of the Natural World
• describe natural sources of water, including streams, lakes, and oceans
• observe and describe differences in rocks and soil samples
• identify how rocks, soil, and water are used and how they can be recycled
16

SOCIAL STUDIES. In first grade social studies, your child will learn:
History
• identify contributions of people, such as Sam Houston and Thomas Edison
• describe the origins of holidays, such as Veterans Day
• identify anthems and mottos of the state and nation
• distinguish among past, present, and future
Geography
• locate places using cardinal directions
• create and use simple maps
• locate community, state, and nation on maps and globes
• describe physical and human characteristics of places
• identify natural resources and how they are used
Economics
• identify examples of goods and services, ways people exchange them, and
the role of markets in the exchange
• identify reasons for making economic choices
• describe how specialized jobs contribute to production of goods and services
Government
• explain the need for and give examples of rules and laws
• identify and describe the roles of leaders in the community, state, and
nation
Citizenship
• identify characteristics of good citizenship and identify historic figures and
ordinary people who exemplify good citizenship
• explain patriotic symbols, such as the Liberty Bell
• recite and explain the Pledge of Allegiance and Pledge to the Texas Flag
Culture
• describe ways that families meet basic human needs
• retell stories from folk tales and legends
Science, Technology, and Society
• describe how technology has changed how families live and how people work
Social Studies Skills
• sequence and categorize information
• identify main ideas
• express ideas orally and visually
• use problem-solving and decision-making processes
17

ENGLISH LANGUAGE ARTS AND READING. In first grade language arts, your
child will learn:
Listening/Speaking
• listen to gather information, solve problems, and enjoy and appreciate
literature
• present dramatic interpretations of experiences, stories, poems, and plays
• participate in group discussions
• make announcements, give directions, and make introductions appropriately
Reading
• recognize the conventions of print (e.g., understand that print moves left to
right, involves upper and lower case letters, and represents spoken language)
• manipulate sounds in spoken words (phonemic awareness) and understand
that letters represent sounds (phonics)
• read and comprehend first grade level text fluently
• use graphs, charts, signs, and captions to acquire information
• find and connect ideas and themes in different books and other printed
resources
• draw conclusions from information gathered
• self-select books and stories by drawing on personal interest, relying on
knowledge of authors or types of texts
Writing
• write their own name and each letter of the alphabet
• gain increasing control of penmanship and punctuation
• compose questions, ideas, and stories
• write for different purposes, such as composing lists, letters, stories, and
poems
• engage in the writing process by generating ideas before writing and
developing and polishing drafts
• record or dictate questions for investigations
NOTE: Students of limited English proficiency (LEP) enrolled in Spanish Language
Arts and/or in English as Second Language will be expected to learn these same
skills for this grade level; however, students in Spanish Language Arts will learn
these skills through their native language, and students in English as a Second
Language will apply these skills at their proficiency level in English.
18

DISTRICT ENROLLMENT REQUIREMENTS
Early childhood: child must be three years old and meet state requirements
Prekindergarten: child must be four years old on or before September 1,
and meet state requirements
Kindergarten: child must be five years old on or before September 1
First Grade: child must be six years old on or before September 1
DRESS CODE
Seminole ISD supports the belief that there is a close relationship between
high standards of dignity and pride, with proper grooming. Personal appearance is
most important. We are consciously and unconsciously judged by our dress and
personal appearance. To ensure the health standards, safety conditions, and the
proper educational environment is maintained, there are general grooming
guidelines explained in the Student Code of Conduct which every student and
parent receives at the beginning of the year.
Shorts are allowed through fifth grade. Weather permitting, we play
outdoors every day. Please see that your child is dressed properly. Coats with
hoods or caps are needed for cold days. Please write your child’s name in coats,
backpacks, etc.
FIELD TRIPS
Students may take field trips at varying times during the school year. A
permission form should be signed by the parent or guardian at registration. This is
required before any student is allowed to go on the trip.
FIRE AND TORNADO DRILLS
Fire and tornado drills are held at irregular intervals throughout the school
year. Remember these basic rules:
(1) Check the instructions in each classroom (they are posted) for exiting
the building in case of fire, or where to go in case of a tornado.
(2) Walk. No talking. Move quickly and quietly to designated areas.
19

FOOD SERVICE
The district participates in the National School Lunch Program and offers
free and reduced price meals based on a student’s financial need. Information can
be obtained from your school’s cafeteria manager. Only one application is required
to be returned per household each school year.
A monthly menu is provided to each student and more copies are available in
the school office. These menus are subject to change. Breakfast is served from
7:45-8:10. Supervision at breakfast is conducted by school personnel.
Parents wishing to eat with their children are always welcome. Meals may be
purchased at the time you arrive for lunch with your child.
Parents wishing to take their child off campus for lunch will need to come by
the office and sign their child out. Parents must find out from the teacher what
time their child needs to be back at school so as not to disturb the class by coming
in late.
Information on lunch and breakfast prices may be obtained from your child’s
school.
GRADING SCALE
The grading scale for F. J. Young Elementary is as follows:
E is excellent (100 - 97), S + is above satisfactory (96 -94), S is satisfactory (93 -
85), S- is below satisfactory (84 - 80), N is needs improvement (79 - 70), U is
unsatisfactory( below 70).
20

HEALTH SERVICES
F. J. Young has a Registered Nurse on campus to help students’ health
situations. Every student is given a vision and hearing screening each year. Parents
will be notified by the school nurse if a problem is detected and needs special
attention.
Medication will be dispensed to a student by school personnel only if the
parent brings it to school and provides written parental permission. Any
medications, both prescription and nonprescription, that are to be given to the
student during the school day must be in the original container and labeled with the
appropriate instructions for administering. Prescription medicine may be dispensed
only to the person whose name is on the label. Medicines must be distributed in
the USA and ordered by a licensed physician in the USA. All such medications are
to be kept in a designated place in the nurse’s office under the supervision of
authorized school personnel.
Do not send your child to school if they have thrown up, had fever, or had
eyes that have been matted together in the past 24 hours. If your child needs to
be picked up because of illness, there will be a sign out sheet in the nurse’s office.
A sign-out sheet is located in the office if you need to pick your child up early
from his/or classroom. If your child must stay inside at recess or cannot play in
PE, you must send a note each day. If your child must stay inside for more than two
days, a written doctor’s excuse is required.
State law requires that schools teach and encourage cleanliness to our
students. Please help in keeping your child clean, for their sake, and for the
consideration of others around them. If students are found to have problems with
lice or nits, the parents will be called to come for their child. The nurse will send
instructions to treat the condition with a medicated shampoo. When the student
returns to school, the child will have to be cleared through the nurse’s office
before returning to class.
The state requires all students to be immunized for various diseases. A copy
of the immunization schedule may be obtained through the nurse’s office if you
have any questions.
In August 2001, the Texas Education Agency mandated that every school
district distribute information to all students and parents, which provides
information about bacterial meningitis. A copy of that information is provided in
both English and Spanish, at the back of this handbook in Appendix A.
21

INSURANCE
Student accident insurance is made available to parents by the district at
the beginning of each school year for all students. If you have questions
concerning any state provided insurance you can obtain information through the
school nurse’s office.
LIBRARY USAGE AND RULES
F. J. Young Elementary takes pride in encouraging our students to read and
enjoy books. Library personnel, as well as each classroom teacher, regulate the
number of books a child checks out at one time. When a book is lost or damaged,
the student is responsible for paying the cost to replace the book. If a lost book
is found after it is paid for, the library will refund the money.
NOTIFICATION OF PESTICIDES
Approved pesticides are applied periodically throughout the campus. All laws
and regulations regarding pesticide applications are strictly followed. Applications
are applied by personnel licensed by the Structural Pest Control Board of Texas.
Information concerning these applications may be obtained by calling the Director
of Supporting Services at (432) 758-3662.
PERFECT ATTENDANCE AWARDS
Attendance Awards: Each six weeks students with perfect attendance will
be rewarded with a small prize. Perfect attendance is based on the child being at
school every day or some part of every day.
22

PERSONAL ARTICLES
All articles of clothing belonging to the student should be labeled with the
child’s name. Students are asked not to bring toys, cars, dolls, balls, etc., unless
approved by the classroom teacher.
PHYSICAL EDUCATION
Students in kindergarten through grade 5 are required to participate in
moderate or vigorous daily physical activity. Students at F. J. Young participate in
P. E. for 45 minutes daily. Medical certification of illness made by a licensed health
care provider will be required if a student cannot participate in P.E. for more than
two consecutive days.
PROGRESS REPORTS
The Texas Education Code 21.722 states that at the end of the first three
weeks of a grading period the district shall provide notice of progress to the
parent or guardian of a student whose grade average in any class is lower than 70.
Kindergarten and first grade students will receive a report card each six weeks,
except the first six weeks. Prekindergarten students will receive a student report
each twelve weeks.
PROMOTION
For elementary students in grades 1 through 5, promotion to the next grade
level shall be based on an overall average of 70 on a scale of 100 based upon course
level, grade level standards (essential knowledge and skills) for all subject areas
and a grade of 70 or above in reading and mathematics. Students may not be given
credit for a class unless the student is in attendance for at least 90% of the days
the class is offered. Each school campus must appoint one or more attendance
committees to hear petitions for class credit for students in attendance less than
90% of the days the class is offered if warranted by extenuating circumstances,
provided the student has a passing grade. The Texas Education Code 25.092
requires students to be in attendance 90% of the days the class is offered. Even
though a student may be passing all subjects, he/she will be denied credit until
he/she has successfully completed conditions imposed by the Attendance
Committee. Grade advancement requirements of the Texas Student Success
Initiative (SSI) were passed by the 76th Texas Legislature in 1999. The purpose
of this initiative is to support every student’s academic achievement of the Texas
Essential Knowledge and Skills (TEKS) on grade level or above by Grade 3 and
23

throughout their school enrollment. Beginning in 2003, the SSI required Grade 3
students to pass the Texas Assessment of Knowledge and Skills (TAKS) in reading
before they were promoted to Grade 4. These grade advancement requirements
also apply to the reading and mathematics tests in Grade 5, which began in the
2004-2005 school year, and in Grade 8, beginning in the 2007-2008 school year.
Please note that these testing requirements are part of an overall system of
support for student academic achievement. This system includes:
• diagnostic assessment of student needs at preceding grades and
corresponding early intervention activities that address those needs;
• continuous and ongoing evaluation and necessary interventions during the
school year;
• three testing opportunities;
• accelerated instruction in the subject area failed after each test
administration;
• a grade placement committee, consisting of the principal, teacher, and
parent, which decides on an individual student basis the most effective way
to support a student’s academic achievement on grade level; and
• accelerated education plans for every student who does not pass the
required grade advancement assessments after three opportunities,
whether he/she is retained or promoted by his/her grade placement
committee.
The SSI recognizes and supports the important role parents play in the education
of their children. Your child’s teacher and the administration depend upon and look
forward to working with you to help your child succeed.
SCHOOL OFFICE HOURS
The school office hours are from 7:45 a.m. to 4:15 p.m.
SCHOOL PARTIES
We have three scheduled parties each year: Christmas, Valentine’s Day, and
Easter. Each teacher makes arrangements for the parties and parents are usually
asked to help with activities and refreshments. At the beginning of the school
year, parents are asked to send $5 to be used for the parties.
24

SEVERE WEATHER INSTRUCTIONS
During severe weather conditions, if there is a question about the possibility
of school being closed or postponed, please tune to radio station KIKZ 1250/KSEM
106.3, KPEP FM 100.9, KPER FM 95.7 and television stations Midland Channel 2
KMID , Odessa Channel 9 KWES, Channel 34 KJTV, Lubbock Channel 7 KMAC,
Lubbock Channel 13 KLBK, Lubbock Channel 11 KCBD.
SPECIAL PROGRAMS
F. J. Young Elementary offers a variety of special programs to meet the
needs of all students. Below is a list of those special programs:
Accelerated Reader - a computerized reading program where students read library
books and test on the computer to develop fluency and comprehension skills.
Reading Rodeo - a program designed to give selected kindergarten and first grade
students individual instruction to increase reading fluency.
Speech - eligible students are given intensive instruction in articulation and
language development after placement by an ARD committee.
Computers - all students have access to a variety of curriculum related programs.
Bilingual Education/English as a Second Language (BE/ESL)
The intents and purpose of the Bilingual/ESL Program are to identify limited
English proficient (LEP) students, provide bilingual education and English as a
second language (ESL) programs, ensure that LEP students are afforded full
opportunity to master the essential skills and knowledge required by the state, and
assess achievement of these students to ensure accountability for LEP students
and the schools that serve them.
Dyslexia
The Dyslexia program ensures the procedures for identifying students with
dyslexia or related disorder are in place and provides appropriate instructional
services to the students in a remedial class setting on the identified student’s
campus. The major instructional strategies should utilize individualized, intensive,
multi-sensory methods, and contain writing and spelling components.
25

Special Education
The purpose and intent of the program is to ensure that all students with
disabilities have available a free, appropriate public education which includes
special education and related services to meet their unique needs.
State Compensatory Education (SCE)
The purpose and intents of the program are to improve and enhance the regular
education program for students who are at risk of dropping out of school. The role
of the program in improving student achievement is to provide accelerated
instruction and support programs for students in at-risk situations. Through
appropriate compensatory and accelerated instruction services, students in at-risk
situations will pass the state assessments and graduate from high school.
Gifted and Talented
The purpose of the state gifted and talented program is to identify students and
provide programs for a child or youth who performs at or shows the potential for
performing at a remarkably high level of accomplishment when compared to others
of the same age, experience, or environment and who: exhibits high performance
capability in intellectual, creative, or artistic area, possesses an unusual capacity
for leadership or excels in a specific field.
The Administrative Guidelines for the Gifted and Talented Program may be
obtained on-line at www.seminoleisd.net. A printed copy of these guidelines may be
obtained by contacting the office at 432-758-3636.
Title I, Part A
The purpose and intent of the Title I, Part A Program is to provide opportunities
for children served to acquire the knowledge and skills contained in the challenging
state content standards [(Texas Essential Knowledge and Skills (TEKS)] and to
meet the challenging state performance standards [Texas Assessment of
Knowledge and Skills (TAKS)] developed for children. Title I, Part A provides
supplemental resources to help schools with high concentrations of students from
low-income families provide high-quality education which will enable all children to
meet the state student performance standards.
Title II, Part A, Teacher and Principal Training and Recruiting Fund (TPTR)
The intent and purposes of the Title II, Part A Teacher and Principal Training and
Recruiting Fund is to increase student academic achievement through improving
teacher and principal quality and increasing the number of highly qualified teachers
in classrooms and highly qualified principals and assistant principals in schools, and
26

hold local education agencies and schools accountable for improving student
academic achievement for youth.
Title II, Part D, Enhancing Education Through Technology
The purpose of Title II, Part D is to improve student academic achievement
through the use of technology in elementary and secondary schools. It is designed
to assist every student--regardless of race, ethnicity, income, geographical
location, or disability--in becoming technologically literate by the end of eighth
grade, and to encourage the effective integration of technology resources and
systems with professional development and curriculum development to promote
research-based instructional methods that can be widely replicated.
Title III, Language Instruction for Limited English Proficient and Immigrant
Students
Eligible immigrant students are defined in Title III as pupils enrolled in
kindergarten through grade 12 who (1) are foreign-born, and (2) have been enrolled
in any United States school for three years or less.
Title IV, Safe and Drug-Free Schools and Communities
The purpose of the Safe and Drug-free Schools and Communities program is to
support programs that prevent violence in and around the schools; prevent the
illegal use of alcohol, tobacco, and drugs; involve parents; and coordinate with
related federal, state, community efforts and resources to promote safe and drugfree
schools and communities.
Title IV, Part A, Innovative Program
The intent and purpose of the Title IV, Part A, Innovative Program is to support
local education reform efforts that are consistent with and support statewide
education reform efforts; provide funding to enable Sate educational agencies and
local educational agencies to implement promising educational reform programs and
school improvement programs based on scientifically based research; provide a
continuing source of innovation and educational improvement, including support
programs to provide library services and instructional and media materials; meet
the educational needs of all students, including at-risk youth; and develop and
implement educational programs to improve school, student, and teacher
performance, including professional development activities and class-size reduction
programs.
27

Title VI, Part B, Section 6211, Rural Education Achievement Program (REAP)
The purpose of REAP Section 6211 is to address the unique needs of rural school
districts that frequently (1) lack the personnel and resources needed to compete
effectively for federal competitive grants, and (2) receive formula grant
allocations in amounts too small to be effective in meeting their intended purposes.
Optional Extended Day/Week/Year Program (OEYP)
The purpose of the Optional Extended Year Program is to provide students with
“extra time” to master essential knowledge and skills needed to succeed. The role
of the Optional Extended Year Program in improving student achievement is to
reduce and ultimately eliminate retention of students in kindergarten through
grade 1 by implementing innovative alternatives that promote excellence and
equity.
Guidance Counselor
Classroom guidance lessons are given each six weeks and individual and group
counseling are provided as needed.
STUDENT CODE OF CONDUCT
A copy of the Seminole ISD Student Code of Conduct is sent to every
parent along with a statement (which each parent must sign and return) stating
that they have received and read this document. All students are expected to
abide by this conduct code.
Teachers are allowed to use corporal punishment with another teacher as a
witness. If you do not want your child to receive corporal punishment, you must
file a letter stating your decision in the principal’s office. This statement must be
resubmitted each year.
STUDENT RECORDS
NOTICE OF PARENT AND STUDENT RIGHTS
FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT, 20 U.S.C. SEC. 1232G
The Seminole ISD maintains general education records as required by law. A
student's school records are private and are protected from unauthorized
inspection or use. A cumulative record is maintained for each student from the
time the student enters the District until the student withdraws or graduates.
This record moves with the student from school to school.
28

By law, both parents, whether married, separated, or divorced, have access
to the records of a student who is a minor or a dependent for tax purposes.
Parents have the right to inspect and review the student’s educational records
within a reasonable period of time, not to exceed 45 days from the day the school
receives a request for access. Parents or eligible students should submit to the
school principal a written request that identifies the record(s) they wish to
inspect. The school official will make arrangements for access and notify the
parents or eligible student of the time and place where the records may be
inspected. A parent whose rights have been legally terminated will be denied
access to the records if the school is given a copy of the court order terminating
these rights. The Superintendent is custodian of all records for currently enrolled
students at the assigned school and for students who have withdrawn or
graduated. Records may be reviewed during regular school hours. If
circumstances effectively prevent a parent or eligible student from inspecting the
records, the District shall either provide a copy of the requested records, or
make other arrangements for the parent or student to review the requested
records. The records custodian or designee will respond to reasonable requests
for explanation and interpretation of the records.
The address of the Superintendent's office is:
Office of The Superintendent
Seminole I.S.D.
207 S. W. 6th Street
Seminole, Texas 79360
__________________________________________
Parents of a minor or a student who is a dependent for tax purposes, the
student (if 18 or older), and school officials with legitimate educational interests
are the only individuals who have general access to a student's records. "School
officials with legitimate educational interests" include any employees, agents, or
Trustees of the District, of cooperatives of which the District is a member, or of
facilities with which the District contracts for placement of students with
disabilities, as well as their attorneys and consultants, who are (1) working with
the student; (2) considering disciplinary or academic actions, the student's case,
or an individual education plan (IEP) of a student with disabilities; (3) compiling
statistical data; or (4) investigating or evaluating programs.
Certain other officials from various governmental agencies may have limited
access to the records. The District forwards a student's records on request to a
school in which a student seeks or intends to enroll without the necessity of the
29

parent's permission. Records also are released pursuant to court order or lawfully
issued subpoena. Unless the subpoena is issued for law enforcement purposes and
the subpoena orders that its contents, existence, or the information sought not be
disclosed, the District shall make a reasonable effort to notify the parent or
eligible student in advance of compliance. Parental consent is required to release
the records to anyone else. When the student reaches 18 years of age, the right
to consent to release of records transfers to the student.
The parent's or 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 teachers' personal notes on a student that are shared only with a
substitute teacher and records on former students after they are no longer
students in the District, do not have to be made available to the parents or
students.
Students over 18 and parents of minor students may review and inspect the
student's records and request a correction if the records are inaccurate,
misleading, or otherwise in violation of the student's privacy rights. They should
write the school principal, clearly identify the part of the record they want
changed, and specify why it is inaccurate or misleading. If the District refuses the
request to amend the records, the requester has the right to request a hearing. If
the records are not amended as a result of the hearing, the requester has 30
school days to exercise the right to place a statement commenting on the
information in the student's record. Although improperly recorded grades may be
challenged, parents and students are not allowed to contest a student's grade in a
course through this process. [See FNG(LEGAL) and (LOCAL) for the applicable
complaint procedure.] Parents or students have the right to file a complaint with
the U.S. Department of Education if they believe the District is not in compliance
with the law regarding student records.
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-4605
Copies of student records are available. Parents may be denied copies of a
student's records (1) after the student reaches age 18 and is no longer a
dependent for tax purposes, (2) when the student is attending an institution of
post secondary education, (3) if the parent fails to follow proper procedures and
pay the copying charge, or (4) when the District is given a copy of a court order
terminating the parental rights. If the student qualifies for free or reduced-price
lunches and the parents are unable to view the records during regular school hours,
30

upon written request of the parent, one copy of the record will be provided at no
charge.
Certain information about District students is considered directory
information and will be released to anyone who follows procedures for requesting
it, unless the parent objects to the release of any or all directory information
about the child. This objection must be made in writing to the principal within ten
school days after the issuance of this notice. Directory information includes: a
student's name, address, telephone number, date and place of birth, photograph,
participation in officially recognized activities and sports, weight and height of
members of athletic teams, dates of attendance, awards received in school, and
most recent previous school attended. The District's complete policy regarding
student records is available from the Superintendent's office.
Note: The information in this notice should be translated for, or explained to,
the parents of students whose primary or home language is not English.
TELEPHONE USAGE
Students must have permission from office personnel or their teacher to
use the telephone. Permission will be granted only when there is a significant need.
Important messages may be delivered to students when necessary, but students
will not be called out of class for a telephone call or message except in
emergencies. Telephone messages for students should be kept to a minimum.
Parents are asked to please have all plans made at home before the child
comes to school.
TRANSPORTATION
School Buses
Students will be expected to:
• Follow directions of the driver the first time given
• Arrive at the bus stop before the bus arrives
• Wait in a safe place, clear of traffic and away from where the bus stops
• Wait in an orderly line and avoid horseplay
• Cross the road or street in front of the bus only after the bus has come to a
complete stop and upon direction of the driver
• Go directly to an available or assigned seat when entering the bus
• Remain seated and keep aisles and exits clear
• Exhibit classroom conduct at all times
• Refrain from throwing or passing objects on, from, or into the bus
31

• Carry only objects that can be held on the lap and out of aisles
• Refrain from the use of profane language, obscene gestures, tobacco,
alcohol, drugs, or any other controlled substance on the bus
• Refrain from eating or drinking on the bus
• Refrain from carrying hazardous materials, nuisance items, and animals onto
the bus
• Respect the rights and safety of others
• Refrain from leaving or boarding the bus at locations other than the
assigned stop at home or school
• Refrain from extending head, arms, or objects out of the bus windows
• Refrain from hitching rides via the rear bumper or other parts of the bus
• Bus students are to ride their route bus to central office
• Refrain from defacing or destroying the bus or equipment. Student will be
liable for repair or replacement cost
Transportation Privileges
A student’s transportation privileges may be taken away or restricted.
Transportation privileges may be taken away from a student with disabilities only if
transportation is not determined necessary as a related service or modification by
the ARD or Section 504 Committee. Bus students are to ride their route bus to
central office and shuttle students may only be dropped off at F. J. Young, High
School, or Central Office. Information on transportation and attendance zones can
be obtained from your child’s school or by calling the Director of Supporting
Services at 432-758-3662.
USE OF VIDEOS
Any video shown on the F. J. Young campus must have prior approval before
being shown. Any other videos besides those approved in the library will need prior
approval.
WITHDRAWAL PROCEDURES
Parents must notify the child’s teacher or the school office as soon as it is
known that a student must withdraw. It should be done no later than the day
before their final day in school. This enables the teacher to have the necessary
paperwork together in order to complete the withdrawal procedure.
32

APPENDIX A- HEALTH ISSUES
ASTHMA
House Bill 1688, passed by the 77th Legislature and signed into
law effective June 11, 2001 A student with asthma is entitled to
possess and self-administer prescription asthma medicine while
on school property or at a school-related event or activity if the
following guidelines are met: a. the prescription asthma medicine
has been prescribed for the student as indicated by the
prescription label on the medicine; b. the self-administration is
done in compliance with the prescription or written instructions
from the student’s physician or other health care provider; c. a
parent of the student provides the school with written
authorization for the student to self-administer prescription
asthma medicine; d. a parent of the student provides to the
school a written statement from the student’s physician or other
licensed health care provider, signed by the physician or
provider, which states:
1. That the student has asthma and is capable of selfadministering
the prescription asthma medication;
2. the name and purpose of the medicine;
3. the prescribed dosage for the medicine;
4. the time at which or circumstances under which the
medicine may be administered; and
5. the period for which the medicine is prescribed. The
physician’s statement must be kept on file in the nurse's
office at the campus the student attends, or if there is not
a school nurse, in the office of the principal of the campus
the student attends. A person standing in parental relation
to a student or the student himself, if over the age of 18,
may give permission to use an asthma inhaler under these
guidelines.
33

MENINGITIS
In August 2001, the Texas Education Agency mandated every
school district distribute information to all students and parents,
which provides information about bacterial meningitis.
WHAT IS MENINGITIS?
Meningitis is an inflammation of the covering of the brain and
spinal cord. Viruses, parasites, fungi, and bacteria can cause it.
Viral meningitis is most common and the least serious. Bacterial
meningitis is the most common form of serious infection with the
potential for serious, long-term complications. It is an uncommon
disease, but requires urgent treatment with antibiotics to
prevent permanent damage or death.
WHAT ARE THE SYMPTOMS?
Someone with meningitis will become very ill. The illness may
develop over one or two days, but it can also rapidly progress in a
matter of hours. Not everyone with meningitis will have the same
symptoms. Children (over 1 year old) and adults with meningitis
may have a severe headache, high temperature, vomiting,
sensitivity to bright lights, neck stiffness or joint pain, and
drowsiness or confusion. In both children and adults, there may
be a rash of tiny, red-purple spots. These can occur anywhere on
the body. The diagnosis of bacterial meningitis is based on a
combination of symptoms and laboratory results.
HOW SERIOUS IS BACTERIAL MENINGITIS?
If it is diagnosed early and treated promptly, the majority of
people make a complete recovery. In some cases it can be fatal or
a person may be left with a permanent disability.
HOW IS BACTERIAL MENINGITIS SPREAD?
Fortunately, none of the bacteria that cause meningitis are as
contagious as diseases like the common cold or flu, and they are
not spread by casual contact or by simply breathing the air where
a person with meningitis has been. The germs live naturally in the
back of our noses and throats, but they do not live for long
34

outside the body. They are spread when people exchange saliva
(such as kissing, sharing drinking containers, utensils, or
cigarettes). The germ does not cause meningitis in most people.
Instead, most people become carriers of the germ for days,
weeks or even months. The bacteria rarely overcome the body’s
immune system and causes meningitis or another serious illness.
HOW CAN BACTERIAL MENINGITIS BE PREVENTED?
Do not share food, drinks, toothbrushes, or cigarettes. Limit the
number of persons you kiss. Where there are vaccines for some
other strains of bacterial meningitis, they are used only in special
circumstances. These include when there is a disease outbreak in
a community or for people traveling to a country where is a high
risk of getting the disease. Also, a vaccine is recommended by
some groups for college students, particularly freshmen living in
dorms or residence halls. The vaccine is safe and effective (85-
90%). It can cause mild side affects, such as redness and pain at
the injection site lasting up to two days. Immunity develops within
7 to 10 days after the vaccine is given and lasts for up to 5 years.
WHAT SHOULD YOU DO IF YOU OR A FRIEND MIGHT
HAVE BACTERIAL MENINGITIS?
Seek prompt medical attention.
35

MENINGITIS BACTERIANA ¿QUE ES LA MENINGITIS?
La meningitis es una inflamación de las membranas que recubren el
cerebro y la médula. Puede ser causada por virus, parásitos,
hongos y bacterias. La meningitis viral es la más común y la menos
grave. La meningitis bacteriana es la forma más común de una
infección bacteriana grave con la posibilidad de complicaciones
graves a largo plazo. Es una enfermedad poco común, pero
requiere de tratamiento inmediato con antibióticos para prevenir
daño permanente o la muerte.
¿CUÁLES SON LOS SINTOMAS? Las personas con meningitis
se sienten muy enfermas. La enfermedad se puede desarrollar en
uno o dos días, pero puede progresar rápidamente en cuestión de
37
horas. No todos los que tienen meningitis tienen los mismos
sintomas Los niños ( mayores de 1 año de edad) y los adultos que
padecen de meningitis pueden tener un fuerte dolor de cabeza,
fiebre alta, vómito, sensibilidad a las luces brillantes, rigidez en
el cuello, dolores en las articulaciones, somnolencia o confusión.
Tanto en los niños como en los adultos se puede presentar un
sarpullido de pequeños punitos rojos o morados. Pueden aparecer
en cualquier parte del cuerpo. El diagnóstico de la meningitis
bacteriana se basa en una combinación de sintomas y resultados
de análisis de laboratorio.
¿QUÉ TAN GRAVE ES LA MENINGITIS BACTERIANA?
Si se diagnostica y se sigue un tratamiento, la mayoría de las
personas se recuperan por completo. En algunos casos puede ser
fatal o algunas personas pueden resultar con alguna discapacidad
permanente.
¿ CÓMO SE CONTAGIA LA MENINGITIS BACTERIANA?
Afortunadamente ninguna de las bacterias que causan la
meningitis es tan contagiosa como las que causan enfermedades
tales como un resfrío o gripa común, y no se contagian por
contacto casual o por estar respirando el aire en donde ha estado
una persona con meningitis. Los microbios viven por naturaleza en
36

las parte de atrás de nuestra nariz y garganta, pero no pueden
vivir mucho tiempo fuera de nuestros cuerpos. Se contagian
cuando la gente intercambia saliva (por ejemplo al besarse,
usando un mismo vaso, cubierto o cigarrillo). A la mayoría de las
personas el microbio no les causa meningitis. En cambio, la mayoría
de las gente se convierte en portadora del microbio durante
varios días, semanas o incluso meses. Es muy raro que la bacteria
supere el sistema inmunológico del cuerpo y cause meningitis u
otra enfermedad grave.
¿CÓMO SE PUEDE PREVENIR LA MENINGITIS
BACTERIANA? No comparta las comidas, las bebidas, los
utensilios, los cepillos de diente o los cigarrillos. Limite el número
de personas a las que besa. A pesar que hay vacunas para algunas
otras cepas de la meningitis bacteriana, sólo en circunstancias
especiales, por ejemplo cuando hay un brote de la enfermedad en
una comunidad o para las personas que van a viajar a un país
donde hay un alto riesgo de contagiarse esta enfermedad.
También, algunos grupos recomiendan esta vacuna a los
estudiantes universitarios, particularmente a los estudiantes de
primer año que viven en residencias universitarias. La vacuna es
segura y efectiva (85-90%). Puede causar leves efectos
secundarios, como enrojecimiento y dolor en el lugar donde se
colocó la inyección que pueden durar hasta dos días. Hay que
esperar de 7 a ‘10 días después de recibir la vacuna para
desarrollar inmunidad y ésta dura por 5 años. ¿ QUÉ TIENE
QUE HACER SI CREE QUE TIENE MENINGITIS
BACTERIANA O PIENSA QUE ALGÚN AMIGO LA PUEDE
TENER?
Hágase ver por un médico lo antes posible. PARA MÁS
INFORMACIÓN La enfermera de su escuela, su médico de familia
y el personal del departamento de salud local o regional tienen
mucha información sobre las enfermedades contagiosas. También
puede llamar a su departamento de salud local o a la Oficina
Regional del Departamento de Salud de Texas para preguntar
37

sobre la vacuna contra el meningococo. En los sitios de la red
mundial (Web) también se puede encontrar más información
sobre los Centros para el Control y Prevención de Enfermedades:
www.cdc.gov y el Departamento de Salud Texas:
www.tdh.state.tx.us.
38

REYE’S SYNDROME
Reye's Syndrome is a very serious disease. Children and adults
develop Reye's Syndrome as they are getting over a viral illness,
such as the flu or chicken pox. Reye's Syndrome usually affects
people from infancy through young adulthood; however, no age
group is immune. Although Reye's generally occurs when someone
is recovering from a viral illness, it can develop three to five days
after the onset of the illness. The disease's main targets are the
liver and brain. Reye's Syndrome is non-contagious, and too often
is misdiagnosed as encephalitis, meningitis, diabetes, poisoning,
drug overdose, or sudden infant death.
Early diagnosis is crucial. Following a viral illness, individuals
should be watched during the next two to three weeks for the
following symptoms:
• Relentless or continuous vomiting
• Listlessness (loss of pep and energy)
• Drowsiness (excessive sleepiness)
• Personality change (irritability, slurred speech, sensitivity
to touch)
• Disorientation, confusion (unable to identify whereabouts
or answer questions)
• Combativeness (striking out at those trying to help them)
• Delirium, convulsions, or loss of consciousness
Reye's Syndrome should be suspected in anyone who vomits
repeatedly. Call your doctor immediately if these symptoms
develop. Voice your concern about Reye's Syndrome. If your
physician is unavailable, take the person to an Emergency Room
promptly. Two liver function tests (SGOT, SGPT) can be done
to determine the possibility of Reye's Syndrome. There is a
90% chance of recovery when physicians and nurses
experienced in the treatment of Reye’s treat the syndrome in
its earliest stages.
Studies have shown that using aspirin or aspirin-containing
medications to treat the symptoms of viral illnesses increase
39

the chance of developing Reye's Syndrome. If you or a member
of your family has a viral illness, do not use aspirin or aspirincontaining
medications. In fact, you should consult your
physician before you take any drugs to treat any viral illness
such as the flu or chicken pox, particularly aspirin or antinausea.
The National Reye's Syndrome Foundation (NRSF), the U.S.
Surgeon General, the Food and Drug Administration, the
Centers for Disease Control, and the American Academy of
Pediatrics recommend that aspirin and combination products
containing aspirin not be taken by anyone under 19 years of age
during fever-causing illnesses.
Aspirin is a part of the salicylate family of medicines. Another
name for aspirin is acetylsalicylate; some drug labels may use
the words acetylsalicylate, acetylsalicylic acid, salicylic acid,
salicylate, etc., instead of the word aspirin. Currently, there is
no conclusive data as to whether other forms of salicylates are
associated with the development of Reye’s Syndrome. Until
further research has answered this question, the NRSF
recommends that products containing any of these substances
not be taken during episodes of viral infections.
The NRSF is a nonprofit, tax-exempt organization with
affiliates located in 44 states. The NRSF has pioneered the
movement to disseminate knowledge about the disease in an
effort to aid in early diagnosis and also provides funds for
research into the cause, cure, care, treatment, and prevention
of Reye's Syndrome.
Aspirin or Salicylate-Containing Medications
Epidemiological research has shown an association between the
development of Reye’s Syndrome and the use of aspirin-type
products for treating the symptoms of influenza-like illnesses,
chicken pox and colds. The National Reye's Syndrome
Foundation, the U.S. Surgeon General, the Food and Drug
Administration, the Centers for Disease Control and
40

Prevention and the American Academy of Pediatrics
recommend that aspirin and combination products containing
aspirin not be given to children or teenagers who are suffering
from one of these illnesses. The following listing displays
products, which contain aspirin or salicylate compounds. This is
NOT a complete list. Some medication labels may use the
words acetylsalicylate, acetylsalicylic acid, salicylsalicylic,
salicylamide, phenyl salicylates, etc., instead of the word
aspirin. While there is no data as to whether other forms of
salicylates other than aspirin may be associated with the
development of Reye's Syndrome, and until further research
has answered this question, we recommend that individuals not
take products listing any of these substances during an episode
of a viral illness. Products may be reformulated from time to
time to add or remove ingredients. Always ask your doctor or
pharmacist before taking any medication and be sure NEVER
to exceed the recommended dosage. Read the label!
Non-Prescription Products:
Alka-Seltzer
Alka-Seltzer Original Effervescent Antacid and Pain Reliever
Alka-Seltzer Cherry Effervescent Antacid and Pain Reliever
Alka-Seltzer Extra Strength Effervescent Antacid and Pain
Reliever Alka-Seltzer Lemon Lime Effervescent Antacid and
Pain Reliever (Bayer)
Anacin
Anacin Tablets (Whitehall Robins)
Ascriptin
Ascriptin Regular Strength
Ascriptin Arthritis Pain
Ascriptin Enteric
Ascriptin Maximum Strength (Novartis)
Bayer
8-Hour Bayer Timed Release
Bayer Extra Strength Arthritis Pain Regimen Formula
41

Bayer Genuine Aspirin Tablets and Caplets
Bayer Extra Strength Aspirin Caplets and Tablets
Bayer Aspirin Regimen Regular Strength 325 mg. Caplets
Bayer Aspirin Regimen Adult Low Strength 81 mg. Tablets
Bayer Aspirin Regimen Children's Chewable Aspirin (Orange or
Cherry Flavored)
Bayer Aspirin Regimen 81 mg. Tablets with Calcium
Bayer Extra Strength Plus Caplets
Bayer Extra Strength PM Aspirin Plus Sleep Aid
Bayer Therapy (Bayer)
BC
BC Powder
BC Allergy Sinus Cold Powder
BC Arthritis Strength Powder
BC Sinus Cold Powder (Block)
Bufferin
Bufferin Analgesic Tablets (Bristol-Myers)
Doan's
Doan's Extra Strength Analgesic Caplets
Doan's Regular Strength Analgesic Caplets
Doan's Extra Strength PM (Novartis)
Dristan
Dristan Regular Dristan Formula P (Whitehall Robins)
Ecotrin
Ecotrin Enteric Coated Aspirin Low Strength Tablets
Ecotrin Enteric Coated Aspirin Maximum Strength Tablets
Ecotrin Enteric Coated Aspirin Regular Strength Tablets (SK
Beecham) Excedrin
Excedrin Extra Strength Analgesic Tablets, Caplets and
Geltabs
Excedrin Migraine Tablets (Bristol-Myers)
Goody's
Goody's Extra Strength Headache Powder
Goody's Extra Strength Pain Relief Tablets (Block)
42

Kaopectate
Kaopectate New & Improved Childrens Cherry Flavor
(Pharmacia) Norwich
Norwich Aspirin (Chattem)
Pamprin
Pamprin Maximum Cramp Relief Two Pain Relievers Caplets
(Chattem)
Pepto-Bismol
Pepto-Bismol Original Liquid, Original and Cherry Tablets, and
Easy-to-Swallow Caplets
Pepto-Bismol Maximum Strength Liquid (Proctor & Gamble)
Sine-Off
Sine-Off Sinus Medicine (Hogil Pharmaceutical
St. Joseph
St. Joseph Adult Chewable Aspirin Tablets (Schering-Plough)
Vanquish
Vanquish Analgesic Caplets (Bayer)
YSP
YSP Aspirin Capsules (Carlsbad Technology)
Prescription Products
Acuprin 81
Adult Low Dose Aspirin (Richwood)
Aggrenox
Capsules (Boehringer-Ingelheim)
Butalbital
Aspirin, Caffeine and Codeine Phosphate Capsules, USP
(Watson)
Carisoprodol
Carisoprodol and Aspirin Tablets (Par)
Darvon
Compound-65 (Lilly)
Disalcid
Capsules and Tablets (3M)
Easprin
43

Delayed-Release Tablets (Lotus Biochemical)
Endodan Tablets, USP CII (Endo Generics)
Equagesic Tablets (Wyeth-Ayerst)
Fiorinal Capsules and Tablets With Codeine Capsules (Novartis)
Fiortal With Codeine Capsules (Geneva)
Gelpirin Tablets (Alra)
Halfprin Tablets (Kramer)
Helidac
Helidac Therapy (Prometheus Labs)
Lobac Capsules and Tablets (Seatrace)
Lortab ASA Tablets (UCB)
Magan Tablets (Savage)
Magsal Tablets (U.S.)
Methocarbamol
Methocarbamol and Aspirin Tablets (Par)
Mono-Gesic Tablets (Schwarz)
Norgesic Tablets Forte Tablets (3M)
Percodan Tablets (Endo Labs)
Propoxyphene Compound 65 Capsules (CIU) (Teva)
Robaxisal Tablets (Robins)
Roxiprin Tablets (Roxane)
Salflex Tablets (Carnrick)
Salsalate Tablets (Duramed)
Soma Compound Tablets Compound with Codeine Tablets (Wallace)
Synalgos-DC Capsules (Wyeth-Ayerst)
Talwin Compound (Sanofi-Winthrop)
Trilisate Liquid and Tablets (Purdue Frederick)
44