parents and teachers working together for children€¦ · nurturing, experience-rich programs for...
Post on 31-May-2020
5 Views
Preview:
TRANSCRIPT
PARENTS AND TEACHERS
WORKING TOGETHER FOR CHILDREN
Richland Two
Center for Child Development HANDBOOK 2019-2020
Dear Parents, Welcome to the Richland School District Two Cen-ter for Child Development! We believe that quality early education is critical in preparing our students to be successful and are looking forward to an experience-rich year with your child. In this handbook, you will find answers to a variety of questions related to the Child Development program and some important information about the year ahead. If you have additional questions, we invite you to contact us at any time and encourage you to be an active participant in your child’s education throughout the year. Your child’s success is best ensured when the family and school work together in partnership. CFCD is committed to the success of every student and we look forward to working with our parents and stu-dents year round! Again, welcome to Child Development! Quinne Evans Director Center for Child Development 803-699-2536
TABLE OF CONTENTS
4 Mission Statement
5 Welcome to Child Development
6 –7 Child Development Program Locations
8 Title I Parent Involvement Policy
9 Parent Involvement
10 Volunteers/Advisory Council
11 Teacher Qualifications
12 Educational Curriculum
12-14 Learning Centers
15 Daily Schedule/Field Trips
16 Screening, Assessment and Progress Reports
17-21 CFCD Student Procedures
21-23 Other Student Information
24 Richland School District Two Policy
3
MISSION STATEMENT
The Richland Two Center for Child Development, in partnership with
families, caregivers, businesses, and the Columbia Northeast community,
prepares each child to be a successful, lifelong learner by providing
nurturing, experience-rich programs for young children and their families,
while in a safe and structured environment.
PURPOSE OF THE TITLE ONE PROGRAM
The Center for Child Development will provide:
Opportunities for our students to develop the knowledge and
skills needed for their future education
An enriched, accelerated educational program
School-wide reform that includes a reduced teacher-student ratio
for increased instructional time
Staff with substantial opportunities for specialized training
Meaningful opportunities for parents to participate in their
children’s learning at school and at home
4
Welcome to the Richland Two Center for Child Development
A Title I Program
Richland Two’s Center for Child Development (CFCD) is funded by Title I of
the federal government and also utilizes some state funds to provide a full
school-day child development program at no cost to parents. CFCD fosters
children's’ development in four areas: cognitive, language, physical/motor,
and social-emotional development. Children are selected based on factors
that may negatively influence their school success and are admitted based
on greatest need.
Our goal is to provide a nurturing, experience-rich program for children and
to involve parents in the early education of their children. Parent
involvement is a prime factor in the degree and quality of a child’s
performance and achievement. In keeping with Title I guidelines, CFCD
provides a parent education program. Parents of children who are enrolled
in the CFCD program are expected to be involved by having personal visits
with our parent educators and participating in a choice of other activities
such as workshops, school events, field trips, and volunteering in
classrooms.
5
Richland Two Title I
Center for Child Development
Title I Office: Richland Two District Office
Arthur Newton, Director of Elementary Instruction 803-787-1910
Center for Child Development Administrative Office:
9800 Dunbarton Drive (on the campus of Windsor Elementary) (803) 699-2536
Director: Quinne Evans
Instructional Coach: Terri Butts
Instructional Coach: Stephanie House
Interventionist: Mary Beth Nugent
Administrative Assistant/Bookkeeper: Tammy Jackson
Social Worker: Angela Hartwell
6
Bethel-Hanberry Elementary Center 125 Boney Road Blythewood, SC 29016 803-691-6880 Principal: Mrs. Tracy Footman Bookman Road Elementary Center 1245 Bookman Road, Elgin, SC 29045 803-699-1724 Principal: Dr. Kendra Hill Bridge Creek Elementary Center 121 Bombing Range Road Elgin, SC 29045 803-462-3900 Principal: Mrs. Kristen Eubanks Catawba Trail Elementary Center 1080 Old National Highway Elgin, SC 29045 803-699-3501 Principal: Mrs. Jennifer Gillespie Conder Elementary Center 8040 Hunt Club Road Columbia, SC 29223 803-736-8720 Principal: Mrs. Paula China Forest Lake Elementary Center 6801 Brookfield Road Columbia, SC 29203 803-782-0470 Principal: Dr. Kappy Steck Jackson Creek Elementary 7150 Trenholm Rd Ext Columbia, SC 29223 803-79-3800 Principal: Dr. Sabina Mosso-Taylor Keels Elementary Center 7500 Springcrest Dr. Columbia, SC 29223 803-736-8754 Principal: Ms. Alvera Butler Killian Elementary Center 2621 Clemson Road Columbia, SC 29229 803-699-2981 Principal: Mr. Stacey Franklin Lake Carolina Elementary Center (Lower) 1151 Kelly Mill Road Blythewood, SC 29016 803-714-1300 Principal: Dr. Andrea Berry
Langford Elementary Center 474 Langford Rd. Blythewood, SC 29016 803-691-4091 Principal: Mrs. Kaseena Jackson Lonnie B. Nelson Elementary Center 225 Brickyard Road Columbia, 29223 803-736-8730 Principal: Mrs. Karen Beaman North Springs Elementary Center 1300 Clemson Road Columbia, SC 29229 803-736-3183 Principal: Mr. Rashad Adams Polo Road Elementary Center 1250 Polo Road Columbia, SC 29223 803-419-2226 Principal: Dr. Cassandra Bosier Pontiac Elementary Center 500 Spears Creek Road Elgin, SC 29045 803-699-2700 Principal: Dr. Katie Barber Rice Creek Elementary Center 4751 Hard Scrabble Road Columbia, SC 29229 803-699-2900 Principal: Mr. Stacey Gadson Round Top Elementary Center 449 Rimer Pond Road Blythewood, SC 29016 803-691-8676 Principal: Mrs. JeaneenTucker Sandlapper Elementary Center 1001 Longtown Road Columbia, SC 29229 803-691-4045 Principal: Mrs. Connie May
Windsor Elementary Center 9800 Dunbarton Drive Columbia, SC 29223 803-736-8723 Principal: Mrs. Denise Quickel
7
Richland Two Center for Child Development
Title I Parent Involvement Policy
Parental involvement is a key element in the academic success of students.
The Center for Child Development, in accordance with Title I guidelines,
recognizes that parents play a significant role in helping their children
achieve high academic standards. According to the Title I Parental
Involvement policy, “when schools collaborate with parents to help their
children learn and when parents participate in school activities and decision-
making about their children’s education, children achieve at higher levels.”
In short, when parents are involved in education, children do better in
school. The Center for Child Development strives to ensure that all students
and parents feel welcomed and valued.
As part of a Title I program, parents are entitled to the following:
to know the qualifications of teachers in the program
to be a full partner in their child’s education
to be included in important decision making
to receive comprehensive reports and information about their child’s
progress during parent-teacher conferences in October, February, and
May and through communication with their parent educator
to have the opportunity to annually evaluate the program
Parents are invited to:
visit in the classroom for short periods of time
volunteer to help in classrooms
chaperone class field trips
8
PARENT INVOLVEMENT EXPECTATIONS
The Center for Child Development provides a parent educator for each
family in the program who offers high-quality information and materials
designed to help with parenting skills as well as increased family literacy.
Each family is expected to meet with their Parent Educator for at least 2
personal visits and to participate in a choice of activities such as workshops,
school events and field trips with the child development class. The topics of
personal visits and workshops will range from nutrition to discipline to
educational activities. We will strive to offer time slots that work with your
schedule and ask that you make these involvement requirements a top
priority. This level of participation is mandatory for all families.
Parent commitments include:
Program Orientation, Home Visit, 3 Parent/Teacher Conferences, 2
Personal Visits, and a choice of 2 other activities for a total of 9.
9
VOLUNTEERS
We encourage all of our parents to volunteer throughout the school year.
Your teacher and parent educator will discuss with you the various
opportunities for volunteer work and help to match your interests and talents
with the needs in our program. Here are some examples of volunteer
opportunities:
• Field trip chaperone
• Playground enhancement
• Arts and crafts projects
• Guest speaker
• Food preparation for student events
• Teacher Appreciation gifts
• Community relationships
PROGRAM SURVEYS
Through the use of online surveys throughout the school year, you will be
able to provide feedback for those things that are going well and
suggestions for growth.
10
Teacher Qualifications
Richland School District Two is proud of the quality of our teachers. Parents have the right to request and receive information about the qualifications of their children’s teachers. This information includes: 1) Whether the teacher has met state certification requirements for the grade levels and subject areas in which he or she provides instruction. 2) Whether the teacher is teaching under provisional or emergency status through which some of the state’s requirements have been temporarily waived. 3) The college major, graduate certification or degree and the subject areas of the certification or degree. 4) Whether the parent’s children receive services from a teaching assistant and the qualifications of that assistant. If you would like information about the credentials of any teacher to whom your child is assigned, contact the Child Development Director.
11
EDUCATIONAL CURRICULUM
All CFCD Staff strive to provide instruction that is child-centered and based
on meaningful learning experiences. We follow the South Carolina Early
Learning Standards and teach these through are adopted curricula.
Core Curriculum:
World of Wonders, a literacy curriculum that builds a strong
foundation for early literacy and provides developmentally appropriate
instruction for early learners, ages 3 to 5, including cross-curricular
activities, with a focus on social-emotional development and preparation
for kindergarten and beyond
Eureka Math, a math curriculum that is based on the principle that
math is most effectively taught as a logical, engaging story
Conscious Discipline, a social-emotional curriculum built on safety and
connection that enables children to become part of a positive school
family
Play Centers, hands-on activities/experiences to encourage self-directed
play and engagement to develop cognitive and social-emotional skills
LEARNING CENTERS
Writing Center:
Reading and writing support each other. The more children do of each, the
better they will be at both. During the year, the children will use pencils,
markers, crayons, writing paper, and journals. In addition to the writing
center, writing will be integrated across the curriculum and into all the other
centers in the classroom. This center will encourage children’s writing so
they will enjoy putting their thoughts and ideas on paper.
Technology Center:
Computers support the development and learning that occurs in the classroom. Developmentally appropriate software is utilized to enable each student to engage in problem solving. In addition, children can collaborate in making decisions and share their discoveries and creations. The use of technology is matched to each student’s unique special needs, learning styles,and individual preferences.
12
Block Center:
Using blocks will help your child to develop perceptual skills needed for
reading and writing. He will discover whole-part relationships and experiment
with patterns. Your child will refine his hand-eye coordination by positioning
and balancing blocks. The child’s use of language will be broadened as
classifications are made by size and shape and constructions are labeled.
Book Center:
Reading is at the heart of all learning. In a relaxed and comfortable area, your
child will begin to understand and find pleasure in books shared with teachers
and friends. This experience will build a foundation for early literacy. Books
related to cultural relevance, science, social studies, careers, etc. will also be
available in other learning centers in the classroom.
Dramatic Play Center:
This center provides opportunities for children to explore the world around
them through special activities and props. As children grow in their
understanding of the world, the more independent and confident they become.
Manipulative Center:
Manipulative materials, include puzzles, dressing boards (buttoning, zipping,
snapping, lacing), Legos, tinker toys, bead stringing, etc. Through the use of
these materials, the child coordinates use of eyes and hands together, and
develops small muscles of the hands– important skills for reading and writing.
13
Music Center:
Through music, your child will experience a variety of sounds and movement,
create rhythms with various instruments, and sing familiar songs. He will listen
for likenesses and differences, and through movement develop an awareness
of spatial concepts.
Sand and Water Play Center:
The sand and water play center provides experiences in measurement and
comparison of quantities. Children enjoy the sense of touch as they handle
wet and dry textures.
Math Center:
Math materials may include sorting trays, parquetry blocks, a wide variety of
objects for counting, pegs and pegboards, etc. Some activities in the math
center include sorting objects by shape, color, and size; matching objects one-
to-one; building math vocabulary– big, little, more, less, etc. Math center
activities are designed to provide the child with experiences that give meaning
to numbers and number relationships.
Science Center:
Science is one of the best ways to encourage a child’s natural curiosity about
the world around him. The child gains increased understanding through simple
experiments, utilizing trial and error, observation, predictions and discovery.
Art Center:
Every child needs to experiment with art media. Through painting, drawing,
cutting, pasting and manipulating clay, your child will learn to express his own
ideas through symbols which are a foundation for reading and writing. He will
develop small muscles, hand-eye coordination, visual perception and spatial
relationships. Frequent successful experiences in art help children develop
self-confidence.
14
DAILY SCHEDULE The daily schedule is posted in each classroom. A sample schedule is as
follows:
7:30 am Arrival/Breakfast
8:15am Morning Meeting
8:30 am Outside Play
9:15am Book Time
9:45am Alphabet Time/Centers
11:00 am Math
11:30 am Lunch
12:00 pm Rest
1:00 pm Snack
1:30 pm Content Time/Centers
2:30 pm Closing Meeting
2:45 pm Dismissal
FIELD TRIPS
The CFCD Mission Statement says that we provide an “experience-rich
program for young children and their families”. By visiting a zoo, taking a trip
to a farm, or going to a play, children connect words and ideas to places,
actions, and events. Because of the value of first-hand experiences, each
class arranges several field trips a year. The value of a class field trip does not
end with the trip itself, but is continued through such classroom activities as
experience stories, discussion, creative dramatics, and art. In order for
students to attend field trips, parents must:
1. Sign a permission form in advance. 2. Provide a working phone number where a family member may be reached
in case of emergency. Parents are encouraged to chaperone field trips but no children other than CFCD students are allowed to go along. No siblings may attend field trips because parents will be busy supervising CFCD students. Parents must view a video of responsibilities before they can chaperone trips.
15
SCREENING, ASSESSMENT and PROGRESS REPORTS
Each child’s development is evaluated through formal and informal
assessment. Formal screening takes place prior to admission into the program
This screening instrument is the DIAL-4 which assesses the child’s physical/
motor skills, concepts and language development. At the first conference, the
teacher will explain how the child development program will further develop
the child’s strengths and encourage development in any areas needing
improvement.
Ongoing assessments will happen formally and informally throughout the year.
Coupled with teacher observations, they will provide an overall picture of how
each child develops and how his or her skills compare to others of the same
age.
Parents and teachers communicate on a daily basis through the use of
communication folders. Teachers keep parents updated about student
progress and parents are encouraged to ask questions about their child or the
program, and to share information that would enable the teacher to better
serve the child. More formal progress reports will be provided during each of
the three parent conferences to be held at the following times: October,
February and May.
16
CFCD STUDENT PROCEDURES
TOILETING
Children must be toilet trained and able to manage toileting independently
before entry into the program and in order to remain in the program.
Procedures for toileting incidents are as follows:
1. The child will clean himself and will change into clothes provided by parents and kept at school. 2. The parent will be called if the child is unable to clean himself properly. 3. The parent may clean the child at school or should take the child home if the accident is severe or if the child has diarrhea. 4. Staff members are not permitted to assist with toileting. 5. Chronic toileting problems may result in dismissal from the program.
ILLNESSES OF CHILDREN
It is important that your child attend school regularly but sick children should
stay home. Children must be free of fever without Tylenol, Advil, or other
medication for 24 hours before they return to school. If your child
becomes ill or injured at school, you will be notified immediately. Children will
be sent home with fever, diarrhea, and/or vomiting. Each school has
enrollment information that lists the names of individuals authorized to pick up
children. It is the parent’s responsibility to keep phone numbers up to date.
Your school should be notified IMMEDIATELY of any changes in contact
person, emergency numbers, doctor’s number or hospital care. Failure to
keep contact information current can jeopardize the health and safety of the
child.
TRANSPORTATION
Children who reside within their school’s attendance zone may ride the school
bus to and from school with permission from the school principal and as space
allows.
Child Development students must be met at the bus stop by a responsible
adult. If no adult is at the bus stop to take charge of the student, the student
will be returned to the school. Parents who want younger students to be
escorted home by an older sibling (without an adult present) or unescorted
must provide an authorization letter to the school for forwarding to
Transportation. Parents must also provide an authorization letter to allow an
adult not related to the child to accompany them from the bus stop.
17
ARRIVAL AND DEPARTURE
All child development classes follow the same school hours as the school in
which they are located. Before and afterschool care is managed through the
school not CFCD. You will need to contact your school to see if before and
after school care is available to pre-k students. All schools require parents to
sign-out children if they’re picked up before dismissal. Parents or persons
authorized by the parent to pick up student must provide photo identification.
Child Development employees cannot sign a child in or out for the person
bringing or picking up the child.
The centers are not staffed to accommodate children before or after center
hours. Children will not be permitted to enter the classroom prior to the start
time and must be picked up by the ending time designated by each school.
Problems with early drop off or late pick-up will be reported to the Parent
Educator for intervention.
ABSENCES AND TARDIES
Good attendance is a habit that children need to learn early. Attendance is
related to a child’s ability to be successful in all areas of school: academics,
behavioral and social. Any time a child misses a day of school, it is a missed
opportunity to learn. Regardless of the reason a child is out of school, they
are missing instruction.
Children are expected to attend school everyday except when the student is
ill. Written documentation explaining why the child was out of school is
required for each absence. Keeping a child home for personal reasons such
as to be with a relative, to shop, for vacations, or because a parent is home is
not an appropriate reason for an absence. If a child is ill and will not be
attending for 2 or more days, the parent is expected to call the teacher.
Children should be in their classrooms on time each morning. Any child
arriving after the tardy bell rings will be marked tardy.
18
The school attendance secretary will maintain records of all tardies and absences. Parent notification of absences will be sent by your child's school. Parents may receive contact from school staff such as Parent Educators, School Social Workers, School Administrators, Teachers, etc. if concerns arise regarding attendance. Excessive absences, tardies and/or early dismissals may result in the need to develop an Attendance Intervention Plan (AIP).
Unverified Student Absences 3rd absence First contact from school requesting documentation for absences 5th absence Second contact from school requesting documentation for absences 7th absence Development of an Attendance Intervention Plan (AIP)
HOMEWORK CFCD does not assign homework. Families may occasionally be asked to
complete a simple project together that the student will share in class. Staff
often include tips and optional activities for skill development in their
newsletters and other communication, but these do not include worksheets or
drills. Our program believes in the essential need for children to play, to enjoy
time with family and to have unstructured time to pursue their own interests.
DISCIPLINE The Center for Child Development uses a classroom management program
that relies on personal relationships and the classroom community.
The “school family” is held together by good communication and by positive
relationships that are developed through lessons and activities. We embrace
the philosophy and practice the strategies of “Conscious Discipline”, our
social-emotional curriculum developed by Dr. Becky Bailey. Children feel safe
and connected and learn how to control themselves, become problem solvers,
and respond with love for each other as the best motivator for growth and
learning. The seven basic social skills that are taught and encouraged are
1. anger management
2. helpfulness, kindness, and sharing
3. assertiveness
4. impulse control
5. cooperation
6. empathy
7. problem solving
19
Sometimes children have difficulty in developing the social skills needed for a
positive school family. When children’s behaviors interfere with the safety and
learning of others, then more direct intervention may be needed. The following
is a list of unacceptable behaviors: biting, kicking, hitting, throwing objects,
running away, spitting, and repeatedly refusing to obey the teacher.
In the case of biting, parents of both children involved will be notified and
the child who has bitten will be sent home immediately.
Teachers are responsible for addressing behavior in the classroom. If a
teacher judges that an unacceptable behavior is significant or has persisted
for an undue length of time, the teacher has the responsibility to document this
and bring the child’s behavior to the attention of parent. Reports to the
director and/or principal could result in
1) additional parent conferences or
2) referral to the program’s Intervention Assistance Team (IAT) or
3) suspension
The faculty and staff of CFCD are willing to work with every child to overcome
behavior problems but must have the cooperation and efforts of the family in
order for the child to continue in the program. Families may be referred to
professionals within or out of the district for assistance in overcoming
problems and for the child to be allowed to remain in the program.
ADDRESSING CONCERNS
The Child Development administration and staff will strive to serve you and
your child in an excellent professional manner. If you have a concern you are
encouraged to set up a conference time with your child’s teacher. If your
concern remains unresolved, please contact the Program Director or School
Principal to discuss the issue. We are committed to hearing your concern and
promise to do so within three business days of receiving your request for a
conference.
20
CHILD ABUSE AND NEGLECT
It is the policy of the Richland School District Two Child Development Centers
to report, as required by law, any suspected incidents of child abuse and/or
neglect. Suspected incidents will be reported by the teacher directly to the
Richland County Department of Social Services at 803-714-7300. The school
nurse may be consulted in matters of suspected abuse or neglect.
INTERVENTION ASSISTANCE TEAM
Our program has an Intervention Assistance Team which meets monthly and
accepts referrals from parents and teachers concerning students who are
experiencing significant educational and/or behavioral problems. If you feel
that your child has some type of disability and is in need of special education,
accommodations, or related services, please contact your teacher, the
program director, or the program interventionist listed at the beginning of the
handbook as soon as possible so that proper referrals can be made. Students
may be evaluated by professionals within the district free of charge and
children whose disabilities meet state and federal guidelines will be offered
special education services as determined by an individual education plan
(IEP).
21
OTHER STUDENT INFORMATION
MEALS AND SNACKS
Good nutrition is a vital part of your child’s day. Breakfast and lunch are
served in all centers. The cost of student’s meals is:
∗ Breakfast: $1.25
∗ Lunch: $2.70
You may send your child’s breakfast or lunch, but it must not require heating
or refrigeration. This limitation is based on concerns for health and safety.
Children who are tardy should eat breakfast prior to their arrival at school.
Applications for free or reduced price meals are available on the district
website at www.richland2.org/departments/food services. If applications for
reduced price meals are approved, the cost is $.30 for breakfast and $.40 for
lunch. Parents are responsible for all meal costs until applications are
approved. Meals may be paid by cash or check at school or by credit card
through the district website.
Snacks will be provided by parent donations throughout the year. Teachers
will develop a system for snack donation and will be in charge of distributing a
list of approved foods and beverages and for collecting items. All families are
expected to participate in snack donation that adheres to the district’s
Acceptable Snack Policy. Special cooking activities are often planned
throughout the year to accompany specific units of study and we encourage
students to try a wide variety of foods. Please alert your child’s teacher to any
food allergies that your child has.
CHILDREN’S CLOTHING & PERSONAL BELONGINGS
Children should not bring toys or personal items to school except on special
occasions. Children may bring a towel that will be stored in the classroom
cubbies for use during rest time. Please send a towel to school every Monday
and it will be sent home for washing every Friday. All outer garments such as
hats, coats, and gloves should be labeled with the child’s name. Mats for
resting and book bags are furnished by the program. Please do not send other
items.
22
BIRTHDAYS AND HOLIDAYS
Guidelines on non-school parties help to ensure that birthday and other
celebrations remain fun and do not inadvertently result in hurt feelings. With
this in mind, parents are required to send party invitations directly to individual
children’s homes, rather than distributing them in school. An exception can be
made to this policy when the entire class is invited. Please check with your
child’s school to find out their procedures and expectations for snacks, treats
and goodie bags.
VISITORS AND OBSERVERS
We welcome visitors to our schools and in our classrooms. Prior to your visit,
please check with your child’s school to learn more about guidelines and
procedures for student visitation.
23
RELEASE OF STUDENT INFORMATION
Individual student records (grades, test scores, evaluations, etc.) are not available for public inspection. This information is available to the student’s parents, legal guardians, or to the individual student of legal age. However, the Family Educational Rights and Privacy Act (FERPA) 20 U.S.C. § 1232g; 34 CFR Part 99) allows student information that would not generally be considered harmful or an invasion of privacy to be disclosed. FERPA refers to this as “directory information.”
Federal laws require schools to provide military recruiters, upon request, with three directo-ry information categories—names, addresses, and telephone listings—unless parents have advised the school that they do not want their student’s information disclosed. The primary purpose of directory information is to allow Richland Two to include this type of information in certain school publications.
Examples include: Playbill showing a student’s role in a school or district play or drama production; annual yearbook, honor roll or other recognition lists; school or district websites; and graduation programs.
It is also very practical in working with the news media, allowing a student to appear in newspaper articles and on television. Student directory information is also used specifically for armed services recruiting purposes and for informing young people of scholarship op-portunities. Federal laws require schools to provide military recruiters, upon request, with three directory information categories—names, addresses, and telephone listings—unless parents have advised the school that they do not want their student’s information dis-closed.
Directory information includes the student's:
Name, address, telephone number, photograph, date and place of birth, Major field of study Participation in officially recognized activities and sports, weight and height of members of athletic teams, Dates of attendance Degrees and awards received, and the most recent previous school attended.
Parents objecting to the release of this information should notify the district Chief Communi-cation Officer in writing within 15 days of receiving notification to review the back to school handbook. Click here to see a sample notification letter. Parents can request a printed copy of the handbook from their child's school or by calling 803.738.3232.
If a written objection is not submitted to the Chief Communication Office, the district is free to release this information as is appropriate. The use of any information by Richland Two is for the promotion of our students’ and district’s welfare. Any questions concerning student records should be addressed to the guidance office of the individual school.
All district policies and the student handbook can be found at:
www.richland2.org
top related