2017-18 Elementary School Student Handbook

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   Elementary School

Student Handbook

2017-18


 

For Students and Parents of

Dublin City Schools Elementary School Students

 
 

Table of Contents



Welcome, Mission Statement, and Philosophy................................................................ Page 1

Belief Statements.............................................................................................................. Page 2

Board of Education and Administrative Team.................................................................. Page 3

List of Elementary Schools.............................................................................................. Page 4

District Calendar.............................................................................................................. Page 5

School Hours, The School Day....................................................................................... Page 6

Breakfast/Lunch, Dress Code, Care of Property.............................................................. Page 7

Personal Property at School, Technology, PCDs............................................................. Page 8

Electronic Equipment, Attendance.................................................................................... Page 9

Entrance Age Requirements, Equal Education Opportunity........................................... Page 12

Student Support, Child Find, Response to Intervention................................................. Page 13

Gifted Services, Section 504/ADA, School Safety ....................................................... Page 14

Student Success: School and Home Working Together................................................ Page 15

Grading Scale................................................................................................................. Page 16

Standardized Testing, Promotion and Retention............................................................. Page 17

Notification of Parent Records/FERPA......................................................................... Page 18

Directory Information.................................................................................................... Page 19

Student Health................................................................................................................ Page 21

Medication Procedures................................................................................................... Page 22

Immunization Requirements........................................................................................... Page 25

Blood borne Pathogens.................................................................................................. Page 26

Student Education Technology Acceptable Use & Safety Policy................................... Page 26

Multicultural/Inclusionary Education ............................................................................ Page 28

Student Code of Conduct............................................................................................... Page 29

Safety Guidelines for Riding Dublin City Schools Buses.............................................. Page 33

Harassment, Bullying, and Reporting Procedures.......................................................... Page 34


Complaints Related to Section 504................................................................................. Page 40


Other District Policies and Procedures........................................................................... Page 44

Acknowledgement Form………………………………………………………………Page 45




Welcome!

Dear Students and Parents,

Welcome to Dublin City Schools! This handbook was written to help you understand the procedures and programs at your school. Please read it together and discuss. If you have any questions, please talk with your teacher or principal. We wish you a most successful school year.

We are so glad you are here!

Sincerely,

The Dublin Elementary School Principals

Dublin City Schools Mission Statement

We believe that all students can and must learn at high levels of achievement. It is our job to create an environment in our classrooms that results in this high level of performance. We are confident that, with our support and help, students can master challenging academic material and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose.

Dublin Elementary School Philosophy

We believe that the purpose of the Dublin Elementary Schools is to foster the physical, social, emotional, and intellectual development of individuals in order that they may function as productive members of society. The primary goal is to help develop each child to the limits of his/her potential. We recognize that each child is unique and that a variety of programs and methods is needed to meet the needs of each student.

In order to reach these goals, the elementary staff will work to:

1. Consider each child’s ability, interest, and achievement when planning instruction and assessment.

2. Provide a differentiated learning experience based upon each student’s needs.

3. Plan and deliver meaningful instruction that will prepare each child for the next steps in the educational journey.

4. Support students in maintaining curiosity, enthusiasm, and zest for life and learning.

5. Work closely with colleagues and education leaders to ensure a team-based approach to educating each child.

6. Maintain and enrich parent-teacher relationships.

7. Use a variety of techniques in instruction and assessment.

8. Teach each child to accept the responsibilities of citizenship by providing instruction on the rights, duties, and obligations of a citizen in a democratic society.

9. Encourage creativity in all areas of study.

10. Help each child accept the strengths and weaknesses of others and learn to work cooperatively with classmates.



Elementary School Belief Statements

Environment

We believe in creating a safe and caring environment that maximizes student achievement.

Professional Learning Communities

We believe in working collaboratively with other experts in the field of education as a way to share knowledge, ideas, and skills.

Relationships

We believe that relationships are the cornerstone of all learning.

Technology

We believe that students should be able to access the world through innovation and the tools of technology.

Resources

We believe the equitable allocation of resources based on student needs optimizes student success.

High Expectations

We believe all students can develop into critical thinkers and problem solvers, and we believe all students can communicate in a meaningful way.

Achievement

We believe a strong foundation of learning enables students to reach high levels of achievement and growth.

Equity

We are committed to providing an appropriately equitable educational experience for each child.

Community

We believe the partnership between school, home, and community is an essential element of school success.

Support

We believe in providing a continuum of support for all students to achieve at their highest level.

Learning Characteristics

We believe that all students will develop talents and skills that prepare them to succeed in an ever-changing environment.

Leadership

We believe that all students have the capacity for leadership.

Citizenship

We believe that all students should develop a socially conscious understanding of the world and know the importance of contributing to society in a meaningful and positive way.



Board of Education

Ms. Lynn May (President) 889-6175

Mr. Scott Melody (Vice President) 763-1959

Mr. Stu Harris 659-0905

Mr. Chris Valentine 370-6147

Mr. Rick Weininger 467-9767

Your Board of Education is comprised of five members, elected to a term of four (4) years by the residents of the school district. Dates, times, and locations of the regular meetings of the Board of Education are set at the organizational meeting in January. See the District’s web site, www.dublinschools.net for dates, times, and locations of board meetings. All community members are invited to attend.

Administrative Team

Dr. Todd Hoadley Superintendent

Mr. Brian Kern Treasurer

Mr. Tracey Miller Deputy Superintendent

Ms. Jill Abraham Director of Elementary Education

Administration Building

7030 Coffman Road

Dublin, OH 43017

(614) 764-5913


Elementary Schools


Mary Emma BAILEY ELEMENTARY

4900 Brandonway Drive

Dublin, OH 43017

(614) 717-6611

Principal: Mr. Tyler Wolfe

Administrative Intern: Ms. Blair Mallot

Albert CHAPMAN ELEMENTARY

8450 Sawmill Road

Powell, OH 43065

(614) 761-5864

Principal: Mr. Scott Zeoli

Assistant Principal: Mr. Shawn Ritter

Daniel WRIGHT ELEMENTARY

2335 West Case Road

Columbus, OH 43235

(614) 538-0464

Principal: Mr. Brian Blum

Assistant Principal: Mr. Lucas Bauer

DEER RUN ELEMENTARY

8815 Manley Road

Dublin, OH 43017

(614) 764-5932

Principal: Ms. Susann Wittig

Administrative Intern: Ms. Jaclyn Palone

Eli PINNEY ELEMENTARY

9989 Concord Road

Dublin, Ohio 43017

(614) 798-3570

Principal: Mr. Troy Ehrsam

Assistant Principal: Ms. Monica Campana

GLACIER RIDGE ELEMENTARY

7175 Glacier Ridge Boulevard

Dublin, OH 43017

(614) 733-0012

Principal: Mr. Peter Kurty

Assistant Principal: Ms. Sarah Wilcox


GRIFFITH THOMAS ELEMENTARY

4671 Tuttle Crossing Blvd.

Dublin, OH 43016

(614) 764-5970

Principal: Ms. Jennifer Davis

Assistant Principal: Ms. Melissa Klosterman-Lando

INDIAN RUN ELEMENTARY

80 West Bridge Street

Dublin, OH 43017

(614) 764-5928

Principal: Ms. Jennifer Schwanke

Assistant Principal: Mr. Gabe Hoover

OLDE SAWMILL ELEMENTARY

2485 Olde Sawmill Blvd.

Dublin, OH 43016

(614) 764-5936

Principal: Ms. Martha Barley

Administrative Intern: Mr. Marty Assman

RIVERSIDE ELEMENTARY

3260 Riverside Green Drive

Dublin, OH 43017

(614) 764-5940

Principal: Ms. Staci Lutz

Administrative Intern: Ms. Jennifer Wilkinson

SCOTTISH CORNERS ELEMENTARY

5950 Sells Mill Drive

Dublin, OH 43017

(614) 764-5963

Principal: Ms. Janet Rinefierd

Administrative Intern: Ms. Rachel Gearhart

WYANDOT ELEMENTARY

5620 Dublinshire Drive

Dublin, OH 43017

(614) 761-5840

Principal: Ms. Renae Schwartz

Administrative Intern: Mr. Michael Blake

TRANSPORTATION GARAGE

6371 Shier-Rings Road

Dublin, OH 43016

(614) 764-5926

Supervisor: Ms. Amy Salay
 
 
 

School Hours

Two-Hour Delay

9:00 a.m. Students may enter buildings and go to classrooms 11:00 a.m.

9:10 a.m. Classes begin 11:10 a.m.

3:40 p.m. Dismissal 3:40 p.m.

9:10 a.m. AM Kindergarten classes begin No a.m. Kindergarten

11:50 a.m. AM Kindergarten dismissal

1:00 p.m. PM Kindergarten classes begin 1:00 p.m.

3:40 p.m. PM Kindergarten dismissal 3:40 p.m.

9:10 a.m. Extended ELI classes begin 11:10 a.m.

3:40 p.m. Extended ELI dismissal 3:40 p.m.

11:40 a.m. 1-hour ELI classes begin Canceled

1:10 p.m. 1-hour ELI dismissal Canceled

8:45 a.m. AM Preschool classes begin No a.m. Preschool

11:15 a.m. AM Preschool dismissal

12:45 p.m. PM Preschool classes begin 12:45 p.m.

3:15 p.m. PM Preschool dismissal 3:15 p.m.

There will be no District staff supervision of students until 9:00 a.m. or after 3:40 p.m. However, the Dublin Latchkey program is an option for parents who need supervision for their child. Dublin Latchkey operates independently from Dublin City Schools as a non-profit organization, though they do utilize the facilities of Dublin City Schools. Dublin Latchkey can be reached at (614) 793-0871.

The School Day

Arriving at School

Buses

Students are eligible for busing if they live one mile beyond the location of the child’s elementary school. If a student is eligible for busing, the bus number, pickup/drop-off times, and the location of the bus stop will be listed on the Parent Dashboard.

Note that regardless of their residence, AM kindergarten students are bused home from school; PM kindergarten students are bused to school.

Walking, riding bikes, or arriving by parent drop-off

There are certain expectations for students who choose to walk, ride bikes, or be dropped off by a parent or guardian.

1. In the morning, students should not arrive before 9:00 a.m. Students will not be permitted to enter the building until 9:00 a.m.

2. At some Dublin Elementary Schools, crossing guards will be on duty before school at 8:55 a.m. and after school at 3:35 p.m. to help students safely cross intersections. Students should not pass these positions unless a crossing guard is on duty.

3. Students should cross the street only at corners and after looking both ways. Please note that there are no mid-day crossing guards for kindergarteners.

4. For safety reasons, students are not permitted to rollerblade or skateboard on school

property. Bikes are permitted and can be secured in the bike racks outside the school.

5. Parents should take the time to review basic safety rules with their children, particularly regarding any interactions with strangers on their way to and from school.

6. If a parent plans to bring a child to school, we encourage you to check with your individual school to determine drop-off procedures.

Breakfast/Lunch

Dublin Elementary Schools participate in the National School Lunch Program (NSLP) and the National School Breakfast Program (NSBP), which are governed by the USDA. The breakfast and lunch programs base choices on the 2010 Dietary Guidelines for Americans. The new Dietary Guidelines for Americans, 2010, focuses on balancing calories (fewer calories taken in and more burned with physical activity), and encourages Americans to consume more healthy foods like vegetables, fruits, whole grains, fat-free and low-fat dairy products, a variety of seafood, and to consume less sodium, saturated and trans-fats, added sugars, and refined grains. You can find further information on menu, nutrition, payment options, and free/reduced meals by going to the Dublin City Schools home page (http://www.dublinschools.net) and following the Departments link to Food Services.

If your child wishes to purchase lunch, you may put money on your child's lunch account online by going to our district web site (www.dublinschools.net) and clicking "Online Meal Payment.” You may also send money into the school with your child, and it will be added to the account by the kitchen staff.

Students may also pack a lunch and purchase milk from the cafeteria.

Dress Code

Dublin students have considerable choice in their style of dress and appearance. Student appearance reflects an attitude of pride in self, school, and community. However, there are some parameters we expect our students to follow:

1. Clothing should be neat, clean, and modest.

2. Low-cut tops, see-through blouses, midriff tops, tank tops, spaghetti straps, very short skirts/shorts should be avoided.

3. Items that could be frightening, such as accessories including chains and/or studded accessories, are not permitted.

4. Clothing with writing and/or symbols that advertise or promote activities against school regulations is not permitted. For example, words or symbols that are obscene or suggestive of obscenity, alcohol, substance abuse or an unhealthy attitude toward school are not permitted.

5. Hats or other non-religious head coverings are not permitted to be worn in the building unless they are for a specific purpose approved by the principal.

6. Oversized clothing that is excessive or compromises the safety of students is not permitted.

7. Appropriate footwear will be worn at all times, i.e., no stacked heel shoes, no floppy sandals, no shoes with built in skates, etc.

Note: Individual exceptions to the dress code are acceptable if authorized by the building principal or designee.

In addition, it is very important that students are dressed appropriately for the weather. During the winter months, we do our best to continue with outdoor recess, but it is important that students come with the appropriate hats, coats, and gloves.

There are times we must have recess indoors. The following guidelines help us determine if recess will be indoors or outdoors (all temperatures include the wind chill effect):

· 20 degrees or below – all recess will be indoors.

· 21-25 degrees – students will be allowed one short (15 minutes) recess outdoors, with lunch recess indoors.

· 26 degrees and warmer – all recess will be outdoors.

Care of Property

The Board of Education believes that the schools should help students learn to respect property and develop feelings of pride in community institutions.

The Board charges each student with responsibility for the proper care of school property and the school supplies and equipment entrusted to his/her use.

Students who cause damage to school property shall be subject to disciplinary measures, and their parents shall be financially liable for such damage to the extent of the law.

The Board authorizes the imposition of fines for the loss, damage or destruction of school equipment, apparatus, musical instruments, library material, textbooks, and for damage to school buildings.

The District may report to the appropriate juvenile authorities any student whose damage of school property has been serious or chronic in nature.

A reward may be offered by the Board for the apprehension of any person who vandalizes school property.

The Board will assume no responsibility for any personal property that students bring on to District premises.

Personal Property at School

At times, a student may bring personal property to school to share with friends or to use in the classroom. The Board assumes no responsibility for any personal property brought to school. Each school has a Lost and Found that students and parents should check for any lost items. Unclaimed items are given to charity on a regular basis.

Parents are encouraged to clearly mark their children’s coats, rainwear, sweaters, hats, gloves, boots, lunch boxes, backpacks, and other personal items so that they may be easily identified and may be easily returned if they are, in fact, misplaced.

Technology

Personal Communication Devices

Possession and/or use of a personal communication device (PCD) by a student while at school during the school day is a privilege that may be forfeited by any student who fails to abide by the terms of Policy 5136, or otherwise engages in abuse of this privilege.

The following items are considered personal communication devices:

Computers

Tablets

Electronic readers

Cell phones and smartphones

Pagers

Various web-enabled devices

Because the elementary years are a crucial time for students to develop important social skills that will allow them to interact with peers and adults, we limit use of PCDs at school. Unless approved by a supervising teacher, an administrator, or an IEP team, students are prohibited from using PCDs or having them powered on during the school day. The device must be turned completely off and thus unable to receive, send, capture, or record any communication, visual image, sound, text message or other information. This includes lunch periods, transition periods, and recess.

Students may use PCDs while riding to and from school on a school bus or other Board-provided vehicle if permitted by the bus driver, classroom teacher, or school support staff.

The Board assumes no responsibility for theft, loss, or damage to, or misuse or unauthorized use of, PCDs brought onto its District grounds.

Using a PCD in an unauthorized manner or in violation of Policy 5136 or this guideline may result in additional disciplinary action (e.g., warnings, parental notification and conferences, suspension, expulsion), confiscation of the PCD (in which case, the device will only be released/returned to the student's parent/guardian, unless the violation involves potentially illegal activity, in which case the PCD may be turned-over to law enforcement).

Sexting

The possessing, taking, disseminating, transferring, or sharing of nude, obscene, pornographic, lewd, or otherwise illegal images or photographs, whether by electronic data transfer or otherwise (commonly called texting, emailing, or sexting, etc.) may constitute a crime under state and/or federal law. Any person possessing, taking, disseminating, or sharing nude, obscene, pornographic, lewd or otherwise illegal images or photographs may be punished under this Code of Conduct and may be reported to the appropriate law enforcement agencies.

Electronic Equipment

While in some instances the possession and use of electronic equipment or devices by a student at school may be appropriate, often the possession and use of such equipment or devices by students at school can be disruptive. Consequently, the Board of Education will supply any electronic equipment or devices necessary for participation in the educational program at school. For that reason, students shall not use or possess any electronic equipment or devices on school property or at any school-sponsored activity without the permission of the principal, the classroom teacher, or advisor/coach. Examples of this include:

· Lasers, laser pens, or pointers

· Electronic games and toys

· Cameras

· Laptops

· Personal digital assistants

· Portable CD players with headphones

· GPS devices

· Gaming devices

Students are prohibited from using electronic equipment or devices in a manner that may be physically harmful to another person (e.g., shining a laser in the eyes of another student). Further, at no time may a camera or other electronic equipment/device be utilized by a student in a way that might reasonably create in the mind of another person an impression of being threatened, humiliated, harassed, embarrassed, or intimidated. More information can be found by referencing Policy 5517.01.

Attendance

Daily Student Attendance

Dublin City Schools have a commitment to provide a formal quality education to its students. To achieve this goal, students must consistently be in attendance at school. Chronic absences or tardiness disrupts the learning process, and makeup work is not a sufficient substitute for physical attendance at school. For that reason, it is important that the school and home come together as partners to assure students achieve high attendance.

Compulsory Attendance

Section 3321.04 of the Ohio Revised Code provides that every parent or guardian must enroll a child in their care full-time in a school that conforms to the minimum standards prescribed by the State Board of Education. Such attendance must begin within the first week of the school term or within one week of the date on which the child begins to reside in the district.

The Ohio Revised Code classifies absence from school as excused or unexcused. The statutes governing school attendance are very specific and leave limited options for school authorities to excuse children from school. The following conditions constitute reasons for excused absence from school:

1. Personal illness

2. Illness in the family necessitating the presence of the child

3. Quarantine of the home

4. Death in the family

5. Observation or celebration of a religious holiday

6. National “Take Your Child to Work Day”

7. Travel (up to a maximum of four (4) days per school year) to participate in a District-approved enrichment or extracurricular activity

8. Other cause as may be acceptable to the Superintendent or designee

All other conditions for absence are considered unexcused.

It is the responsibility of the school, not the parent or guardian, to determine whether an absence is excused or unexcused.

In keeping with State Laws and Board policy, please note the following items:

· Notification letters will be sent to parents when a child is absent for 5 consecutive days, or 7 unexcused days in a semester.

· If a child misses 7 consecutive days or 10 unexcused days in a semester, the school may request a meeting with the parent/guardian to discuss the absences and make a plan for attendance.

· At the discretion of the principal, a referral to the truancy office at the Educational Service Center may be made if a student misses 10 consecutive days or 15 unexcused days in a semester.

Absences

If a student is absent from school, a parent must call the school attendance office by 9:15 a.m. to report his/her child’s absence from school. If the parent does not contact the school, the school will make every reasonable attempt to contact parents.

Additionally, students must bring written notification of the absence from the parent on the day of his/her return. Failure to supply written documentation of the absence will result in an unexcused absence and the student may be considered truant. Additionally, once a student accumulates ten days of absence in the school year, a doctor’s note may be required to classify the absence as excused.

Extended Vacations/Extended Student Absence During the School Year

Students are permitted to go on vacation during the school year without penalty. The purpose of this administrative guideline is to accommodate parents who must take their vacations during the school year because of company (industry) policies and the desire to enjoy that time as a family.

A. Whenever a proposed absence-for-vacation is requested, parents must discuss it with the principal or his/her designee. The length of absence should be made clear, and those involved should have an opportunity to express their views on the potential effects of the absence.

B. The student may be given approximate assignments and materials and pages to be completed.

C. The time missed will be counted as an authorized, unexcused absence, but shall not be a factor in determining grades unless make-up work is not completed.

Definitions

Unexcused Absences: absences by consent of the parent or with the parent’s knowledge for a reason not acceptable to the school or absences that are not followed by written documentation from the parent or doctor. Unexcused absences may receive no credit for schoolwork. Examples could include: music lessons, hair appointments, oversleeping, traffic delays, Drivers Ed appointments, etc.

Habitually Truant: A student who is absent

30 or more consecutive hours without a legitimate excuse

42 or more hours in one month without a legitimate excuse

72 or more hours in one year without a legitimate excuse

Excessive Absences: A student who is absent WITH OR WITHOUT A LEGITIMATE EXCUSE

38 or more hours in one school month

65 or more hours in one school year

For students determined to be habitually truant:

1. Written notice will be provided to the parent/guardian

2. Student will be assigned to an absence intervention team

3. If the child fails to make progress after 61 days on the personalized absence intervention plan, the district will file a complaint in juvenile court

4. Counseling will be provided

5. The student's parent or guardian will be asked to attend parental involvement programs or truancy prevention mediation programs

6. As applicable, the registrar of motor vehicles will be notified

7. Children Services will be notified as deemed necessary

For students determined to be excessively absent:

1. Written notice will be provided to the parent/guardian

2. The student will follow the district's plan for absence intervention

3. The student and family may be referred to community resources

Absence Intervention Team

State law requires districts with a chronic absenteeism rate above 5% to establish an Absence Intervention Team for students who are habitually truant. The school based absence intervention team will establish a student-centered absence intervention plan by identifying specific barriers and solutions to attendance problems.

Membership of each team should vary based on the needs of each individual student, but each team is required to include: 1. a representative of the school or district. 2. another representative from the school or district who has a relationship with the child. 3. the child's parent/guardian.

The Absence Intervention Team may also include: 1. school psychologist, counselor or social worker. 2. representatives from a public or non-profit agency. 3. a case worker from Children Services if there is an open case or if the child is in foster care.

Tardy

When a child leaves early or arrives late to school, s/he will be considered tardy. Tardiness for reasons other than those listed as excused (above) will be considered unexcused.

Arriving late: If a student is late to school, s/he must report directly to the office. A student will be considered tardy if s/he arrives at school up to 90 minutes after the regular school day begins. If a student misses 91 to 240 minutes of school, s/he will be counted absent for one/half day.

Leaving Early: Students who have a reason to leave school during the day will be considered tardy. If picking up a child early, parents must come into the school office and sign out the child.

If a student comes to school and goes home ill, but did not stay at school for at least 90 minutes, s/he is counted absent one full day. If a child has attended school for over 90 minutes before leaving with an illness, s/he is counted absent one half day.

Prearranged Absences

If a child is going to be absent from school for foreseeable reasons, parents must complete a Prearranged Absence form. These forms may be picked up in the office at least 3 days in advance of the absence and signed by the teachers and parents. In an effort to clarify our position on vacationing and/or removing a student from school while classes are in session, Dublin City Schools has adopted the following policy:

1. A parent shall notify the school at least 3 days prior to the first day of absence indicating the dates the child will not be attending school. The reason for the absence will be stated.

2. Parents complete a Prearranged Absence Form (5200 F3).

3. Teachers sign the form and return it to the attendance office.

Long-Term Student Absence for Travel

The Dublin Board of Education recognizes that in exceptional circumstances, a student may need to be absent from school for an extended period of time. Ohio has specific compulsory attendance regulations, and Dublin City Schools must comply with those state statutes. Ohio Revised Code Section 3321.02 states that “every child actually a resident in the state shall be amenable to the laws relating to compulsory education, and neither he nor the person in charge of him shall be excused from the operations of the sections or the penalties under them on the grounds that the child’s residency is seasonal, that the parent of the child is a resident of the other state, or that the child has attended school for the legal period in another state.” The parent of a child of compulsory school age who is not

employed under the age and schooling certificate must send said child through school or special education program that conforms to the minimum standards prescribed by the State Board of Education, for the full time the school or program attended is in session, which shall not be for less than thirty-two weeks per school year. Such attendance must begin within the first week of the school term or program, or within one week of the date of which the child begins to reside in the district, or within one week after his withdrawal from employment.” (O.R.C. 3321.04)

The following procedures apply to long-term absences:

1. Any student absent for more than twenty (20) days in a school year will find that attendance records become a significant factor in a promotion or retention decision at the close of the school year.

2. Should a child be absent from school for thirty (30) days, the principal may make a referral to the appropriate social agency that may bring charges of parental neglect against the parents or guardians.

3. All absences including illness, truancy, vacation, family or personal business, or appointments to the doctor or orthodontist will be counted in the attendance tally.

Therefore, if parents are going to remove students from school for travel purposes or visitation of families in other states or countries for extended periods of time, they must follow these procedures:

A. Notify the student’s school of attendance in writing of their intent to remove their child from school for any period beyond twenty (20) days.

B. When possible, the parent/guardian must show good and sufficient cause in advance to remove the child from school. This notification should occur two (2) weeks prior to the student’s departure.

If the parent does not comply with this policy, the school district may be obligated to report the parent/guardian to the appropriate state agencies and file charges for lack of compliance with the compulsory education rules.

Entrance Age Requirements

The Board of Education establishes the following entrance age requirements for students. These requirements are consistent with current statute; further, they reflect sound educational practice because they ensure that all students receive an education appropriate to their age, social development, and physical growth.

Kindergarten

A child is eligible for entrance into kindergarten if s/he attains the age of five (5) on or before September 30th of the year in which s/he applies for entrance. The Board may admit a younger child to kindergarten if the child satisfies the Early-Entrance criteria established by the Board of Education.

The Board will admit to kindergarten any child who has not attained the entrance age requirement of this District if s/he was properly enrolled in a public or chartered nonpublic school kindergarten before transferring to this District.

First Grade

A child is eligible for entrance into first grade if s/he attains the age of six (6) on or before September 30th of the year in which s/he applies for entrance and has completed the kindergarten program of this District or an equivalent program elsewhere and has been recommended by the teacher for advancement to the first grade. The Board may admit to first grade a younger child who has successfully completed kindergarten if the child satisfies the Early-Entrance criteria established by the Board of Education.

Each child entering the District's kindergarten or first grade program for the first time will be screened by District employees for medical or health problems as well as those related to hearing, vision, speech and communications.

Equal Education Opportunity

The Board of Education declares it to be the policy of this district to provide an equal opportunity for all students, regardless of race, color, disability, religion, sex, ancestry, age, national origin, place of residence within the boundaries of the district, or social or economic background, to learn through the curriculum offered in this district.

Any person who believes that the school or any staff person has discriminated against a student has the right to file a complaint. A formal complaint can be made in writing to the school district’s Civil Rights Coordinator or District Section 504/ADA Compliance Officers at: 7030 Coffman Road, Dublin, OH 43017; Phone: (614) 764-5913.

Stephanie Armbruster, Coordinator of Human Resources, is the district’s Civil Rights Coordinator.

The following individuals serve as the District Section 504/ADA Compliance Officers:

Chris Ondrus (elementary and secondary schools) ondrus_chris@dublinschools.net

Jill Abraham (elementary schools) abraham_jill@dublinschools.net

Craig Heath (secondary schools) heath_craig@dublinschools.net

Any complaint will be investigated and a response, in writing, will be given to the concerned person within 15 days. The Civil Rights Coordinator and District Section 504/ADA Compliance Officers can provide additional information concerning access to equal education opportunities. Under no circumstances will the district threaten or retaliate against anyone who raises or files a complaint.

Student Support

Support Services

Dublin City Schools offers many services to ensure equal opportunity for all children, including enrichment services, early childhood education, academic intervention, Title I math, reading support programs, services to support English language learners, home instruction, special education, and related services such as speech and language therapy, physical therapy, occupational therapy, adapted physical education services, psychological services, and transportation. Support is also available through our school counselors, school nurses, social-emotional services, and alternative education opportunities.

For more information about these services, please visit the Department of Student Services and the Department of Learning and Teaching web pages on the district website at www.dublinschools.net.

Child Find – Help Dublin Schools Identify Children with Disabilities, Including Students Eligible for Protection Under Section 504

Child Find is the process of locating, evaluating, and identifying children with disabilities who may be in need of special education and related services and/or may be entitled to protection from discrimination based on his/her disability. Parents, relatives, public and private agency employees, childcare providers, physicians, and concerned citizens are encouraged to help the school district find any child, age birth – 21, who may have a disability and is in need of special education and related services. If you suspect a child may have a disability, help is available. Contact the Dublin City Schools Department of Student Services at 7030 Coffman Road in Dublin, phone 614-764-5913, or visit www.dublinschools.

Response to Intervention

The Dublin City School District promotes the use of the Response to Intervention (RTI) process at the building level.

Within this process, classroom teachers are the first responders in providing instruction, intervention, and enrichment to all students. Grade level teams document their efforts to support individual students and student progress through an intentional and structured progress monitoring system that captures timely and relevant data.

All staff members who contribute to the learning and the social emotional growth of students belong to one or more Formative Instructional Practice (FIP) Teams. FIP teams at each grade level conduct problem-solving meetings to discuss student concerns and to create an intervention plan as needed for identified students.

In addition, teachers can access the Core Consultation Team for ongoing support within the RTI process. This team is comprised of staff with a wide spectrum of expertise, which may include: reading support staff, the gifted intervention specialist, the school psychologist, related service staff, ELL staff, the school counselor, etc. This team monitors the academic and behavioral interventions and enrichment practices that are aligned with student needs. The team ensures that interventions and enrichment are well-documented, implemented with fidelity, and that the intensity of support matches the student’s need.

Gifted Education and Services

For further information on the district’s gifted services, identification practices, and enrichment, please visit Dublin City Schools gifted website, www.dublinschools.net/gifted.aspx.

Individuals with Disabilities Education Improvement Act and Section 504/ADA

The Dublin City School District provides a variety of special education programs and related services to students identified with disabilities through an evaluation process as defined by the Individuals with Disabilities Education Improvement Act (IDEIA). Free assessment is available to families to determine whether or not a disability exists. If a disability listed in the IDEIA is identified, the child can begin receiving the appropriate special education and related services through an Individualized Education Program. Parents are encouraged to be an active participant in the process.

A preschool child, age 3 through 5, with a disability is a child who has one of the following disabilities, as defined in rule 3301-51-01 of the Administrative Code: autism, intellectual disability, deaf-blindness, deafness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual disability, or developmental delay.

A school age child, age 5 through 21, with a disability is a child identified with one or more of the following conditions: autism, cognitive disability, deaf-blindness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment.

Title II of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (Section 504) provide that no individual will be discriminated against on the basis of a disability. An individual with a disability means a person who has a physical or mental impairment that substantially limits one or more major life activities; or has a record of such an impairment; or has been regarded as having such an impairment. This protection applies not just to the student, but all individuals who have access to the district’s programs and facilities. In addition to the District Section 504/ADA Compliance Officers, the Board has also assigned building principals to serve as Building Section 504/ADA Compliance Officers. They are responsible for arranging annual reviews and three-year eligibility meetings, and for investigating at the first step any student or parent complaints of an alleged violation, misapplication or misinterpretation of Section 504/ADA.

To inquire about the procedures or programs you may contact your building principal or the Department of Academics and Student Learning office at 764-5913.

School Safety

Student safety is the upmost priority for Dublin City Schools. The following procedures are in place to ensure student safety and effective, efficient communication to parents in the case of an emergency.

Parent Notification System

The district’s parent notification system will be used in emergency situations and will not replace TV, radio, the district’s web site, or the subscription email system. The system is voice activated and the recording will start when a phone is answered OR when the call is dropped into voice mail. If neither of these takes place, the system will continue to try to reach a voice for a short period of time and you may receive multiple calls in these cases. If you have caller ID, the incoming number you will see is 764-5913. If you miss the call, please do not dial this number. Listen to your voice mail message, check our web site, watch your TV, listen to your radio, or wait for the automated call to come through again. You will receive the information quicker through one of these electronic methods than waiting for someone to answer your phone call. Parents will have the opportunity to control their contact information through the Parent Dashboard.

Emergency Early Dismissal

At the beginning of each year, parents will be asked what plan is in place for their child in the unlikely event that school is dismissed early because of an emergency. In addition, parents are encouraged to discuss this plan with their child. Emergency early dismissals will be communicated through the Parent Notification System as outlined above.

Emergency Procedures — Fire/Tornado/School Safety Drills

Each Dublin City School has thorough plans in place in the event of an emergency. These plans are filed with local and state emergency and government offices annually, and school officials conduct periodic safety drills to ensure students and staff are knowledgeable of emergency practices.

Fire: Each elementary school complies with all fire safety laws and will conduct fire drills in accordance with state law. Specific instructions on how to proceed during a fire drill will be provided and practiced by students with their teachers, who will be responsible for the safe, prompt and orderly evacuation of the building.

Tornado: Tornado drills will be conducted during the tornado season using the procedures prescribed by the state of Ohio.

Safety: School safety drills will take place at intervals throughout the year. Staff provides students with strategies to utilize in the event there is an unsafe situation or individual in the school setting. As is any other emergency, students, staff, and guests will be expected follow the directions of the school officials.

Video Surveillance & Electronic Monitoring

In order to protect Board property, promote security and protect the health, welfare and safety of students, staff and visitors, the Board of Education authorizes the use of video surveillance and electronic monitoring equipment on school property, in school buildings and school buses. Information obtained through video surveillance/electronic monitoring may be used to identify intruders and persons breaking the law, Board policy, or the Student Code of Conduct.

For additional information please reference Board of Education Policy #7440.01 and Administrative Guideline #7440.01 – Video Surveillance and Electronic Monitoring.

Student Success: School and Home Working Together

School Begins at Home

A positive, supportive home environment is important for children to experience success at school. Here are several suggestions for how you can prepare your child for a successful school experience.

1. Good nutrition maximizes your child’s day at school. Please provide your child with a nourishing breakfast and lunch.

2. Ensure that your child arrives to school on time in clothing appropriate for the weather.

3. Teach your child to follow behavior expectations of teachers and staff. All teachers and staff (including secretaries, custodians, aides, and cooks) have authority and are responsible for the safety and success of children.

4. Talk with your child about treating other children in the same manner as she or he wishes to be treated (avoid name calling, arguing, etc.).

5. Together with your child, discuss the information in this handbook so that she or he clearly understands what is expected from him or her at school.

6. Be involved and supportive with any homework assigned.

7. If possible, be an active member of your school community. There are various opportunities to be involved, including membership in the Parent-Teacher Organization or volunteering in your child’s classroom.

8. Above all else, tell your child when she or he is doing a good job in school — praise him or her for good efforts and good behavior at school. We will do the same at school.

Elementary school should be a wonderful experience for your child, but it does take effort on the behalf of teachers, students, and parents.

Wellness

Dublin elementary schools take an active role in promoting, supporting, and modeling healthy eating habits for our students. As a result, we have revised some of our former school practices regarding the distribution of edible treats to celebrate student birthdays or special events throughout the school year.

· Each school has committed to a non-edible treat practice regarding birthdays or special events specific to individual students or classes of students. This means that students will not bring in food items for birthday treats or to celebrate events such as moving, etc. Instead, each school can help identify how to celebrate special events in ways that do not involve edible treats.

· Annual school wide celebrations will continue to promote healthy eating as well by providing nutritional snack options such as fruits and vegetables. Schools will limit sweet treats for school wide events to one item per student.

Children embrace being recognized by their peers and teachers for special occasions. We invite the Dublin school community to join us in our efforts to promote healthy and nutritious habits in our students­.

Study Habits

During conferences, many parents ask, “How can I help my child complete his homework?” or “Is it better for my child to work on his homework right after coming home from school or later in the evening?” The best reply to this question is, “What is best for your child?” Teachers and parents can work together to develop a plan that ensures successful homework habits. This plan may include:

· A consistent, scheduled time of day to complete schoolwork at home.

· A work environment free of distraction, with the appropriate supplies available at all times.

· Developing a plan each day for how to prioritize any assignments.

· If there is no assigned homework, parents should encourage students to read independently.

Homework is intended to offer additional practice on content that was covered in class. Homework is not heavily graded. If your child is spending an excessive amount of time on homework and is becoming frustrated, contact his or her teacher to discuss the situation.

Reporting Pupil Progress

Student academic progress will be reported to parents on a consistent interval throughout the year. Parent conferences and progress reports will serve to keep parents informed of pupil progress as well. Parents are urged to contact their child’s teacher if concerns arise.

ProgressBook is a web-based program that is available to keep parents informed on their child’s academic progress. It provides a comprehensive approach for monitoring student progress. One of the most powerful features of ProgessBook is its ability to enhance ongoing communication between parents and teachers. To learn more about ProgressBook, please speak to your child’s teacher.

Parent-teacher conferences are scheduled twice each year to provide the staff with time to meet with parents after school and in the evening. Please contact your principal or teacher to arrange conferences.

Grading Scale (4th and 5th Grades)

A = 93-100

A- = 90-92

B+ = 87-89

B = 83-86

B- = 80-82

C+ = 77-79

C = 73-76

C- = 70-72

D+ = 67-69

D = 63-66

D- = 60-62

F = 59-Below


Test Security/Standardized Tests

Dublin City Schools administers state and national standardized tests, which include, but are not limited to, Ohio assessments in English, Math, Science and Social Studies, the MAP, cognitive ability tests, PSAT, SAT and ACT. Students are not permitted to review any portion of a state or national assessment at any time prior to the test administration. In order to ensure fairness and reliability of the test scores, students are not permitted to discuss test questions or share any information regarding the content of these tests at any time. Any student who shares information in regard to state or national assessments will be subject to disciplinary action.

The district assessment calendar is available by visiting Dublinschools.net, clicking on “District Information,” and then choosing the “District Academic Data” link.

Promotion and Retention in the Dublin City Schools

The decision to promote or retain a student is always made after consideration of what is best for the student. The first consideration for student retention is whether the student is able to meet at least minimum levels of knowledge and skills at this grade level, or minimum goals prescribed on the Individualized Educational Program. However, academics are not the sole factor in the determination of retention. The student’s age, maturity level, emotional and social criteria, and attendance must also be considered on an individual basis. Retention shall occur only if it is viewed as an opportunity for student growth. If deemed necessary, it should occur as early as possible in a student’s educational program.

Promotion and Retention in Third Grade

Any student who does not attain at least a score in the range designated by the state on a state-approved reading assessment by the end of the third grade shall not be promoted to fourth grade unless the student is excused from taking the assessment pursuant to R.C. 3301.0711(C) or one (1) of the following applies:

A. The student is limited English proficient student who has been enrolled in United States schools for less than three (3) full school years and has had less than three (3) years of instruction in an English as a second language program; or

B. The student is a child with a disability entitled to special education and related services under R.C. Chapter 3323 and the student’s individualized education program (IEP) exempts the student from retention under State law; or

C. The student demonstrates an acceptable level of performance on an alternative standardized reading assessment as determined by the ODE;

D. all of the following apply:

§ The student is a child with a disability entitled to special education and related services under R.C. Chapter 3323.

§ The student has taken the third grade English language arts achievement assessment, as prescribed.

§ The student’s IEP or Section 504 Plan shows that the student has received intensive remediation in reading for two (2) school years, but still demonstrates a deficiency in reading.

§ The student previously was retained in any of grades kindergarten to three.

or

E. The student received intensive remediation for reading for two (2) school years but still demonstrates a deficiency in reading and was previously retained in any of grades kindergarten to three. Any such student shall continue to receive intensive reading instruction in grade four.

Notification to Parents Regarding Student Records / FERPA

(See related Policy #8330, “Student Records”)

The Family Educational Rights and Privacy Act (FERPA) affords parents and students over eighteen (18) years of age (“adult students” or “eligible students”) certain rights with respect to the student’s education records. On November 12, 2009, the Board of Education adopted a policy regarding the disclosure of education records and the rights of parents and students to access education records. Copies of this policy and related guidelines are located in all school buildings and individual copies are available from the District’s Records Officer (“DRO”). The DRO is responsible for the supervision of student records in the school and his/her office is located at 7030 Coffman Rd., Dublin, OH or s/he can be reached by calling 614-760-4359.

Each student’s records will be kept in a confidential file located at the student’s school office. The information in a student’s record file will be available for review only by the parents or legal guardian of a student, an adult student and those authorized by State and Federal law and Board policy/guidelines. State and Federal law permits access by school officials who have a legitimate educational purpose. School officials for purpose of the Board’s policy include a person employed by the Board as an administrator, supervisor, teacher/instructor (including substitutes), or support staff member (including health or medical staff and law enforcement unit personnel); a person serving on the Board; a person or company with whom the Board has contracted to perform a special task (such as an attorney, auditor, insurance carrier, medical consultant, or supplemental education service provider); a contractor, consultant, volunteer or other party to whom the Board had outsourced a service otherwise performed by Board employees (e.g. a therapist); or a parent or student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his/her tasks (including volunteers). An individual will have a “legitimate educational purpose” if the record is necessary in order for the school official/employee to perform an administrative, supervisory, or instructional task, or to perform a service or benefit for the student or the student’s family. The Board directs that reasonable and appropriate methods (including but not limited to physical and/or technological access controls) be utilized to control access to student records and to make certain that school officials obtain access to only those education records in which they have legitimate educational interest.

In addition to school officials with a legitimate educational purpose, the Board may disclose personally identifiable information from the education records of a student without obtaining prior written consent of the parents or the eligible student:

A. To officials of another school, school system, or institution of postsecondary education where the student seeks or intends to enroll, or where the student is already enrolled if the disclosure is for

purposes related to the student’s enrollment or transfer, subject to the requirements of 34 C.F.R. 99.34.

B. To authorized representatives of the U. S. Comptroller General, the U. S. Attorney General, the U. S. Secretary of Education, or State and local educational authorities, such as the Ohio Department of Education. Disclosures under this provision may be made, subject to the requirements of 34 C.F.R. 99.35, in connection with an audit or evaluation of Federal- or State-supported education programs, or for the enforcement of or compliance with Federal legal requirements that relate to those programs. These entities may make further disclosures of personally identifiable information to outside entities that are designated by them as their authorized representatives to conduct any audit, evaluation, or enforcement or compliance activity on their behalf.

C. In connection with financial aid for which the student has applied or which the student has received, if the information is necessary to determine eligibility for the aid, determine the amount of the aid, determine the conditions of the aid, or enforce the terms and conditions of the aid.

D. To organizations conducting studies for, or on behalf of, the school, in order to: (1) develop, validate, or administer predictive tests; (2) administer student aid programs; or (3) improve instruction.

E. To accrediting organizations to carry out their accrediting functions.

F. To parents of an eligible student if the student is a dependent for IRS tax purposes.

G. To comply with a judicial order or lawfully issued subpoena.

H. To State and local officials or authorities in the juvenile justice system as it pertains to the system’s ability to effectively serve, prior to adjudication, the student whose records were released, upon certification that the information will not be unlawfully released to third parties.

I. To appropriate officials in connection with a health or safety emergency.

J. Information the school has designated as “directory information,” as defined below, and subject to the restrictions explained below.

A parent or adult student has the right to:

A. Inspect and review the student’s education records within forty-five (45) days after the school receives a request for access or within such shorter period as may be applicable to students with disabilities. The school has a form that can be used to submit such a request. The school principal is considered the Custodian of Records (“COR”) and will notify the parent or adult student of the time and place where the records can be inspected. Parents and adult students are not permitted to inspect and review the education records of other students. If there is a valid reason why a parent or adult student cannot personally inspect and review a student’s education records, or if the parent or adult student specifically requests copies of education records, the COR may arrange for copies of the requested records to be delivered to the parent or adult student directly. The Board may charge a reasonable fee for the copying of records, which may be waived under circumstances of unusual hardship.

B. Request the amendment of the student’s education records if the parent or adult student believes the record is inaccurate, misleading, or otherwise in violation of the student’s privacy rights. Parents or adult students who believe that a change is necessary should ask the COR to correct the record. Such a request should be made in writing and should identify the part of the record they want changed, and specify why it should be changed. If the record is not changed to the parent’s or adult student’s satisfaction or if the COR informs the parent or adult student that the record does not appear to be misleading, inaccurate, or in violation of any privacy right, the parent or adult student will be informed of his/her right to request a hearing. The parent or adult student may submit a written request for a hearing. A hearing officer who will submit his/her findings to the Superintendent will conduct the hearing. The Superintendent will make the final decision concerning whether to change the record. A parent or student who remains dissatisfied with the final decision of the Superintendent may request that an explanatory statement be placed in the student’s file explaining the basis for the disagreement. The school has a form that may be used to identify which information in the record the parent or adult student believes is inaccurate, misleading, or a violation of the student’s privacy rights, and to specify why it is inappropriate.

C. Consent to disclosures of personally identifiable information contained in the student’s education records, except to the extent that Federal and/or State law authorizes disclosure without consent (e.g. disclosure to school officials with legitimate educational interests). The school’s AG 8330 describes those exceptions and is available upon request. Upon request, the school discloses education records without consent to officials of another school district in which a student seeks or intends to enroll.

D. Challenge the Board’s noncompliance with a parent’s request to amend the records through a hearing. If the COR decides not to amend the record, the parent or adult student will be so notified and provided the opportunity for a hearing. Additional information concerning the hearing will be provided when the individual is notified of the opportunity for a hearing. (See paragraph B above).

E. Obtain a copy of the District’s policy and administrative guideline on student records (Policy 8330 and AG 8330).

Directory Information

Both FERPA and Ohio’s Student Privacy Law (R.C. 3319.321) require that the Board, with certain exceptions, obtain a parent or adult student’s written consent prior to the disclosure of personally identifiable information about a student. However, the Board may disclose appropriately designated “directory information” without written consent, unless the parent or adult student advises the Board to the contrary in accordance with District procedures. The primary purpose of directory information is to allow the Board to include this type of information in certain school publications. Examples include: a playbill, showing a student’s role in a drama/musical production; the annual yearbook; honor roll or other recognition lists; graduation programs and sports activity sheets (e.g. showing weight and height of team members). Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s or adult student’s prior written consent. In addition, two (2) Federal laws require the District to provide military recruiters, upon request, with three (3) directory information categories, names, addresses, and telephone listings – unless parents or adult students have advised the District that they do not want their student’s information disclosed without their prior written consent.

Each year the District will provide public notice to students and their parents of its intent to make available, upon request, certain information known as “directory information”. The Board designates as student “directory information”: a student’s name; a student’s photograph, current school of attendance, current grade level (i.e., kindergarten, first, second, etc.) assigned teachers, major field of study; participation in officially-recognized extra-curricular activities and sports; height and weight, if a member of an athletic team; dates of attendance; (not including specific daily records of a student’s attendance); date of graduation; and honors and awards including honor rolls and scholarships.

The District will make the above information available upon a legitimate request unless a parent, guardian, or adult student notifies the school in writing within ten (10) days (refer to Policy 8330) from the date of this notification that s/he will not permit distribution of any or all such information.

Parents or eligible students who choose to prohibit the Board from disclosing any or all such directory information may not prevent the Board from requiring a student to wear, publicly display, or disclose a student ID card or badge that exhibits directory information. Students enrolled in online courses or programs sponsored or conducted by the Board must disclose or permit the disclosure of the student’s name, identifier, or school email address in a class in which the student is enrolled.

Specific Events/Activities

The Protection of Pupil Rights Amendment (“PPRA”) requires the Board to notify parents and eligible students and obtain consent to allow parents or eligible students to opt the student out of participating in certain school activities. These activities include a student survey, analysis, or evaluation that concerns one (1) or more of the following eight (8) areas (“protected information surveys”):

1. Political affiliations or beliefs of the student or the student’s parent;

2. Mental or psychological problems of the student or the student’s family;

3. Sex behavior or attitudes;

4. Illegal, anti-social, self-incriminating, or demeaning behavior;

5. Critical appraisals of other with whom respondents have close family relationship;

6. Legally recognized privileged relationships, such as those of lawyers, physicians, and ministers;

7. Religious practices, affiliations, or beliefs of the student or the student’s parent, and/or;

8. Income, other than as required by law to determine program eligibility.

This requirement also applies to the collection, disclosure or use of student information for marketing purposes (“marketing surveys”), and certain physical exams and screenings.

Parents have the right to inspect upon request a survey created by a third party before the survey is administered or distributed by the school to its students. See Board Policy 2416 concerning the procedures for making such a request.

Parents have the right to inspect upon request any instrument used in the collection of personal information from students for the purpose of marketing or selling that information (or otherwise providing that information to others for that purpose) before the instrument is administered or distributed to the students. See Board Policy 2416 concerning the procedures for making such a request.

Parents have the right to inspect upon request any instructional material used as a part of the educational curriculum for their student. See Board Policy 2416 for the procedures for making such a request.

Any parent or student who believes that the school district has failed to comply with the Family Education Rights and Privacy Act (“FERPA”) or the Protection of Pupil Rights Amendment (“PPRA”), may file a complaint directly with the Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, S.W., Washington, D.C. 20202-8520.

This Notice will be transmitted to disabled parents and students or to non-English speaking parents and students in a format designed to accommodate their disability or in their native language. Call the Office of the Superintendent at 614-764-5913 for assistance and information.

Student Health

Clinic Information

A student health clinic is located in all elementary, middle and high school buildings. A full time clinic aide, in consultation with a school nurse who covers multiple buildings, staffs the clinic. When the clinic aide, school nurse, or a substitute is not available in the clinic, the building office staff will assist with student care.

Clinic staff offers basic first aid, emergency care, medication administration, and vision and hearing screenings.

Routine vision and/or hearing screenings are conducted each year for all kindergarten students, first, third, fifth, seventh, ninth, and eleventh grade students, and all new students to the district. Additionally, if a staff member, parent/guardian or a student has a concern about a student’s vision or hearing, the clinic staff will screen the child upon request. Clinic staff also ensures compliance with Ohio’s medication and immunization laws, monitors for communicable diseases, and assists students with required medical care as ordered by a healthcare provider.

At the beginning of each school year, parents/guardians are required by law (ORC 3313.712) to complete an Emergency Medical Authorization Form for each student. This form is to enable parents/guardians to authorize the provision of emergency treatment for children who become ill or injured while under school authority, when a parent/guardian cannot be reached. The form is available online. Throughout the school year, please remember to update your student’s Emergency Medical Authorization Form if there are changes to phone numbers, or your child’s health care information. Students will be excluded from participating in field trips, school sponsored athletics, and extracurricular activities until this requirement has been met. Please note: If a student becomes ill or is injured during normal school hours, they will only be released to individuals listed on the Emergency Medical Authorization Form.

Parents/guardians are encouraged to contact the school nurse prior to the first day of attendance with any health concerns or conditions that could affect their child’s learning, attendance, or safety at school. It is also recommended that parents/guardians list their child’s health concerns and medications on the district’s Emergency Medical Authorization form. This is especially important if a child has life-threatening allergies, seizures, diabetes, or other major health concerns. The school nurse will work with the parents/guardians to develop a health care plan for students who require preventative or medical interventions at school. This plan will be shared with school staff that work with or supervise the student.

Injury and Illness Procedures

The clinic is always open during the school day and staff is available to care for students who are feeling ill or have an injury that requires attention. If it is not an emergency situation, students should ask their teacher to go to the clinic so the teacher will know the location of the student. High school and middle school

students will be required to secure a hall pass from their teacher to come to the clinic unless it is an emergency.

Students who become ill or injured at school will need to be seen in the clinic for care. If a student phones or texts a parent/guardian reporting he/she is not feeling well; the parent/guardian should encourage their child to go to the clinic to be evaluated, as the clinic staff needs to directly communicate with the parent/guardian. If the student appears too ill/injured to remain in school, the clinic staff will contact parents/guardians to make the arrangements for the child to go home. If an injury or illness appears life threatening, staff will summon the emergency squad. Every effort will be made to notify parents/guardians of this necessity.

If a student is ill or injured and must be dismissed early, the student will only be released to those listed on the Emergency Medical Authorization Form. Dismissal procedure of ill or injured students varies by the grade level as follows:

ELEMENTARY AND MIDDLE SCHOOL STUDENTS

Elementary and Middle School students may be released only to a parent whose signature is on file in the school office or to a properly-identified person authorized in writing (Emergency Medical Authorization Form) by the parent to act on their behalf.

HIGH SCHOOL STUDENTS

A high school student may be released “on his/her own” only with verified parental or designated emergency contacts’ permission.

Students returning to school on crutches or in a wheelchair should be seen in the clinic before going to class to obtain a buddy pass for a friend to help them in the halls and with their books.

Medical Referral for Illness/Injury

1. The clinic health care team is not designated to replace the family physician or to dictate medical care. The choice of health care provider and initiation of medical referral always remains at the discretion of the parents.

2. Your family physician should be contacted if: problems develop with an injury/illness, the condition worsens, or the condition persists for an extended period of time. It is important when an ill/injured student returns to school that any new or remaining problems be reported to the clinic staff.

3. All students evaluated by their family physician should provide a note from the physician indicating the nature of the illness/injury, course of treatment, and any activity restrictions. The notification should be provided to the clinic staff.

Control of Casual Contact Communicable Diseases and Pests

When a child is ill, appears to be ill, has been diagnosed with a communicable, untreated illness, or has an illness still considered contagious, the clinic and administrative staff have the authority to exclude or isolate the student. In accordance with District Policy 8450, students having symptoms of fever 100 degrees or higher, vomiting, diarrhea, or other signs of a possible communicable disease, will be excluded until they are symptom-free for 24 hours without the assistance of medication.

For common communicable illnesses (strep, pink eye, ringworm), in which medication is required for treatment, students must complete a minimum of 24 hours of therapy before returning to school. For other communicable illnesses (whooping cough, chicken pox, measles) the exclusion time will be longer and may require a physician’s note to return to school.

In accordance with OAC 3701-3-13, when head lice are detected on a child at school, the child shall be excluded from school until after the first treatment. A parent/guardian will be notified to pick up the student for treatment that day. The parent/guardian and child are expected to report back to the school clinic for re-examination the following school day. If the student is found to be free of live lice, he/she will return to the classroom. Students with live lice will be re-excluded for further treatment.

To ensure appropriate management of suspected illnesses, staff will adhere to the Ohio Department of Health “communicable disease chart”. For more information on communicable diseases and the guidelines for treatment and exclusion from school, please see the Ohio Department of Health’s Communicable Disease Guidelines

Medication Procedures

If a child requires medications at school, a parent/guardian is responsible for providing the school with the medication as well as the appropriate medication request form. District forms for all medication authorizations are available on the district’s web site or in the clinic. Parents/guardians of students who participate in school-based after school extracurricular activities are also required to provide a separate Glucagon kit, epinephrine autoinjector, or other emergency medication to the coach or supervising staff member.

Use of Medications (Policy 5330)

The Board of Education shall not be responsible for the diagnosis and treatment of student illness. With the exception of diabetes care covered under Policy 5336, the administration of prescribed medication and/or medically‑prescribed treatments to a student during school hours will be permitted only when failure to do so would jeopardize the health of the student, the student would not be able to attend school if the medication or treatment were not made available during school hours, or if the child is disabled and requires medication to benefit from his/her educational program.

For purposes of this policy, "medication" shall include all medicines including those prescribed by a licensed health professional authorized to prescribe drugs and any nonprescribed (over-the-counter) drugs, preparations, and/or remedies. "Treatment" refers both to the manner in which a medication is administered and to health-care procedures which require special training, such as catheterization.

Except as set forth in Policy 5330.02 (Procurement and Use of Pei-Pens) and Policy 5330.04 (Procurement and Use of Naloxone), before any medication (i.e., a drug) or treatment may be administered to any student during school hours, the Board shall require a written statement from a licensed health professional authorized to prescribe drugs ("prescriber") accompanied by the written authorization of the parent (see Form 5330 F1, Request for Administration of Prescription and Nonprescription Medication by School Personnel). These documents shall be kept on file in the school clinic, and made available to the persons designated by this policy as authorized to administer medication or treatment. A copy of the parent's written request and authorization and the prescriber's written statement must be given, by the next school day following the District's receipt of the documents, to the person authorized to administer drugs to the student for whom the authorization and statement have been received. No student is allowed to provide or sell any type of prescription or over-the-counter medication to another student. Violations of this rule will be considered violations of Policy 5530 - Drug Prevention and of the Student Code of Conduct/Discipline Code.

Students in grades 6-12 may carry and self administer non-prescription medications, if a signed parent consent form is filed in the school clinic (see Form 5330 F4, Request for Student to Self-Administer Nonprescription Medication without Supervision-High School/Middle School). This form is good for one school year. The student may carry a one-day supply of the medication. This medication is for the use of the student only and cannot be shared. School personnel are not responsible for administering or supervising non-prescription medication self-administered by student(s) unless a physician’s form is completed (see Form 5330 F1).

Only medication in its original container; labeled with the date, if a prescription; the student's name; and exact dosage will be administered. The Superintendent shall determine a location in each building where the medications to be administered under this policy shall be stored, which shall be a locked storage place, unless the medications require refrigeration in which case they shall be stored in a refrigerator in a place not commonly used by students, and unless the medication to be administered is diabetes medication, which must be kept in an easily accessible location pursuant to Policy 5336.

Parents or their designee whom are listed on the student’s emergency authorization form may administer medication or treatment but only in the presence of a designated school employee, with the exception of diabetes care covered under Policy 5336.

Additionally, students may administer medication or treatment to themselves, if authorized in writing by their parents and a licensed health professional authorized to prescribe drugs only in the presence of a designated school employee. Students authorized to attend to their diabetes care and management pursuant to Policy 5336 may self administer Insulin via injection or pump at any time without employee supervision.

However, students shall be permitted to carry and use, as necessary, an asthma inhaler, provided the student has prior written permission from his/her parent and physician and has submitted Form 5330 F2, Request for Student to Carry and Administer Own Prescription Medication by Inhaler, to the principal and any school nurse assigned to the building.

Additionally, students shall be permitted to carry and use, as necessary, an epinephrine autoinjector to treat anaphylaxis, provided the student has prior written approval from the prescriber of the medication and his/her parent/guardian, if the student is a minor, and has submitted written approval (see Form 5330A E F1, Allergy and Anaphylaxis Emergency Orders and Care Plan) to the principal and any school nurse assigned to the building. The parent/guardian or the student shall provide a back-up dose of the medication to the principal or school nurse. This permission shall extend to any activity, event, or program sponsored by the school or in which the school participates. In the event epinephrine is administered by the student or a school employee at school or at any of the covered events, a school employee shall immediately request assistance from an emergency medical service provider (911). Students with diabetes authorized to attend to their diabetes care and management may do so in accordance with Policy 5336.

With the exception of diabetes care covered under Policy 5336, only employees of the Board who are licensed health professionals or who have completed a drug administration training program and/or additional training for emergency medication conducted by a licensed health professional are designated by the Board to administer medications to students in school.

Provided staff have completed the requisite training, the following staff are authorized to administer medication and treatment to students:

 

A.

principal

   
 

B.

teacher

   
 

C.

school nurse

   
 

D.

building secretary

   
 

E.

aide

   
 

F.

others as designated by student’s IEP and/or 504 plan

   

No employee will be required to administer a drug to a student if the employee objects, on the basis of religious convictions, to administering the drug.

With the exception of diabetes care covered under Policy 5336, the Board shall permit the administration by a licensed nurse or other authorized, trained staff member of any medication requiring injection or the insertion of a device into the body when both the medication and/or the procedure are prescribed by a licensed health professional authorized to prescribe drugs and the nurse/staff member has completed any and all necessary training.

Students who may require administration of an emergency medication may have such medication in their possession upon written authorization of their parent(s) or, such medication, upon being identified as aforenoted, may be stored in the school clinic and administered in accord with this policy and Policy 5336.

All dental disease prevention programs, sponsored by the Ohio Department of Health and administered by school employees, parents, volunteers, employees of local health districts, or employees of the Ohio Department of Health, which utilize prescription drugs for the prevention of dental disease and which are conducted in accordance with the rules and regulations of the Ohio Department of Health are exempt from all requirements of this policy.

The Superintendent shall prepare administrative guidelines, as needed, to address the proper implementation of this policy.

(End of Policy 5330)

2017-2018 IMMUNIZATION REQUIREMENTS

Ohio Law requires each student to demonstrate compliance of immunizations requirements via medical documentation. Please provide a record to the clinic by the 14th day from the first day of attendance. If no immunization record was provided when the student registered, a record must be submitted to the school showing compliance by the 14th day of school to avoid exclusion as required by Ohio Law (ORC 3313.671).

*NOTE: The School Nurse will review all student immunization records for compliance with Ohio law. The number of required immunizations for each child may vary depending on the child’s grade, child’s age, route of vaccine administration, manufacturer’s brand of vaccine, and the child’s disease and health history. The school nurse or clinic aide will contact you if additional vaccines are required.

Please contact the building school nurse, your child’s healthcare provider or the Ohio Department of Health Immunization Program at (800) 282-0564 if you have questions or concerns about your immunizations.

All new students to the district who have spent more than 30 consecutive days in a TB endemic region within the past five years or who were born in a TB endemic region must also present evidence of a negative Tuberculin (TB) test before they can attend school. The TB test must have been completed within the past year in the United States. Current enrolled students who spend 30 or more consecutive days in a TB endemic region will also be required to have a negative Tuberculin (TB) test before returning to school.

VACCINES

2017-2018

IMMUNIZATIONS FOR SCHOOL ATTENDANCE

DTaP/DT/Td/Tdap

Diphtheria, Tetanus, Pertussis

Kindergarten

Four (4) or more doses of DTaP or DT, or any combination. If all four doses were given before the 4th birthday, a fifth (5) dose is required. If the fourth dose was administered at least six months after the third dose, and on or after the 4th birthday, a fifth (5) dose is not required.

Grades 1-12

Four (4) or more doses of DTaP or DT, or any combination. Three doses of Td or a combination of Td and Tdap is the minimum acceptable for children age seven (7) and up.

Grades 7-12

One (1) dose of Tdap vaccine must be administered prior to entry.

POLIO

K-7

Three (3) or more doses of IPV. The FINAL dose must be administered on or after the 4th birthday regardless of the number of previous doses. If a combination of OPV and IPV was received, 4 doses of either vaccine are required.

Grades 8-12

Three (3) or more doses of IPV or OPV. If the third dose of either series was received prior to the fourth birthday, a fourth dose is required. If a combination of OPV and IPV was received, four (4) doses of either vaccine are required.

MMR

Measles, Mumps, Rubella

K-12

Two (2) doses of MMR. Dose 1 must be administered on or after the first birthday. The second dose must be administered at least 28 days after dose 1.

HEP B

Hepatitis B

K-12

Three (3) doses of Hepatitis B. The second dose must be administered at least 28 days after the first dose. The third dose must be given at least 16 weeks after the first dose and at least 8 weeks after the second dose. The last dose in the series (third or fourth dose) must not be administered before age 24 weeks.

Varicella

Chickenpox

K-7

Two (2) doses of varicella vaccine must be administered prior to entry. Dose 1 must be administered on or after the first birthday. The second dose should be administered at least three (3) months after dose 1; however, if the second dose is administered at least 28 days after first dose, it is considered valid.

Grades 8-11

One (1) dose of varicella vaccine must be administered on or after the first birthday.

MCV4

Meningococcal

Grades 7-8

One (1) dose of meningococcal (serogroup A, C, W, and Y) vaccine must be administered prior to entry.

Grade 12

Two (2) doses of meningococcal (serogroup A, C, W, and Y) vaccine must be administered prior to entry.

Blood borne Pathogens

The Dublin City Schools Board of Education recognizes that staff/students incur some risk of infection and illness each time they are exposed to blood or other potentially infectious materials. While the risk to staff/students of exposure to body fluids due to casual contact with individuals in the school environment is extremely low, the Board regards any such risk as serious.

The school district seeks to provide a safe educational environment for students and has taken appropriate measures to protect those students who may be exposed to blood borne pathogens in the school environment and/or during their participation in school-related activities. The staff is taught to assume that all body fluids are potentially infectious and to follow universal precautions to reduce risks and minimize and/or prevent the potential for accidental infection.

A district Exposure Control Plan is in place for staff to minimize, eliminate, or reduce the risk of student and staff exposure to blood borne pathogens. A blood borne pathogen is a pathogenic microorganism that is present in human blood and can cause disease in humans. These microorganisms include, but are not limited to, Hepatitis B and C Viruses (HBV and HBC) and Human Immunodeficiency Virus (HIV).

Whenever a student has contact with blood or other potentially infectious material, the child must immediately notify the nurse/clinic aide. Staff will assist your child in cleansing the exposed area. The parents of a student who is exposed will be contacted regarding the exposure and encouraged to consult with the student’s physician concerning any necessary post-exposure testing or treatment.

As required by Federal law, parents will be requested to have their child’s blood checked for HIV and HBV when their child has bled at school and students or staff members have been exposed to their blood. Any testing is subject to laws protecting confidentiality.

Student Education Technology Acceptable Use and Safety Policy (Policy 7540.03)

Technology has fundamentally altered the ways in which information is accessed, communicated, and transferred in society. As a result, educators are continually adapting their means and methods of instruction, and the way they approach student learning, to incorporate the vast, diverse, and unique resources available through the Internet. The Board provides Education Technology so that students can acquire the skills and knowledge to learn effectively and live productively in a digital world. The Board of Education provides students with access to the Internet for limited educational purposes only and utilizes online educational services to enhance the instruction delivered to its students. The District’s Internet system does not serve as a public access service or a public forum, and the Board imposes reasonable restrictions on its use consistent with its limited educational purpose.

This and its related administrative guidelines and the Student Code of Conduct govern students’ use of the District’s personal communication devices (that is, according to Policy 5136, computers, laptops, tablets, e-readers, cellular/mobile telephones, smartphones, and any other web-enabled device), network, and Internet connection and online educational services (“Education Technology” or “Ed-Tech”).

This policy and its related administrative guidelines and the Student Code of Conduct also govern students’ use of the their personal communication devices (that is, according to Policy 5136, computers, laptops, tablets, e-readers, cellular/mobile telephones, smartphones, and any other web-enabled device), when connected to the District’s network, the District’s Internet connection, and online educational services (“Education Technology” or “Ed-Tech”).

The due process rights of all users will be respected in the event there is a suspicion of inappropriate use of the Education Technology. Users have no right or expectation to privacy when using the Ed-Tech (including, but not limited to, privacy in the content of their personal files, e-mails, and records of their online activity while on the network and Internet).

First, and foremost, the Board may not be able to technologically limit access, through its Education Technology, to only those services and resources that have been authorized for the purpose of instruction, study and research related to the curriculum. Unlike in the past when educators and community members had the opportunity to review and screen materials to assess their appropriateness for supporting and enriching the curriculum according to adopted guidelines and reasonable selection criteria (taking into account the varied instructional needs, learning styles, abilities, and developmental levels of the students who would be exposed to them), access to the Internet, because it serves as a gateway to any publicly available file server in the world, opens classrooms and students to electronic information resources that may not have been screened by educators for use by students of various ages.

Pursuant to Federal law, the Board has implemented technology protection measures, which protect against (e.g., filter or block) access to visual displays/depictions/materials that are obscene, constitute child pornography, and/or are harmful to minors, as defined by the Children’s Internet Protection Act. At the discretion of the Board or the Superintendent, the technology protection measures may be configured to protect against access to other material considered inappropriate for students to access. The Board also utilizes software and/or hardware to monitor online activity of students to restrict access to child pornography and other material that is obscene, objectionable, inappropriate and/or harmful to minors. The technology protection measures may not be disabled at any time that students may be using the Education Technology, if such disabling will cease to protect against access to materials that are prohibited under the Children’s Internet Protection Act. Any student who attempts to disable the technology protection measures will be subject to discipline.

The Superintendent or Chief Academic Officer may temporarily or permanently unblock access to websites or online educational services containing appropriate material, if access to such sites has been inappropriately blocked by the technology protection measures. The determination of whether material is appropriate or inappropriate shall be based on the content of the material and the intended use of the material, not on the protection actions of the technology protection measures.

Parents are advised that a determined user may be able to gain access to services and/or resources on the Internet that the Board has not authorized for educational purposes. In fact, it is impossible to guarantee students will not gain access through the Internet to information and communications that they and/or their parents may find inappropriate, offensive, objectionable or controversial. Parents of minors are responsible for setting and conveying the standards that their children should follow when using the Internet.

Pursuant to Federal law, students shall receive education about the following:

 

A.

safety and security while using e-mail, chat rooms, social media, and other forms of direct electronic communications

   
 

B.

the dangers inherent with the online disclosure of personally identifiable information

   
 

C.

the consequences of unauthorized access (e.g., "hacking", "harvesting", "digital piracy", etc.), cyberbullying and other unlawful or inappropriate activities by students online, and

   
 

D.

unauthorized disclosure, use, and dissemination of personal information regarding minors

Staff members shall provide instruction for their students regarding the appropriate use of technology and online safety and security as specified above. Furthermore, staff members will monitor the online activities of students while at school.

Monitoring may include, but is not necessarily limited to, visual observations of online activities during class sessions; or use of specific monitoring tools to review browser history and network, server, and computer logs.

Building principals are responsible for providing training so that Internet users under their supervision are knowledgeable about this policy and its accompanying guidelines. The Board expects that staff members will provide guidance and instruction to students in the appropriate use of the Education Technology. Such training shall include, but not be limited to, education concerning appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response. All Internet users (and their parents if they are minors) are required to sign a written agreement to abide by the terms and conditions of this policy and its accompanying guidelines.

Students will be assigned a school email account that they are required to utilize for all school-related electronic communications, including those to staff members and individuals and/or organizations outside the District with whom they are communicating for school-related projects and assignments. Further, as directed and authorized by their teachers, they shall use their school-assigned email account when signing-up/registering for access to various online educational services, including mobile applications/apps that will be utilized by the student for educational purposes.

Students and staff members are responsible for good behavior on the Board's computers/network and the Internet just as they are in classrooms, school hallways, and other school premises and school sponsored events. Communications on the Internet are often public in nature. General school rules for behavior and communication apply. The Board does not sanction any use of the Education Technology that is not authorized by or conducted strictly in compliance with this policy and its accompanying guidelines.

Users who disregard this policy and its accompanying guidelines may have their use privileges suspended or revoked, and disciplinary action taken against them. Users of the Board's Education Technology are personally responsible and liable, both civilly and criminally, for uses of the Ed-Tech not authorized by this Board policy and its accompanying guidelines.

The Board designates the Superintendent and Chief Academic Officer as the administrators responsible for initiating, implementing, and enforcing this policy and its accompanying guidelines as they apply to students’ use of the District’s Education Technology.

(End of Policy 7540.03)

Multicultural/Inclusionary Education (Policy 2211)

Throughout the history of our nation, the concept of people of many and varied cultures and backgrounds living and working together to build a better America has been a symbol of pride and hope. The pluralism of cultures has been an essential ingredient in the development of our society and is reflected in the public schools. Historically, the school curriculum reflected most strongly the culture of the majority. However, to help students understand themselves and others, to appreciate and value strengths, weaknesses, likenesses, and differences in all people, the school curriculum and all instructional materials should reflect an inclusionary perspective.

The concept of pluralism has been traditionally described by the use of a term called “multicultural education.” The Dublin City Board of Education believes that the idea of pluralism is larger and more encompassing than multicultural education, and should be expanded to focus on an inclusionary philosophy of education.

Inclusion is a philosophy whereby our district staff should promote equity and access for all students regardless of race, color, religion, ancestry, ethnicity, national origin, gender, disability, economic status, and/or learning styles.

The Dublin City Schools Board of Education believes and declares that:

· Multicultural/Inclusionary Education is of vital importance to the process of:

o The personal development of all students and staff;

o The achievement of harmony within our community;

o The stability and success of our nation.

· Infusion of specific content throughout the Dublin City Schools’ curriculum will promote acceptance, understanding, cooperation, and appreciation of diverse groups of people. It challenges and rejects all forms of illegal discrimination in schools and society and accepts and affirms the pluralism (ethnic, racial, linguistic, religious, economic, and gender) that students, their communities, and teachers represent.

· Administrators, teachers, and other support staff should receive professional development training, which will enable them to foster understanding, acceptance, and positive relations among people of different backgrounds.

A philosophy of education that supports inclusionary practices can only be developed through a total school and community commitment toward providing students with educational experiences that will prepare them for leadership in the 21st century.

(End of Policy 2211)