RichmondElementarySchoolStudent/ParentHandbook

20142015




Respect Starts with RES!

Richmond Elementary School
125 School Street
Richmond, Vermont 05477

Online at http://www.richmond.k12.vt.us
Find us on Facebook, Twitter and Google Plus (information on website)
A Message from the Principal

Dear RES Learning Community,

We are very excited to have you as a part of the Richmond Elementary School family.
The 2014-2015 school year promises to be an exciting experience for our students,
staff and families.

This handbook contains important information about our school
and supervisory union. Please read through these pages and
contact us with any questions you might have regarding the
contents. Additional information about our school can be found
online or at request in our main office. Our website can be
accessed at http://www.richmond.k12.vt.us. Youll also find us
on Facebook, Twitter (@resvt) and Google Plus. Our school blog
http://resvt.blogspot.com/ is constantly updated with
information and events. Please take a moment to subscribe!

Our staff is committed to engaging and challenging your child in meaningful learning
opportunities throughout the school day. Our teachers and staff have been working
through the year and over the summer to continuously improve our instructional
practices and systems in supporting student learners. We value your feedback and
support throughout the school year in helping us to constantly reach higher in
guiding our students.

I openly invite you to become partners in your childs
educational experience. This involvement is something that we
all benefit from. I look forward to working with you and your
family throughout the coming school year and beyond. Please
feel free to contact me at any time with your comments,
questions, concerns or compliments.

Thank you all for your support of RES and lets get ready for a fantastic year!

Sincerely,
Michael Berry, Principal
Michael.Berry@cesuvt.org
http://principalberry.wordpress.com/


Mission Statement

Richmond Elementary School is an inviting, nurturing partnership between students, parents, teachers
and community that supports respect and lifelong learning.

Through this partnership, all students are empowered to become successful communicators and
problem solvers. Our mission is to inspire children to lead balanced lives while making positive
contributions to their community.



Visit http://cesu.k12.vt.us to review the Chittenden East Supervisory Union Strategic Plan and the
Richmond Elementary School Action Plan at http://richmond.k12.vt.us











RICHMOND ELEMENTARY SCHOOL STAFF 2014 - 2015
Staff emails: First name.Last name@cesuvt.org


Board of School Directors
(School Board Meetings are open to the public.)
Jon Milazzo, Chairperson
Cath Burns
Scott Lowe
Steve Znamierowski
Superintendent - John Alberghini

Assistant Superintendent - Jen
Botzojorns

Principal - Michael Berry
Student Life Coordinator - Wendy
Touchette
Office Manager - Jeanne Adams
Administrative Assistant - Jen West

Preschool Staff
Carol Emery
Elizabeth Rainville
Suzanne Self
Kindergarten
Jeanne Agner
Ileen Gilbar
Marian Mumford
Grade One
Liza Cross
Bridget Hackett
Wendy Purvee
Grade Two
Kristin Darling
Helen Riggs
Jacqueline Robinson
Grade Three
Emily Ankerson
Marie Ayer
Tonya Darby

Grade Four
Maribeth Berliner
Lise Erickson
Portia Senning

Librarian -Beth Redford
Music - Christian Arthur
Physical Education -
Brian Godfrey
Art - Joanna Elliott
Spanish - Sherry Harris
Special Education
Angella Hamlin
Bonnie Hughart
Patricia King
Speech & Language -
Aimee Rheaume
Educational Support
Personnel
Sherry Davis, Andrea
Greeley
Kayne Hartley, Bonnie
Kreigh
Shawn Johnson, Andrea
Lister, Mary Marcotte Lori
Mulvihill, Susanne Parent,
Literacy Specialist -
Darcy Woodruff
Title I Teacher - Amy
Roberge
Guidance -Diane Kane
Nurse - Julie Crenshaw
Enrichment - Darcie Rankin
Professional Development
Christian Courtemanche
Pamela Foust

Technology Support -Jed Carini

Food Service Manager
Karyl Kent
Cooks
Danielle Nelson
John Rinehart
Custodians
Rick Hamilton
Tony Bassi
Toby Beane
Susan Phelps, Chrisanne
Spence


Blogs,WebsitesandLinksRichmondElementarySchoolappreciatestheresponsibleuseofsocialmedia
toconnect,update,informandconversewithfamiliesandthecommunity!Pleasemakesuretocheckoutour
websiteforthemostrecentinformation.

Preschool RESLearningTales
Kindergarten RESKindergartenNews
Mrs.Gilbar'sKindergarten
Mrs.MumfordsKindergartenClassBlog
Ms.AgnersClassBlog
FirstGrade Mrs.Hackett'sFirstGrade
Mrs.CrossGrade1
Mrs.Purvee'sFirstGrade
SecondGrade Ms.Darling'sSecondGrade
RESSecondGrade
ThirdGrade RESThirdGrade
FourthGrade Erickson'sBlog
SpotlightonFourthGrade
UnifiedArts RESArtBlog
Mr.Godfrey'sBlogRESPE
EnrichmentatRES
ThinkCreateCollaborate
MusicWithMr.Arthur
RESLibraryBlog
StudentServices RESBlogOurSchoolwideBlog
RESGuidance
PrincipalBerry'sBlog
RESPrograms RichmondElementarySchoolMainSite
Part2AftersSchoolProgram
CHMSRESGardenWebsite
Other ChittendenEastSupervisoryUnion
WhatistheCommonCore#resvt
RichmondFoodShelf
StudentsFirstProject
PBISVermont
RESAmazon.comPagePurchase
throughhereandRESreceivesfunds
BoxTopsforEducation





SCHOOL DAY INFORMATION
The school day begins at 7:50 AM. and ends at 2:33 PM.

Students who walk or who are brought by parents should
plan to arrive between 7:30 and 7:45. School starts at 7:50.
Children who arrive just at 7:50 often miss important
information and sometimes find it difficult to get off to a good
start. Children will be marked tardy if they arrive after that
time. If your child will be absent or tardy, please call the
attendance line 24/7 at 434-6789. If we have not heard from
you by 8:15 AM, you will be telephoned for your childs
safety.

Children should not be dropped off before 7:30 as we cannot
provide adequate supervision until teachers and other staff
members are all in the building.

Buses will be fully loaded in the afternoon by 2:40. Afternoon drop off times will vary somewhat based
on weather conditions and traffic.

Students who walk home must have prior approval from their parents and a letter of permission must
be on file in the office. An adult will not supervise students once they leave school grounds. Students
may ride the bus down Browns Trace Road on a daily basis. The bus stops at Browns Court, Burnett
Court and at the traffic light in Richmond village.

OVERVIEW OF SCHOOL PROGRAM
Children are assigned to self-contained classrooms in all grades at the Richmond Elementary School.
The classroom teacher is responsible for all aspects of a childs program except for the areas of art,
music, physical education, special education, and speech and language services. In these areas other
personnel share the responsibilities with the classroom teacher. In addition, teachers work
collaboratively with each other and with parent volunteers to provide a more advantageous learning
situation.
Parents are encouraged to call or meet with teachers to discuss their childs program and progress. In
addition, the principal or support service staff will be happy to meet with parents should a need arise.
If, during the course of the school year, family circumstances or student needs change, please let us
know so that we can make appropriate adjustments.

CESU curricular information is available for viewing online at
http://cesu.k12.vt.us/modules/cms/pages.phtml?pageid=195717


AFTER SCHOOL CHILD CARE - Part 2
Richmond Elementary School and Camels Hump Middle School
have partnered with Part 2 (a TASC organization) to provide the
highest quality of after school care and extension opportunities
possible. There is a link to Part 2 on our school website or visit
http://part2kids.com/ for details, information and registration documentation.


AFTER-SCHOOL DISMISSAL PLANS
Students who are being picked up at the end of the day will be walked out of the building to the bench
in front of the school, where parents will meet them. Parents are asked to sign their students out
whenever they pick their children up. We ask that changes to your childs normal routine be
made no later than 1:30 in the day in order to minimize disruptions to classrooms. Please notify
us of these changes by sending a note to the office or calling the attendance line at 434-6789. If your
child is taking a different bus, you should include the bus number, and name and full 911 address of
the location they will be dropped off. If you have an emergency situation and need to change your
childs plans after 1:30, please call 434-2461 to ensure we receive the message.

ATTENDANCE
Attendance on a regular basis is crucial to each childs development. Please try to have your child in
school on time, every day. We ask that you schedule appointments after school hours or during
vacation weeks whenever possible. All children should arrive before 7:50 a.m. Children who arrive at
7:30 may go to the cafeteria where breakfast is on sale. At 7:30 a.m. children may go directly to their
classrooms.

We realize that there are times when absences are unavoidable. If your child must be absent or tardy,
please call the attendance/change of school plans line at 434-6789 before 7:30 AM. If we have not
heard from you, school staff will telephone you at home or work to confirm your childs absence. Your
childs safety is our priority.

Please inform the office, in writing, if your child must leave early for a dental, doctor, or other
appointment during the day. The person picking the child up should come to the office to wait for the
student to come down from their class. Please sign your child in and out during the school day.

If an extended absence is anticipated (i.e., trips, illness, etc.), parents or guardians should inform the
office and their childs teacher in advance. Your childs teacher will determine the need for
out-of-class work to be completed before or during the absence.

Vermont Truancy Guidelines state that the school designee will contact home when a student is absent
at the following points REGARDLESS of reasons (in other words we have to send them even if we
understand and know the reasons):

10 days or equivalent: telephone and letter to parents. This letter will indicate the dates of the
absences, and that the student is considered truant under V.C.S. Title 16, 1126. The letter will
offer service to the family and may request that an Act 264 or appropriate intervention team
meeting be held to address the attendance concern.
20 days or equivalent: scheduled meeting with parents/guardian. The school may request that
an Act 264 or appropriate intervention team meeting be held to address the attendance concern.
30 days or equivalent: scheduled meeting with parent and notification to the States Attorney if
absences are unexcused.

RES Tardy procedures are the same as those above. Letters will be sent at 10, 20 and 30 days
addressing students tardiness and offering assistance with this concern.


BICYCLES
Students who plan on riding their bikes to school must bring a permission note signed by a parent to
the office. Students are not encouraged to ride bikes to school unless with a parent, as the road to the
school and the parking lot are very busy.

BIRTHDAYS
Your childs birthday is a very special day. Each classroom has its own way of recognizing birthdays.
Please check with your childs teacher if you wish to bring in a special snack. Food allergies need to be
considered in certain classes. Please let the teacher know if you do not want your childs birthday
celebrated.

BUILDING USE
Schoolrooms are available for community use after school hours. Please contact Jen West at
Jen.West@cesuvt.org or 434-2461 for information and scheduling. Building use is on first come, first
served basis. A nominal building use fee may be assessed to the user depending on the activity.

BULLYING
Bullying is a form of dangerous and disrespectful behavior that will not be permitted or tolerated at
Richmond Elementary School. Bullying may involve a range of misconduct that, based on the severity,
will warrant corrective action and/or discipline. RES is committed to developing strategies for school
staff to prevent and intervene in bullying. Bullying means any overt act or combination of such acts
directed against a student by another student or group of students and which:
(a) occurs during the school day on school property, on a school bus, or at
a school-sponsored activity;
(b) is intended to ridicule, humiliate, or intimidate the student; and
(c) is repeated over time.

To address bullying, Richmond Elementary School:
(a) Encourages students to report personally or anonymously to teachers
and the principal acts of bullying. Personal reporting should be directed
to Michael Berry, Principal. Email: Michael.Berry@cesuvt.org
(b) Encourages parents or guardians of students to file written reports of
suspected bullying.
(c) Requires teachers and other school staff who witness acts of bullying or
receive student reports of bullying to promptly notify the principal.
(d) Require the principal to accept and review all reports of bullying,
including anonymous reports.
(e) As with any other disciplinary action, requires school staff to notify the
parent or guardian of a student who commits a verified act of bullying
and the consequences that may result from further acts of bullying.
(f) To the extent permitted under the Family Educational Rights and
Privacy Act, (FERPA), requires school staff to notify the parent or
guardian of a student who is a target of bullying and the action taken
to prevent any further acts of bullying.

Chittenden East Supervisory Union Bullying Prevention and Intervention
It is the policy of the member districts of the Chittenden East Supervisory Union #12 that all persons
associated with the district, including but not limited to its students, staff and administrators, shall
conduct themselves so as to ensure a safe, orderly, civil and positive learning environment free from
bullying. Bullying means any overt act or combination of acts directed against a student by another
student or group of students that is repeated over time; is intended to ridicule, humiliate, or
intimidate the student; and occurs during the school day on school property, on a school bus or at a
school-sponsored activity.
In recognition of this belief, and to comply with Act 117, An Act Relating to Bullying Prevention
Policies, the Supervisory Union requires all of its schools to adopt strategies and take measures to
prevent bullying, as well as to take action in response to reported bullying as defined in each schools
Bullying Prevention Plan. Bullying prevention strategies to be employed will include, but are not
limited to, the following:
Regular assessment of the school environment and the schools supervision strategy
Adoption of a comprehensive approach to bullying that considers the target, the bully and
the bystanders
Bullying prevention and intervention training for all faculty, staff and students
Multiple means for publicizing clear behavioral standards relative to bullying
Establishment of a system that allows for anonymous reporting of bullying
Parent and community involvement in bullying prevention
Referral of victims and bullies to administrators, school counselors, mental health
Professionals and/or law enforcement personnel as warranted.


Pursuant to Chittenden East Policy and 16 V.S.A. 565(c) (1), the following employees of Richmond
Elementary School are designated to receive harassment, bullying and hazing complaints at 125 School
Street, Richmond, VT 05477, 802-434-2461:
Michael Berry, Principal Michael.Berry@cesuvt.org
Diane Kane, Guidance Counselor Diane.Kane@cesuvt.org
Julie Crenshaw, School Nurse Julie.Crenshaw@cesuvt.org
Wendy Touchette, Student Life Coordinator - wendy.touchette@cesuvt.org

BUSING (CESU SCHOOL BUS RULES AND REGULATIONS)

General Bus Rules
1. Get to the bus stop on time.
2. Load and unload in single file.
3. Be seated immediately and remain seated until the bus reaches its
destination and comes to a complete stop.
4. Observe the same conduct as in the classroom.
5. Keep aisles clear at all times.
6. Follow the instructions of the bus driver.
7. Respect other peoples rights by not using profane language, throwing
objects on or out of the bus, fighting, or other disruptive activity.
8. Respect property of others and the school district.
9. Carry on items must fit on the rider's lap.
10. No animals or pets are allowed on the bus.

Disciplinary Procedures
Any child who violates the safety rules on the bus will be subject to the following consequences:
1. The Bus Driver handles initial violations.
2. Repeat/Serious Violation - the Principal will meet the student and call the parents to
advise what action will be taken, a letter will follow. This constituted the First Violation.
3. Second Violation - the Principal will meet with the student, parents,
Transportation Supervisor and Driver to determine a course of action,
a letter to the parents will follow, cc to discipline file.
4. Third Violation - the Principal and Transportation Supervisor will
determine a course of action, a letter to parents will follow, cc to
discipline file. Refer decision to Superintendent with documentation.
Repeated violations will result in one of the following:
In school or after school suspension
Bus-riding privileges suspended for one to five days - 1st and
2
nd
violation.
The Building Principal and/or the Transportation Supervisor
will notify the Bus Driver of the specific length of any bus
riding suspension in a timely manner.
Bus-riding privileges suspended for ten days/up to rest of
school year - 3rd and 4th violation.


Exceptions
Certain serious and deliberate infractions may result in immediate suspension of bus riding privileges
from one day up to the balance of the school year. Parents are responsible for providing transportation
to and from school when the student is suspended from riding on the bus.

CAMERA POLICY
Please reference
http://cesu.k12.vt.us/modules/groups/homepagefiles/cms/1556877/File/School_Boards/POLICIES/Facilities/F%209%20USE
%20OF%20SECURITY%20CAMERAS%20(MMU)%2010.06.pdf?sessionid=58d1d22ed5bc58890bfcb5871be7d45e

CHILD PROTECTION POLICY
The member districts of the Chittenden East Supervisory #12 are committed to the well being of all
children in the district. We have a legal obligation under Vermont law, chapter 14, Title 33, to report
those students suspected to be abused or neglected. The schools are committed to working with
students, families, and designated agencies to protect children. The school district can play an
important role in child protection through appropriate education. Our guidance program provides
personal safety instruction throughout the school year.

COMPUTER NETWORK & INTERNET ACCESS
We are pleased to offer our students access to the computer network, electronic mail, and the Internet.
All classrooms have computers connected to the fileserver/network and access to the Internet.
Additionally, we have a computer lab that students have access to with their class and sometimes in
small groups. In order to use the network and/or Internet, students must first understand the user
guidelines, which will be reviewed at the beginning of the school year. A permission slip regarding
Internet/web page content will be sent home in the beginning of the school year. Please check out our
website at www.richmond.k12.vt.us

Chittenden East Supervisory Union
ACCEPTABLE USE PROCEDURES OF COMPUTERS AND THE
INTERNET FOR STUDENTS
General Procedures
Students may access the school district's electronic resources and the
Internet in an appropriate manner. Students are expected to follow the
rules of personal conduct outlined in the student handbook, abide by
state and federal laws in the use of the districts electronic resources and the Internet, and comply
with the individual responsibilities listed in this document.

General
System users:
will at all times be responsible for the proper use of their account;
will only use the system for its intended purposes and not for commercial purposes, illegal
purposes, in support of illegal activities, or for any other activity prohibited by school policy or
procedures;
will comply with all fair use and copyright regulations
shall not promote personal, religious or political points of view (except as part of class
assignments communicated with classmates and teachers)
may not purposefully access or distribute information that is prohibited by the school.
shall be aware that school-owned equipment can be inspected at any time.
shall be aware that non-school services (ex. personal social media, iTunes, movie accounts, etc.)
that have saved passwords on a school-owned device, can be accessed by others who use the
device, and
shall be aware that school personnel may inadvertently access such a personal account.
Personnel will not further browse the account, but may contact parents and/or authorities, if
further action is deemed necessary.

Communication
System users:
shall be aware that e-mail and other uses of the electronic communications system are not
confidential, and are the properties of CESU. Users should be cautious about the details they
include in messages.
must understand that the system administrator may periodically purge data files with fair
notice
shall not present personal ideas/beliefs as the views or policies of the school
shall not abuse the system by engaging in spamming (sending an unnecessary message to a
large number of people), downloading large files, or uploading or creating computer viruses;
shall maintain separate accounts for their personal communication. The school provides
communication accounts to be used for school-sanctioned work.

Security
System users:
will not use another person's system account, or present themselves as another person;
shall not gain or attempt to gain unauthorized access to resources or information, or do
anything to circumvent network security.
may not access data for which they are not an intended recipient or user
must receive authorization from tech support staff for all downloads, program installations, and
use of software on removable media so as to ensure verification of virus protection, copyright
and network compatibility;
must scan all removable media (ex,. flash drives, ipod, etc) for viruses prior to use on the CESU
network;
must not write down usernames and passwords unless they are physically secure.
must logout when they leave their computer
will ensure that personally-owned computers, laptops, notebooks, PDAs and other medium that
can connect to the CESU network meet standards set forth by the technology services team.* 1.
Apply current support pack patches and update the device regularly. 2. Install and keep
current anti-virus software with the most recent anti-virus signatures. *The school may or may
not permit use of personal devices. Please check with tech support or the principal to know the
local policy.

Disciplinary Actions
The schools electronic system is a limited forum and therefore the school may restrict individual
users speech for valid educational reasons. The school will not restrict speech on the basis of a
disagreement with the opinions that are expressed. Users should expect only limited privacy in the
contents of their personal files or record of Web research activities. Routine maintenance and
monitoring of system resources may lead to discovery of policy violations, the student disciplinary
code, or the law. An individual search may be conducted by the principal (with the system
administrators assistance if necessary) if there is reasonable suspicion that a user has violated this
policy, the student disciplinary code or the law. If there is evidence that a violation has occurred, then
the school principal or his/her designee will decide appropriate consequences in accordance with_
school discipline, policy or law. The school will cooperate fully with local, state, or federal officials in
any investigation related to any illegal activities conducted through the schools electronic system. In
the event there is a claim that an individual user has violated this Procedure or student disciplinary
code, the user will be notified and the opportunity to be heard in the manner set forth in the student
disciplinary code.

Limitation of Liability
The school makes no guarantee that the functions or the services provided by or through the District
electronic system will be error free or without defect. The school will not be responsible for any
damage individual users may suffer, including but not limited to, loss of data or interruptions of
service. The school is not responsible for the accuracy or quality of the information obtained through
or stored on the system. The school will not be responsible for financial obligations arising through
the unauthorized use of the system. The user can be held financially responsible for any harm to the
system as a result of intentional misuse.

Version: May 1, 2013

BEHAVIORAL SUPPORT

Richmond Elementary School is a positive community of
learners.
We work together to learn, grow, and always do our best.


Respect begins with RES...
Respect Yourself
Respect Others
Respect Your Environment

As a PBIS school, students at Richmond Elementary are introduced to the behavior expectations at the
beginning of the school year, and reminded of the expectations throughout the year. Students learn
and practice how to respect themselves, respect others, and respect their environment in the
classroom, hallway, bathroom, cafe, gym, and even on the playground. When students are "caught"
meeting expectations, they are given a link to add to their classroom's collection jar. When the
classroom jar is filled, the class lights a bulb on the RES light board in the main entrance. When the
whole school lights the sign twice, we celebrate with a school-wide celebration! PBIS has helped us
celebrate our school spirit in many ways.


WhatisPBIS?
Vermont Positive Behavior Interventions and Supports
(VTPBiS) is a State-wide effort designed to help school teams
form a proactive, school-wide, systems approach to improving
social and academic competence for all students. Schools in Vermont are engaged in
using a formal system of positive behavioral supports in their schools. Involved schools
who implement PBIS with fidelity and integrity see a dramatic decrease in the number of
behavior problems experienced in their schools. Additionally, students in these schools
enjoy greater levels of support and inclusion than those in comparative schools who do
not use a system of Positive Behavioral Interventions and Supports.


When students are not following the behavior expectations, they are given a friendly reminder about
the expected behavior and our school-wide expectations. If the unexpected behavior continues,
teachers and staff will problem solve with students to determine if they recognize that they are doing
wrong and how to fix it. More serious actions will be given if student misbehavior continues after
redirection. Students are given four opportunities to correct their misbehavior before being referred
to the Student Support Center (SSC). Serious misbehavior will result in an immediate referral to the
SSC.

RES School Expectations
Respect Yourself, Respect Others and Respect Your Environment

On the Playground
Respect Yourself
Ask for what you need
Tell others how you feel
Be a problem-solver
Dress for the weather

Respect Others
Hands & feet to self
Include others
Help others
Play fairly & follow game rules
Use a kind voice
Listen to adults & follow directions
Respect Your Environment
Use equipment properly and put things away if needed
Stay within boundaries
Be kind to nature


If a student needs additional support during the day, the process could look like the following (or may
be adjusted for individual student needs).
1
st
Step: A friendly reminder is given to the student.
2
nd
Step: Time away The child is asked to go to a pre-determined adult supervised time out spot. The
child then returns after a discussion with the adult who addressed the behavior. (Can be in another
teachers classroom or principals office)
3rd Step: Student Support Center of Office: We believe that behavior is an expression of need. By
providing supportive adults and safe settings for students to process, we strive to return students to
the classroom, ready to learn and be a caring member of the community. Our Student Support Center
is available for students as needed, as is our office and office staff.

Repeated Office Interventions may require parent and principal meetings to create a plan to address
the behavior.

* *If a student is being unsafe or is physically or verbally aggressive, office intervention will be
immediate.

BRING YOUR OWN DEVICE (BYOD) RULES
The schools of Chittenden East Supervisory Union permit students to access the public wireless
network with their personal devices (laptops, smart phones, iPads, etc). Allowing students to use their
own technology at school can improve students ease of access to the information and tools that they
need to be successful learners. Student use of their own device is conditional on:
School-level approval (by administration) and teacher approval are needed, and the device must
be capable of performing the necessary tasks for a class.
If a teacher believes that it would be more efficient for a student to use a school-owned device
for a task, the teacher will provide it for the student.
Students are responsible for securing, maintaining and troubleshooting their own devices. Tech
support services may advise, but are not permitted to attempt repairs on a non-school owned
device.
Some services may not be available to personal devices, such as printing.
The school will continue to make readily available modern school-owned hardware to students
as needed.
Compliance with the rules for acceptable use of computers and the internet applies to personal
devices while at school.
CESU is not able to filter Internet content for devices using wireless not provided by CESU (ex.
ATT, Verizon, Sprint) . Students must still comply with school rules regarding use of the
Internet.

DirectoryInformationandStudentWorkPublication
PublicAccesstoStudentRecords&InformationTheFederalEducationRightPrivacyActstatesthatparents
havetherighttoinspectandreviewtheirchildren'srecords,seekamendmentoftherecord,consenttodisclosureof
personallyidentifiablestudentinformationofrecords,andfileacomplaintiftheybelievetheacthasbeenviolated.If
parentsareinterestedininspectingand/oramendingeducationalrecords,theyshouldcontactthebuildingprincipal.
Theschoolwilldisclosestudentrecordstopersonswithintheschoolwhohavelegitimateeducationalinterestsin
reviewing,andwillreleaseonlythatinformationthatneedstobeknown.
Parentshavetherighttoinspectanyinstructionalmaterialsusedaspartoftheschooleducationalcurriculashould
contacttheirclassroomteacherstoobtainthesematerials.
Duringthecourseoftheyear,generalstudentinformation(name,yearinschool,height,weight,etc.)isreleasedat
extracurriculareventsortolocalnewspapers(e.g.honorrollnames,schoolconcertparticipants,athleticrosters,
academic,schoolhonors,specialeventsandextracurricularhonors,etc.).Note:Localnewspapersandtelevision
channelsmaypublishsomeofthissameinformationontheirwebpages.
StudentWork
Weuseourwebpage,newsletterandInternettoolssuchaswikis,videoconferencingandeducationalnetworkingfor
communicationandcollaboration.
Studentworkshowingthestudentsfullnameisregularlydisplayedwiththeirwork.
ClassroomsusecollaborativetoolsontheInternetsuchaswikis,videoconferencing,andeducationalnetworkingto
communicateandcreateprojectswithotherschoolsand/orprofessionals.Thesearesupervisedbyclassroomteachers.
Occasionally,ourteachersusevideotapingasameanstoimproveinstruction.Thesetapesmaybeusedinan
educationalsettingsuchasworkshopsandgraduateclasses.
Nopermissionisrequiredforthepublicationorbroadcastofpublicperformances(concerts,sportingevents,special
eventsandanyothereventtowhichthepublicornewsmediamayattend).However,aschoolspermissionmustbe
requestedandgrantedtopublishorbroadcastphotos,videosand/oraudiorecordingsofstudentsorstaffinnonpublic
eventspriortotheevent.Nonstaffpeoplemaynottakephotos,videosoraudioinschooloronschoolgroundsof
nonpublicevents,evenitisonlyforpersonaluse.
OnlineEducationalServices
ChittendenEastSupervisoryUnionschoolsusemanyonlineproducts,forexample,Googleforitsemailsystem,aswell
asforcreationandstorageofsomestudentworkssuchasclassroompapersandprojects.Theseproductsmayrequire
collectionofsomebasicstudentpersonalinformation(ex.name,age),andsomerequirethatparentsofchildrenunder
theageof17bemadeawareofthisdatacollection.
Yourchild'sinformation,photosor/andworkmaybeviewedbythepublicinaccordancewiththecriterialistedabove.
Yourchildmayuseonlineeducationalservices.Ifyoudonotwishtheschooltoreleaseyourchildsdirectory
information(name,yearinschool,height,weight,pictureorpicturesofhimorherparticipatinginvariousactivities),
makepublichisorhercreativework,ortouseGoogleApps,pleasecontacttheschool.



DRESS/STUDENT ATTIRE
Students are expected to dress appropriately for learning and the weather. Clothing should cover the
midriff area. All students should wear appropriate footwear and no bathing suits to school unless
advised otherwise for a field trip. Boots, mittens, hats, snow pants and warm jackets are critical in
winter months as students go out each day.

DRUG & ALCOHOL PREVENTION PROGRAM
Vermont law requires that a sequential alcohol and drug abuse prevention education curriculum be
fully implemented. Our curriculum includes objectives related to drug and alcohol abuse prevention
at each grade level. The objectives include information about the effects of drugs, concepts,
interpersonal skills, communication skills, coping skills, and responsible decision making.

EARLY DEPARTURE DURING THE DAY
If it becomes necessary for your child to leave school before the end of the day, your written
permission should be sent to the school office stating the reason for the early departure, time of
departure, intended destination, and who will be picking the child up. Parents must come to the
office to pick up children. Children will not be permitted to wait unattended in the parking areas. We
are very cautious about who asks to have a student dismissed early. Please do not feel insulted if you
are not recognized and are asked to identify yourself when asking to take a particular child. We are
only demonstrating concern for your childs safety. Children will not be permitted to leave the
building with any adult but the parent without a written, signed parental request. The adult who is
taking the child always needs to sign out the student in the office. Only parents will be allowed to call
to have students dismissed early or to alter dismissal plans.

EDUCATIONAL SUPPORT SYSTEM
The goal of the RES educational support system is to provide students with additional assistance
needed for them to succeed and be challenged in the general education environment. This is the
collective responsibility of everyone in our school.

The RES support system is designed to help our children socially, academically, emotionally and
physically. At RES it is our belief that all students can learn and in the majority of cases the classroom
teacher is the most able to provide appropriate support and accommodations. Additionally, Richmond
Elementary School uses a variety of supports and services to help meet the needs of all children.

Educational Support Team (EST)
The primary purpose of the EST is to assist classroom
teachers and staff in developing a plan that will support
a child in the regular educational program. The team is
made up of faculty members representing various
realms of our educational system.

The EST team representatives are available as needed,
and attend a monthly meeting. The team develops
intervention plans (supports and services) to help
teachers who have individual students who are
struggling academically. The team monitors progress of
intervention plans and makes adjustments or closes
existing plans as appropriate. If the data collected during the implementation of the academic plan
indicates, the EST may refer the student for special education evaluation. The classroom teacher shares
the plan with the parents and staff members working with the child.

Special Education Services
The term "special education" means specially designed instruction that cannot be provided within the
schools standard instructional conditions or provided through the schools educational support
system, at no cost to the parent, to meet the unique needs of an eligible child with a disability.
Specially designed instruction means adapting, as appropriate, to the needs of an eligible child, the
content, methodology, or delivery of instruction. **

*Teacher Talk: Teachers Building a Professional Community by Talking to Other Teachers About
Teaching by William Ayers

** Vermont Department of Education State Board of Education Manual of Rules and Practice

Fastt Math Guidelines/Reminders for Parents
General:
FASTT Math is the districts required fact fluency program for all students in grades 2-4. The
district goal is that all students are fluent in whole number facts through 12 (addition,
subtraction, multiplication, division) by the end of 4
th
grade. Benchmarks along the way include
fluency in addition and subtraction through 9 in Grade 2, addition and subtraction through 12
and multiplication in Grade 3, and division in Grade 4.
Students need to complete 6 lessons per week (i.e. 2 lessons each for 3 sessions). Ideally some
practice happens at home and some at school. If you do not have Internet access, let your childs
teacher know and your child will be given time to use the program at school.
In order to complete a lesson, students MUST play a game. If they quit the lesson without
playing the game, the program will make them repeat that same lesson.
In order for a student to turn a Focus Fact into a Fast Fact, they have to answer that fact correctly
in their Fact Challenge and in games every single time.
Technology:
Occasionally students have technical difficulties while using the program. Most times, closing
out of the program and browser and restarting solves the problem. If your child is repeatedly
having problems at home, it could be that your computer is an older version that does not
support the program effectively. Again, let your childs teacher know if your child is struggling
to use the program at home.
Summer:
Students who were in grades 2, 3, and 4 in the previous school year can use their FASTT Math
accounts all summer. To access the program, go to your schools website and click on the FASTT
Math button on the left side of the page. The click on For Students, and then the FASTT Math
icon.
If a student does not use the program for an entire month or more, they will be moved back to
the beginning of the operation they were on (this happened to many students over the summer
last year). If you do not have Internet access at home, try visiting a public library.
If your child finishes an operation over the summer, email their last years teacher, as he or she
needs to move them into the next operation.
If your child has mastered his/her facts or wants more practice, visit Great Sites for Kids for
several effective math websites. (Get to Great Sites by first going to your schools website,
then click on Parent and General Info then Technology then Great Sites for Kids. )
EMERGENCY DRILLS
Fire drills are held at least once each month during the school year to ensure that the building is
evacuated in a reasonable time and that all children and staff understand the procedures. In place of a
building evacuation, RES might have a "Clear the Halls" Drill, which is where children would stay in
supervised classrooms, until the all clear signal is given. This might be necessary if, for instance,
school staff needed to allow for a rescue team to help an injured student, etc.

EMERGENCY PLANS (PLAN B)
School Closing
Harsh weather or other conditions may force cancellation of school. The protection of your children and
their safe arrival at school will be the major consideration whenever weather conditions make us
question the wisdom of putting the bus fleet on the road. When this happens, announcements will be
made on the local radio stations. Please refrain from calling the school to find out if school is open.
Because most emergencies, which would necessitate the closing of school, are unpredictable, very
short notice often has to be given. Radio (WVMT-620 AM, WKDR-1390 AM, WDEV-550 AM, WEZF-93
FM, WJOY-1230 AM, WOKO-98.9 FM, & WNCS-104.7) will be the basic method of notification for
no-school announcements. Parents are advised to stay tuned to local radio stations for such
announcements if the closing of school seems possible. Parents will not be notified by the school.
Please have a plan B in place by the beginning of the school year.

Emergency Notification System: CESU schools have an emergency alert system to improve
communication to families. A Blackboard Connect message will quickly contact all CESU families
simultaneously through phone calls and email address in the event of emergencies. Be sure to fill out
the paperwork that comes in the beginning of the year with all the possible numbers/addresses you
would want contacted.

Two-Hour Delay
Occasionally weather/road conditions are predicted to improve by mid-morning and a delayed opening
is announced. In this case, radio stations will announce the delay and the time school will begin. This
means buses will begin their routes 60 to 90 minutes after the normal pick up time.

If an early closing is required during the school day, the following procedures will apply:

1. The decision to close will be made by the Office of the
Superintendent of Schools after consultation with respective Town
Road Commissioners.

2. Blackboard Connect will notify parents/guardians about the decision once it is made.

3. Radio stations (listed above) will be contacted immediately and
asked to broadcast the announcement including the closing time.

4. Buses will deliver students to the home identified on the Emergency
Closing form, which every parent is asked to complete in September.
Buses will follow the regular schedule and routes as much as
possible, i.e. elementary school children, followed by middle school,
and then high school.

5. Mid-day buses will not pick up afternoon Preschool.

6. Evening activities and after-school childcare (LiveYers) will be
cancelled. The building will not open for non-school afternoon
or evening activities.

The nature of the emergency will determine to a large extent the need for immediate or delayed
evacuation. Fire, bomb threat, boiler explosion, etc. will require an immediate evacuation of the
building. All personnel will leave the school and walk to the designated areas. Loss of water, power, or
other similar emergencies that do not require immediate evacuation will give the principal time to
assess the situation more thoroughly to determine a prudent course of action.
Rarely, if ever, will students be retained at school. Because all students can be transported home
within 30-45 minutes, every effort will be made to do so. In the event that roads are blocked or
bridges are out, alternate bus routes will be used. If this is not possible, the bus will return to school
where each parent will be contacted.

ENGLISH LANGUAGE LEARNERS
Parents of students who are of limited English proficiency will be notified not later than 30 days
after the beginning of the school year that their child has been identified as possibly in need of
services.
The Chittenden East ELL consultant will conduct an evaluation to determine the need for and type of
services warranted.

FIELD TRIPS

Field Trip Expectations for Chaperones
FieldTripExpectationsforScholars&Chaperones
TheRESschoolwideexpectationsfollowusbeyondthewallsofRESwhileonourfieldtrips.Thefollowingare
waysthatstudentscanmeetourexpectationswhilelearningawayfromschool.
Chaperones:Helpyourgroupfollowtheseexpectationswithgentlereminderswhileonthefieldtrip!
ScholarExpectations:
RespectYourselfRespectOthersRespectYourEnvironment
Bearesponsiblelearnerfocusontheactivities&lessonsfortheday.
Keepapositiveattitude!
Giveattentiontoyourchaperonequicklydontwastetime!
Controlyourvoice&bodydontdistractothers!
Followdirectionswithoutreminders.
Askforhelpifyouneedit.
Staywithyourchaperoneandsmallgroup,evenwhengoingtothebathroom.
Listentotheadult(chaperoneorinstructor).
Raiseyourhand&listenwhileothersaresharing.
Keephandstoyourself.
Travelquietlyavoiddisturbingothergroups&visitors.
Walkquietly,withacalmandsafebody.
Leaveeverythingasyoufindit.Letnaturelive!
Cleanupafteryourself.
Readandfollowpostedsignsand/orverbaldirections.
Lookwithyoureyes.Askpermissionbeforetouchingexhibits.
Chaperoneexpectations:
Staywithandkeeptotalcountofthestudentsinyoursmallgroup.Studentsshouldbewithinyoureyesightat
alltimes.Forbathroombreaks,checkinwiththeclassroomteacherforthespecificsituation.
Helpkeepstudentsfocused&engaged.Askthemquestions!!
Modelinterest,enthusiasm&attentiveness!
Resistthetemptationtoanswerforstudentsallowthemtomakediscoveriesoftheirown.
Stayfocusedontheactivitylimitsideconversationsthatarentontask!
Turnoff(orsilence)cellphonesandpagersforthedurationofthefieldtrip.
Checkinwiththeclassroomteacherpriortotakinggroupsofstudentstothegiftshoporbuyingthemtreats.
Chaperonesareresponsibleforthesafetyofthestudentsonthefieldtripmakealternatearrangementsfor
siblings.
Respecttheconfidentialityofallscholars.
AttendChaperoneTrainingsif/whenoffered.

FOCUS
RES FOCUS is our parent/teacher/community organization. FOCUS stands for Richmond Elementary
School: Families, Community and School Focusing on Student Success. Our purpose is to enrich the
educational and social experience for all students and to develop close connections between school,
family and community. We strive to support the goals of the school and to encourage family and
community involvement, while maintaining a welcoming and inclusive environment. As an
organization, our two main goals are to create community strengthening and FUN events throughout
the year, AND to generate funds to directly support RES teachers and students. We welcome ALL
questions, ideas, and offers of support All FOCUS activities are scheduled in advance and there are
many opportunities throughout the year for everyone to participate in a variety of ways. Please
consult the school blog and calendar on the RES website for all event dates and details and look for
specific event fliers throughout the year. We are looking for new chairpeople this year. Contact
Michael Berry if you are interested.

FUNDRAISING
Authorization and coordination of all fund-raising activities within a school are the responsibility of
the building administrator. The district recognizes that the community can be overburdened by
excessive fundraising efforts and expects principals and members of the school related organizations
to exercise good judgment. The Superintendent of Schools and/or the school board will review any
questions arising over the appropriateness of a request for fundraising in the school.

HAZING, HARASSMENT
Each year, the principal and guidance counselor meet with each class to discuss harassment and
bullying at age-appropriate levels. RES is a safe and caring community. We share that everyone has a
right to feel safe and welcomed in our school. If a student is hurting others feelings through ridicule,
humiliation or intimidation, the school needs to be informed. Children are asked to seek out a trusted
adult and let him/her know immediately. This behavior is not allowed anywhere on school property
and appropriate action will be taken to ensure that it ceases. Parents will be part of the solution.

Pursuant to Chittenden East Policy and 16 V.S.A. 565(c) (1), the following employees of Richmond
Elementary School are designated to receive harassment, bullying and hazing complaints at 125 School
Street, Richmond, VT 05477, 802-434-2461:
Michael Berry, Principal Michael.Berry@cesuvt.org
Diane Kane, Guidance Counselor Diane.Kane@cesuvt.org
Julie Crenshaw, School Nurse Julie.Crenshaw@cesuvt.org
Wendy Touchette, Student Life Coordinator - wendy.touchette@cesuvt.org




HEALTH
School nurses support the success of students in school by striving to remove potential health barriers
to learning. Through both health education and health care, the school nurse fosters an environment
that promotes the health, safety and well being of each school community physically, mentally,
emotionally and socially.

Accidents
Parents will be notified if the services of a physician are advisable.

Allergies
If your child has known allergies, please contact the school nurse directly.

Emergency Information
Emergency cards are used to contact parents and other designated adults in the event of an accident,
illness or emergency at school. It is very important to return 2 emergency cards for each child as soon
as possible in the school year. Please call the school office with updated information as changes occur
throughout the school year.

Illness/Communicable Disease
Parents will be notified if a child becomes ill at school. If no contact can be made, the nurse and school
personnel will decide on a course of action. A student is sent home or asked to stay home from school
when illness is acute or contagious (examples: fever, vomiting, diarrhea, significant respiratory
illness). If a child has been ill or has had a communicable disease, the parent should make sure there is
no longer any contagion (usually 24 hrs. vomit and fever-free) before the student returns to school.

Immunizations
Chittenden East Supervisory Union requires that all students be in compliance with Vermont
Immunization Law. In order to attend school, your child must have documentation of the required
immunizations, a provisional admittance form or an exemption form. If a parent or guardian
chooses to exempt their child on religious or philosophical grounds, they must sign an exemption form
annually acknowledging they have read and understand evidence-based information regarding
immunizations, and are aware of the risks associated with not vaccinating their children.
Students who claim an exemption may be excluded from school during the course of a disease
outbreak.

If your child receives any immunizations during the school year or summer, please ask your doctor for
a copy of their updated immunization record and send it to the school nurse.

Medication Procedures
Most medications may be administered in the home; this includes antibiotics that are given three
times a day (may be taken at breakfast, after school, and at bedtime). However, any student who is
required to take medication during the regular school day must comply with the school medication
procedure. Medication must be brought to school by a parent or adult only, in the original, pharmacy
labeled container and given to the school nurse or secretary immediately upon entering the building.
Prescription medications may be administered with both a doctors signature and a parents signature.
Non-prescription medications may be administered with a parents signature. Do not send cough drops
or throat lozenges to school. All medication must be kept in the Health Office.



Physical Exams
When your child receives a well-child or annual physical examination at the doctors, please ask your
doctor for a copy of the physical exam and send it to the school nurse for your childs Health Record.

Screening
Annual screening for vision and hearing are done according to the Vermont Standards of Practice. This
information is recorded on each students Health Record. Referrals for further evaluation by the childs
physician may be made to parents as needed. Additional screening or more frequent monitoring of a
health concern is possible by request to the school nurse. If you do not wish to have your child tested,
please notify the school nurse.

School Nurse
School Health Services are provided from 7:30 a.m. to 3:30 p.m. by the school nurse, Julie Crenshaw.

HOME/SCHOOL COMMUNICATION
Communication between home and school should be regular, two-way and meaningful. RES personnel
and the Parent Teacher Organization hold this standard in high regard. Meeting this standard means:
using a variety of communication tools
sharing student strengths and learning preferences
provide clear information about school programs and policies
encourage immediate contact when concerns arise
share student work
celebrate student achievement together
Teachers and parents are encouraged to meet at the start of the school year to discuss ways in which
effective home/school communication can be sustained throughout year.

HOMEWORK
The purposes of homework are to improve the learning processes, to aid in the mastery of skills, and to
create and stimulate interests on the part of the student. Homework is a learning activity that should
increase in complexity with the students maturity. A mixture of mandatory and voluntary homework
is most beneficial. Homework can have positive effects on achievement and character development and
can serve as a vital link between school and family. Parental supervision of homework is encouraged,
particularly by creating a home environment that facilitates student learning. Parents should
understand that the goals of homework are to provide students with an opportunity to improve upon
work done in school, to develop as independent learners, and to foster positive parent/child
interactions.

Please contact your childs classroom teacher if you or your child are having problems with any aspect
of homework assignments or if we can offer any tips on how to make homework a rewarding
experience.

HOMEWORK GUIDELINES FOR GRADES K-2
No formal homework will be assigned in kindergarten. In grades one and two, children should be expected to read or to be read
to on a regular basis. Additional assignments which foster positive attitudes about school and learning, parent-child interaction,
and the development of good study habits are appropriate. The total time, including reading assignments, should not exceed
fifteen minutes four days per week.

HOMEWORK GUIDELINES FOR GRADES 3-4
Homework assignments should be given two to four times a week and
assignments should not exceed twenty to thirty minutes. In addition, it is
recommended that students be required to read fifteen to twenty minutes
five times a week.
LIBRARY
The mission of the RES library is support the literacy
learning and research needs of RES scholars. The library
provides books, magazines, and audiobooks for scholars to
check out, as well as online books that scholars can read and
listen to at home. The library is open 7:30 a.m. to 3:00 p.m.,
Monday through Friday. Families are always welcome, and
parents and guardians can get accounts at the library to
check out additional materials for their children. Please
contact the librarian for more information about any of
these services, or visit the library web page.

LOST AND FOUND
Lost and found articles are located on shelves on your right
in the hallway opposite the Special Education offices. You will pass them on your way to the cafeteria.
Please check for lost items frequently, and encourage your children to do so as well. Once a month, all
lost items are placed outside to help you find them. After that, some items will be used by teachers in
classrooms or FOCUS will donate them. Labeling your childrens items can be very helpful in returning
them to you.

LUNCH & BREAKFAST PROGRAM
Breakfast is served daily in the cafeteria from 7:30-7:50 am. Breakfast to go is available for students
running late. Studies show that a nutritious breakfast fuels the body and mind and readies a child for
learning, whether at home or at school, start a child's day with a good breakfast. Please see prices
listed on school menus.
http://richmond.k12.vt.us/modules/cms/pages.phtml?pageid=185007&sessionid=4063b1abf9265232
d43e24f9e1520dbe

The RES School Lunch Program is a not-for-profit service and operates on a cash basis. The school lunch
program cannot extend credit to families.

We offer LunchPrePay as a means to keep track of your student's meal activities. It is an easy and
accurate way to add money to your online account, get notices automatically of low balances and see
which items your child is purchasing. It is an alternative to fishing through a backpack for that lost
lunch check (that happens a lot!). Go to lunchprepay.com, or find the link on the foodservice page of
our website. If you choose not to pay online, we ask that you send in an envelope each Monday
indicating your child's food choices for the week, along with money or your check (made out to
Richmond Hot Lunch).

If your child participates in school meals we ask that you set up their account in advance with enough
money each month. If a lunch bill reaches $25.00 in arrears, the procedure below will be followed.

Food Service Plan for Unpaid Bills

*All families will receive a weekly bill from food service. *If families owe $25 or more, the following
procedures will occur:

*Food Service Manager will phone the family and inform the Principal and Guidance.

* If the bill is not paid within one week, the family will receive a certified, dated letter signed by the
Principal, stating a date the overdue amount must be paid.

*The certified letter will be followed up by a phone call or meeting from the Principal and/or Guidance
Counselor, offering the options below:

1. Pay the amount in full by the date in the letter.

2. Re apply for free/reduced meals.

3. Detail the extenuating circumstances, indicating when payment might be expected. In this case, an
application will be completed by school and kept on file.

4. Seek alternate funding sources.

Should payment still not be received we reserve the right to take legal steps or may take legal action.

We encourage families to fill out an application for free and reduced lunch. The State meals
reimbursement helps support our lunch program. You can find the application on the food service page
of the RES website, or request one from the food service manager or our guidance counselor, Diane
Kane.

Occasionally, due to inclement weather, school is dismissed early. As a general rule, all children will be
served before this dismissal occurs. The menu is subject to change based on school closings, product
availability or other unforeseen events.

We welcome and encourage you to visit and have lunch with your child. We would love to have you see
the great changes in school meals. The price for an adult lunch is $4.00. Please call the office or send a
note when you would like to have lunch.

If you have any questions or concerns, please see the lunch staff. They are here to see that your
student is served a healthy lunch and breakfast in an enjoyable atmosphere.

MARKING PERIODS
RES has three marking periods after which grades will be reported to parents.
Period 1: Trimester ends November 21, 2014
Period 2: Trimester ends March 13, 2015
Period 3: Trimester ends June 12, 2015

MONEY
Please send all money to school in a sealed envelope with your childs name, the amount enclosed, and
the purpose for which it is intended clearly printed on the outside. Usually the only money sent to
school is for purchase of milk and lunch, book club books, or a special field trip.

NOTES
Please date and sign all notes sent to school. Include your full name, your childs full name, and their
teachers name. Permission notes are required from the parent/guardian for tardiness, medication,
change in bus or bus stop, or early dismissal.

NOTICES
Parents can anticipate receiving notices, and general information related to school activities on Friday
of each week. Exception to this practice will be made when necessary. Students will be bringing these
notices home weekly and parents are encouraged to ask for them. Please view our school blog at
http://www.richmond.k12.vt.us/. You will also find a space on the lower right to be notified by email
whenever new posts are made. You can also follow Richmond Elementary School on Facebook and
Twitter!
Occasionally, community groups that serve our children ask to distribute materials through our
students. Such groups are asked to duplicate and count materials in bundles of twenty. These
materials must be approved by the principal and left with the secretary by Wednesday for distribution
that Friday.

OUTSIDE LEARNING OPPORTUNITIES
At times students may have the opportunity to participate in outside of school programming or
activities that provide enriching experiences for their personal learning. When these opportunities
require students to miss school, we will support students and families in developing a clear, consistent
system that allows students to participate while remaining connected to the learning occurring in the
classroom. Students and families will be responsible for supporting learning missed during absence
with the support of an established learning plan. These plans will be created between classroom
teachers and families prior to the start of programming.
Release during School Hours: Student(s) may be granted permission by the Building Administrator or
Attendance Officer to leave the school premises during the school day:
o To receive instruction at another site.
o To participate in an experiential program or activity.
o To work at places of employment as part of a work/study program.

A written request by the parent(s) or legal guardian(s) for such absence must be filed with the
Building Administrator.
Should a students school performance be impacted negatively by missing class, the classroom teacher
and parents should meet immediately to discuss the concern and discuss corrective action.

PARENT/TEACHER CONFERENCES
Scheduled parent conferences are during the weeks of October 14th and March 17th. Teachers try to
accommodate parents schedules when planning conferences. Parents should contact their childs
teacher when they feel additional conferences are needed.

PARKING/STUDENT DROP OFF AND PICK UP
The school parking lot is at its busiest between 7:20 8:00 AM and 2:15 - 3:00 PM. Please be aware
that the traffic congestion would be minimized if children rode the bus.

Child safety and efficient traffic flow will be guaranteed when drivers follow some basic rules.

Our parking lot has a parent/student drop off and pick up loop as you first enter the parking area. If
you are dropping off your child in the morning, please pull into this loop as far around as you can,
remaining in your vehicle while our staff assists your child in getting out. For afternoon pick up, your
child will be waiting at this loop with staff members. Please do not leave your vehicle unattended at
any time. If the loop is full, please wait in line, pulling into the loop as space opens. Parking, even for
short times, by the roped-off area, is not permitted, as it increases congestion in the parking lot.

Cars are not to enter the marked bus lane at any time. The parking area is located in the center of the
bus loop and is for those individuals needing to attend to extended school business only. License plate
numbers of vehicles will be forwarded to the Richmond Police Department when violations are noted.
Only cars with authorized handicapped plates should park in handicapped designated parking spots.


PHONE SYSTEM
RES has a new, updated phone system this year. When you call the main line at 434-2461, you may get
our administrative assistant, Jen West, or our office manager, Jeanne Adams. However, it is also likely
that you will be prompted to choose from an automated message. You may press the button for your
choice at any time. Choices are as follows:

#1 - General voice mail
#2 - Attendance line
#3 - Nurse
#4 - Guidance
#5 - Staff Member Reporting

As stated above, we also have a new attendance line where you may leave messages 24/7 regarding
attendance and tardy information about your child, as well as after school changes. The attendance line
number is 434-6789.

PHOTOS/STUDENT WORK DISPLAYS SEE DIRECTORY INFORMATION AND STUDENT WORK
PUBLICATION (ABOVE)
Frequently, student work and photos are displayed in hallways, the newsletter, on local TV or
newspapers and on our school website. If you do not wish the school to release your childs directory
information (name, year in school, height, weight, picture or pictures of him or her participating in
various activities), make public her or her creative work, or to use Google Apps, please contact the
school.

PHYSICAL EDUCATION
All students receive a minimum of sixty minutes of instruction in physical education each week.
Students are encouraged to wear sneakers and appropriate clothing on gym days. If there are any
health issues that may affect a child's performance in PE, please speak to the school nurse directly.

PLACEMENT OF STUDENTS
Classes are a mix of students of all interests and abilities. The placement of students involves the
consideration of a wide range of individual student characteristics. Richmond Elementary School takes
this process very seriously, spending over a month making considerations. Children in grades K - 4
are placed in same-age classrooms.

Placement decisions are made in May followed by Move Up Day in early June. Placement information is
sent home to parents the afternoon of Move Up Day. Parents are asked for input but encouraged to
refrain from requesting specific teachers for their children.

Any requests for change of placement should be made directly to the principal in writing with specific
information on why the request is being made. This will require parents to meet with the placement
team (present teacher, guidance counselor and principal) as well as a meeting with the teacher the
student has been placed with.

POLICIES
All CESU policies can be found on the CESU website (www.cesu.k12.vt.us) under the School Board
section in their entirety.

RECESS/PLAYGROUND SAFETY
Children have outdoor recess daily, except on rainy days or in sub-zero weather. All children go out
unless recovering from an extended illness or when a physician advises against it. In those cases we
must have a written request. Recess is supervised by school staff. Safe, respectful and cooperative play
is always strongly encouraged. If a child is having difficulty following recess rules he/she may be
asked to visit the principal or Student Support Center so a plan for improvement can be developed.
(See "Discipline")

Children should come to school dressed appropriately for outdoor play. Hats, mittens, boots, and snow
pants are essential in winter. Jackets and mud boots are important in the spring. PLEASE LABEL ALL
ARTICLES WITH YOUR CHILDS NAME. A SURPRISING NUMBER OF ITEMS APPEAR IN OUR LOST AND
FOUND EVERY YEAR!

RIGHTS & PRIVACY
RES endorses the right of parents and legal guardians to inspect and review any and all official records,
files, and data related to their children and further endorse the protection of individual rights to
privacy and confidentiality.

If parents are separated or divorced, both parents have the same rights to review student records,
receive progress reports, etc. unless a court order provides otherwise. If the provisions of the divorce
decree limit the rights of the non-custodial parent, please provide the principal with a copy and
written instructions. Otherwise, the school will afford the same rights to both parents.

RULE 4500
RES and all CESU schools are working in compliance with Rule 4500, STATE RULES FOR THE USE OF
RESTRAINT & SECLUSION IN SCHOOLS.
The purposes of Rule 4500 is to:
Create and maintain a positive and safe learning environment in schools
Promote positive behavioral interventions and supports in schools
Ensure that students are not subjected to inappropriate use of restraint or seclusion
A complete list of resources about Rule 4500 can be found at
http://education.vermont.gov/new/html/board/rules/4500.html

Associated documents can be downloaded by clicking on the below links:
Rule 4500 PDF

FAQs Rule 4500

SCHOOL BOARD
The Board of School Directors routinely meets on the third Wednesday of each month. Meetings are in
the school library and begin at 6:30 p.m. Parents and/or public are always welcome. Meeting minutes
are posted in the front hallway of the school.

SMOKING
Vermont law prohibits smoking in the school building and on school grounds.

SNACKS
A time is provided each day during which children may have a small snack. Children may also
purchase a healthy snack for $1.50 at school, which would consist of a nutritious combination such as
juice or milk, yogurt, muffin. In school, we prefer snacks that have low tooth decay rate and provide
good nutrition, such as fresh fruit, cheese, raw vegetables, and unsweetened juices. Milk and juice are
available at a small cost.

EDUCATIONAL SUPPORT SERVICES
For some students, learning and maintaining new skills is a daily challenge. Our teachers have the
professional experience and training to meet the diverse needs of most youngsters in their classroom.
Special education services are available to students who have more intensive needs. Placement in
special education programs is made after a childs learning difficulty has been diagnosed and an
Individual Educational Plan (IEP) has been designed with parents. Implementation of this plan is the
responsibility of the classroom teacher and the special educator.

Students who have speech, vision, or hearing disabilities may be eligible to receive services through
an IEP. Parental concerns should be discussed with the classroom teacher, principal, and/or speech
pathologist. Should a student qualify for these services, an Individual Educational Plan will be devised
and discussed with parents before any action is taken. Most plans do not call for the removal of the
student from the regular classroom.

I THINK MY CHILD IS HAVING CHALLENGES AT SCHOOL. WHAT SHOULD I DO?

1. Talk to your child's teacher. You can do this on the phone or in person. Find out if s/he is
noticing the same things you are. Remain in frequent contact with the teacher by sending in
notes or scheduling meetings. Be sure to check your child's backpack for any important
information the teacher may send you.

2. If the teacher feels s/he needs some additional ideas on how to deal with your child's situation,
s/he has an option of referring your child to the Behavioral Support Team (BST). This team
consists of the grade level teacher, Principal, Guidance Counselor and Learning Specialists.
Teams are functioning at each grade level including Kindergarten. At these meetings the teams
discuss individual students and shares ideas on how to help them with the difficulties they are
experiencing. An action plan is then created. The responsibility for implementing the
accommodations in this plan remains with the classroom teacher but recommendations may be
made for ways parents can assist their child at home.

3. If the teacher discusses your child several times at an BST meeting and or feels that something
needs to be looked at more closely, s/he may request that a Building Based Support Team
(BBST) meeting be scheduled. Members of this team include selected RES staff with particular
expertise in a number of areas. The classroom teacher and parents are always present. The team
will determine what needs to be done to help your child considering any accommodations that
have been implemented up to this point. This may mean preliminary testing in a specific
academic area, conducted by RES staff, or, a more comprehensive evaluation administered by
professionals outside of the school. When testing is recommended or requested by the parents,
an evaluation plan must be developed with consent given by the parents. Taking this testing
route generally means the BBST has a concern that some type of learning disability may be
present. Following the BBST meeting, if the parents agree to a formal evaluation, an
Evaluation/Planning Team (EPT) meeting will be scheduled to explain the testing process to
parents and to develop an evaluation plan. A RES special education teacher will facilitate this
meeting.

4. The test results may show that your child is eligible for Special Education, which means your
child is entitled to some level of service. At this point you will be given materials explaining
what your rights are, what an Individual Education Plan (IEP) is and how the process works.

OR

The test results may show that your child is not eligible for Special Education services but does need
some accommodations to the regular school program to help him/her be more successful in school.
This is done under Vermont's Act 230. Some examples of accommodations are sitting close to the
teacher, checking to make sure the child can retell directions, and small group instruction. The
accommodations will be tailored to your child's individual needs and will be put in writing. The BBST
will meet from time to time to review the accommodations and to check on how things are going. In
between these meetings, stay in touch with the classroom teacher. It's okay. to request a conference
whenever you feel the need to talk. Send in a note asking for an update, ask for a phone call from the
teacher or meet in person.

Who are the Support Services staff? In addition to the classroom teacher there are many people at RES
who may be in a position to help your child. Amy Rheaume, Speech Language Pathologist, Angella
Hamlin, Bonnie Hughart, or Pat King, Special Educators, Darcy Woodruff, Literacy Specialist, Amy
Roberge, Title I Teacher, Darcie Rankin, Enrichment Coordinator and Diane Kane, Guidance Counselor,
are all people you can start with. There are also Educational Support Personnel in your child's
classroom who may work with your child individually or in a small group.


STUDENT RECORDS
Parents have access to their childs records. If you wish to review your childs records, please call the
office to make an appointment so appropriate staff members can be available to answer any questions.

STUDENT ASSESSMENT
As a member of the Smarter Balanced Assessment Consortium (SBAC), Vermont has joined with a cadre
of other states to develop the next generation of educational tests for English Language Arts/Literacy
and Mathematics. SBAC will be fully aligned with the Common Core State Standards (CCSS), use state of
the art computer adaptive testing and accessibility technologies, and will provide a continuum of
summative, interim and formative tools that can be used for a variety of educational purposes. For more
detailed information, visit the Smarter Balanced Assessment Consortium website. The SBAC will assess
student knowledge in the areas of Language Arts and Mathematics for grades 3 through 8 and 11.

The NAEP (2009 National Assessment of Educational Progress) will be given to 4th graders for one 90
minute assessment in Reading or Math. In all instances, please dont book dental and medical
appointments during this timeframe if at all possible.

In addition to these assessments, teachers will administer a variety of formative assessments
throughout the year to better understand the individual needs of their students.

Copies of all assessment results will be made available to parents.

TECHNOLOGY
USEOFINFORMATIONTECHNOLOGY
Policy
ItisthepolicyoftheChittendenEastSupervisoryUnion#12touseinformationtechnology(IT)tosupportand
enrichthecurriculum.Thesafety,securityandsupportofthecomputernetworkanditsusers(students,staff
andothers)shalloccurinaneffectiveandefficientmanner.
Implementation
Thesuperintendentorhis/herdesignee(s)shalldevelopproceduresthataddressthefollowing:
ImplementationofaChildInternetProtectionAct(CIPA)compliantfilteringsolutionandothermeasures
designedtorestrictminors'accesstoharmfulmaterials
Thesafetyandsecurityofminorswhenusingelectronicmail,chatrooms,andotherformsofdirect
electroniccommunications
Educatestudentsaboutappropriateonlinebehaviorandsafety
Publication,disclosure,use,anddisseminationofstudentspersonalinformationorwork
Othersituationsthatmaybedeemedillegal,harmfulorinappropriatetominors,inappropriateforstaff
use,detrimentaltonetworksecurityornetworksupport
Archivingofelectroniccommunication
Useofpersonalelectroniccommunicationdevices
OtherunanticipatedsituationsthatmaydevelopinthefutureintheITrealm

Approved6/18/2012C11

Proceduraldocumentsthatsupportthepolicy.

AcceptableUseProcedures(AUP)ofComputers,NetworkandtheInternetforStaff
AcceptableUseProcedures(AUP)ofComputers,NetworkandtheInternetforStudents
StaffLaptopCustodyAgreement(forstaffwhohaveschoolownedlaptops)
BringYourOwnDevicerules
ServiceLevelAgreement
ProcedureforDecidingWhatInternetContentGetsBlocked
PublicationofStudentInformation,PhotosandWork
OwnershipofDevicesAcquiredThroughCourses,Workshops,etc.
VOLUNTEERS
We greatly appreciate the many volunteers who contribute to our program. Volunteers are utilized in
the library, in classrooms, and as supportive assistants on field trips, special projects, and for festive
occasions. More specifically, under the direction of the teacher, volunteers can provide extra
individual help in math and reading, read to students, listen to students read, assist in art, music, or
special programs, or serve as resource volunteers to enrich the school curriculum. Volunteers help
strengthen the bond between the community and the school and generate more community interest in
the school.

An important factor is that volunteers help students develop a more positive attitude toward school
and academic achievement. When students realize that community members recognize the importance
of school, often their attitude about school becomes more positive. Parents interested in volunteering
in any area may contact the teacher or principals for further information. All volunteers must
complete a yellow background check form before being permitted to volunteer in the building
or go on school field trips.

WEAPONS POLICY
No weapons or look-alike weapons are allowed on school property.
FERPA (Family Educational Rights and Privacy Act, 20 U.S.C. 1232g et seq.
Parents have the right to:
a) Inspect and review their childrens records.
b) Seek amendment of the record if it is inaccurate or misleading.
c) Consent to disclosure of personally identifiable student information
except as provided in 34 C.F. R. Sec. 99.31, and
d) File a complaint with the United States Department of Education if
they believe the Act has been violated.

Formal State and Federal Laws
Bullying
16 V.S.A. Chapter 9, Subchapter 5 requires all schools (including both approved and recognized schools) to have bullying
prevention policies that are no less stringent than the Secretarys model policy. At a minimum, such policies must include:
1. A statement that bullying is prohibited;
2. A procedure that directs students, staff, parents and guardians how to report violations and file complaints;
3. A procedure for investigating reports of violations and complaints;
4. A description of the circumstances under which bullying may be reported to a law enforcement agency;
5. Consequences and appropriate remedial action for students who commit bullying:
6. A description of how the school board will ensure that teachers and other staff
members receive training in preventing, recognizing and responding to bullying;
7. Annual designation of two or more people at each school campus to receive complaints, and a procedure for publicizing the
availability of those people and clarifying that their designation does not preclude a student from bringing a
complaint to any adult in the building.Administrator Handbook p. 2 The Agencys model bullying policy can be found on the AOE
website.

Concussion Guidelines and Related Resources
16 V.S.A. 1431 requires public and approved independent schools to prevent student athletes with suspected concussions from
prematurely returning to school-sponsored athletic activities. The Secretary of Education, with input from the Vermont
Department of Health and the Vermont Principals Association, is required to develop and post guidelines and resource materials
to educate coaches, youth athletes, and their parents and guardians, about the nature and risk of concussions, the risks of
premature participation in athletics after sustaining such an injury, and the importance of evaluation and treatment by qualified
health care providers. The law expressly prohibits a coach from allowing a youth athlete to continue participating in a training
session or competition associated with a school athletic team if the coach has reason to believe that the athlete has sustained a
concussion or other head injury during the training or competition. A coach is not permitted to allow such an athlete to re-enter
training or competition until he or she has been examined by, and received written permission from, a licensed health
care provider to resume such activities. 16 V.S.A. 1431 was amended this year to heighten these protections, and those
statutory amendments will likely result in changes to the AOE concussion guidelines. A task force is working on the action items
which are required by the new legislation, but for the moment, the AOE guidelines and resources that have
been in place for the past two years remain in effect. They can be found at the links below. The information in these guidelines
and other materials, set out below, must be provided annually to each youth athlete and to the athletes parents or guardians.

Seclusion and Restraint
The Vermont State Board of Education rules on seclusion and restraint went into effect on August 15, 2011. These rules, linked
below, require public and approved independent schools annually, at or before the beginning of each academic year, to inform
parents of enrolled students of the requirements pertaining to the use of physical restraint and seclusion, and of the Vermont
preference for the use of positive behavioral strategies and supports in order to avoid the use of physical restraint or seclusion to
address targeted student behavior.
The Vermont Legislature has exempted active duty law enforcement officers, who are certified in accordance with 20 V.S.A.
2358, from the State Board of Education rules on seclusion and restraint. This provision applies to both full-time and part-time
state police officers, municipal police officers, sheriffs and constables. The State Board of Education rules still apply to security
guards and retired police officers (who are sometimes called school resource officers, but who do not fall within the definition of
active duty law enforcement officers. With the exception of certified law enforcement officers, persons who impose a restraint
or
seclusion must report its use to the school administrator no later than the end of the school day, and school administrators must
report certain types of restraints or seclusions to the superintendent. The rules require notice to parents within 24 hours of each
use of seclusion and restraint, and afford an opportunity for parents to participate in a review of an incident of restraint and
seclusion. The superintendent (or the headmaster in the case of an approved independent school) must report to the
Commissioner within 3 school days if:
1. There is death, or an injury requiring outside medical treatment or hospitalization of
staff or student, as the result of a restraint or seclusion;
2. Physical restraint or seclusion has been used for more than 30 minutes; or
3. Physical restraint was used in violation of State Board of Education rules.

School Choice
The 2013-2014 school year ushers in a new system of grade 9-12 statewide public school choice. See 16 V.S.A. 822a. On or
before February 1st of each year, the school board of each high school must define and announce its capacity limits for accepting
students from other schools. The Secretary has developed and posted guidelines to assist high school boards in defining their
capacity limits. Capacity may be limited by such factors that include, but are not limited to, the capacity of the school building,
availability of teaching staff, class sizes, and other measurable financial impact, but may not be based on the need
to provide special education services. The law allows schools to limit the number of outbound students, and allows schools to seek
a waiver exempting them from these choice requirements altogether. If the number of students desiring outbound transfer
exceeds the schools cap, a non-discriminatory lottery must be implemented in order to determine which students will be able to
exercise outbound choice. Students who fail to win such a lottery must receive a preference in a subsequent lottery. If the
number of students desiring inbound transfer exceeds a schools capacity, a non-discriminatory lottery must be implemented in
order to determine which students will be able to exercise inbound choice. Once a student begins exercising school choice, he or
she may continue enrollment (without having to contest the lotteries again) until graduation. The 822a choice students district of
residence does not have to pay tuition to the school in which the student is enrolled. The district of residence may still count the
student in its ADM, and the district of enrollment may not count the student in its ADM. A sending district (the students district of
residence) remains responsible for special education services (as well as technical education costs) for its resident students. The
states superintendents are required to establish and update a statewide clearinghouse to provide information to students about
transportation options among the high school districts. The AOE has produced, and has posted on its website, a series of five
guidance documents to assist school and parents in the process. Given the complexity of the process, it is important to meet the
statutory timelines, and administrators are encouraged to clearly inform parents of those timelines, so that parents can have
meaningful access to this popular and often over-subscribed right.

Internet Safety Policies
Schools receiving reimbursements for internet access and internal connection services from the Universal Service Fund
(otherwise known as E-rate) must certify that they are complying with the federal Protecting Children in the 21st Century Act, 47
U.S.C. 254(h). Every school is required to certify that it has a legally-compliant Internet Safety Policy, and must have an online
behavior/cyberbullying curriculum in place. That policy must provide for educating students about appropriate online behavior,
including interacting with other individuals, or social networking websites, or in chat rooms, and about cyberbullying
awareness and response. Although the policy must provide for the development and use of educational materials related to
appropriate online behavior and cyberbullying, it is up to the local school boards as to how the schools implement the new
curriculum. The federal law does not offer a formal definition of cyberbullying. In Vermont, both cyberbullying and
cyberharassment are prohibited behaviors that may result in discipline of students. Therefore, internet policies and curricula
should address both. See 16 V.S.A. 11(a)(26), 11(a)(32), 1161a and 1162. The FCC has published a compliance guide that can
be accessed on its website: http://www.fcc.gov/, or via email: fccinfo@fcc.gov. There is also information specific to this provision
on the USAC website at: http://www.usac.org/sl/applicants/step06/cipa.aspx.

Flexible Pathways
Act 77 of 2013 expanded the availability of flexible pathways for students. This initiative has a number of elements, including the
elimination of the age cap for the funding of the high school completion program, expanded opportunities for dual enrollment,
and a modest initial appropriation for early college. With a phased-in beginning in November 2105, it also requires the
establishment of a personalized learning plan for each student in grades 7-12. While the law does not explicitly require that
schools inform the education community of these opportunities, it is certainly best practice that school administrators do
so. It is recommended that administrators do so through outreach by guidance offices and in collaboration with career and
technical centers.

School Reports To the Commissioner,Parents, and Community
Annual Student Performance Results
16 V.S.A. 165(a)(2)requires that each school report to its community, or in the case of a regional technical center, community
means the school districts in the service region, in a format selected by the school board, the following:
1. Student progress toward meeting standards from the most recent measure taken, 165(a)(2)(A),
2. Progress toward meeting the goals of the action plan developed for that year, 165(a)(2)(C),
3. Statistical information about the school or community that the school board deems necessary to place
student performance results in context, 165(a)(2)(D),
4. A description of how the school ensures that each student receives appropriate career counseling and program information
regarding availability of education and apprenticeship program offerings at technical centers, 165(a)(2)(H),
5. Information on dropout and graduation rates presented in a manner designed to protect student confidentiality, 165(a)(2)(J),
and
6. Data provided by the Commissioner to enable a comparison with other schools, or school districts if school level data are not
available, on cost-effectiveness 165(a)(2)(K).Vermont Department of Education 4
Status of Educational Support Systems 16 V.S.A. 2904 requires an annual report from each superintendent to the
commissioner on the status of the educational support system in each school in the supervisory union. The report must describe
the services and supports that are a part of the education support system, how they are funded, and how building the capacity of
the educational support system has been addressed in the school action plans. The report must also include a description and
justification of how Medicaid reimbursement funds received under 16 V.S.A. 2959a were used. This Report is in addition to the
annual report required of the education support team for each public school in the district, per 16 V.S.A. 2902(c) (6), outlining
the ways in which the educational support system has addressed the needs of students who require additional assistance in order
to succeed in school or to complete secondary school and on the additional financial costs of identifying and serving students
through the educational support system.
Measuring Secondary School Completion Rates
Act 44 of 2009 requires each school district operating one or more secondary schools to report to taxpayers, at the time school
budgets are presented for approval, the school districts progress toward achieving 100 percent secondary school completion.
Financial and Other Information
1. 16 V.S.A. 563(10) requires that a report on the conditions and needs of the district school system, including the following, be
provided to the electorate at least ten (10) days before the school districts annual meeting. This report must contain:
a) Annual reports from each of the following: the superintendent, the supervisory union treasurer, and the school district
treasurer;
b) The balance of any reserve funds established pursuant to 24 V.S.A. 2804;
c) A summary of the town auditors report for fiscal years which are audited by town auditors, as required by 24 V.S.A. 1681;
d) A summary of the public accountants report if it is a year in which the districts books were audited by a public accountant, and
notice of the time and place where the full report of the town auditor or public accountant is available for public inspection and
copying, as required by 24 V.S.A. 1683(a).

Information to be Included in the Student Handbook or Otherwise Provided to Parents
The below items are listed in order from the requirements that are most clearly set forth in state or federal statute, to those for
which it might be advisable to include in some form of notice to parents or students.
A. State Items
Hazing, Harassment and Bullying. Per 16 V.S.A. 570(a), school boards must annually, prior to the commencement of
curricular and co-curricular activities, provide to students and their parents or guardians notice of the hazing harassment and
bullying policies and procedures.The notice to students should be in age-appropriate language and should include examples, and
must, at minimum, appear in any publication of the school district that sets forth comprehensive rules, procedures, and
standards of conduct for the school. In addition, each school building must identify two designated employees to receive reports of
hazing and harassment and there must be a procedure to publicize their availability.
Comprehensive School Plan for Responding to Student Misbehavior. 16 V.S.A. 1161a(a)requires schools to adopt a
comprehensive plan for responding to student misbehavior.
Technical Center Offerings. 16 V.S.A. 1541a(b) provides that school boards that maintain high schools must provide the
names and addresses of students to the technical center for its region so that they may be contacted and notified of technical
center offerings.
Periodic Release Time Courses. 16 V.S.A. 1052-1053 provide that upon request of a religious group, periodic released time
religious education courses shall be included in public school catalogs and listings of course offerings, provided that all such course
offerings are identified as given under the provisions of 16V.S.A.Chapter 24. Whether such provisions are legal under current state
and/or federal constitutional analysis is as yet undetermined.
Periodic Hearing and Vision Screening Guidelines. Per 16 V.S.A. 1422, the Commissioner of Health, in cooperation with
the Commissioner of Education, is responsible for developing research based guidelines for students periodic hearing and vision
screenings by school districts and primary care providers.
Military Recruitment. 16 V.S.A. 563(27)requires school boards to annually inform every student in grades 9-12 and his or her
parent or guardian of the right to opt out of having the school provide the students contact information (i.e., name, address,
telephone listing) to military recruiters and/or institutions of higher education, pursuant to 20 U.S.C. 7908(a).
School Choice. Under 16 V.S.A. 563(28),school boards must annually inform students and their parents or guardians of their
options for school choice under applicable laws or policy.
High School Completion Program. Vermonts High School Completion Program(16 V.S.A. 1049a) allows an individual
between the ages of 16 and 22 who has not yet earned a high school diploma to request an individual graduation plan in order to
obtain a high school diploma. Educational services may be provided by a public or approved independent high school, an
approved provider, or 116 V.S.A. 14 (c)(2) & 565(c)(1) 2 See also PPRA (20 U.S.C. 1232h; 34 C.F.R. Part 98) and FERPA (20
U.S.C. 1232g; 34 C.F.R. Part 99), with regard to parental consent and/or notification. School districts shall award a high school
diploma to persons who successfully complete their approved graduation education plans.
School Safety Programs. Pursuant to the State Board of Education Manual of Rules and Policies (SBE), every school district
receiving federal and/or state funds for program support must develop a safety program, institute the program, and monitor
it to ensure the program is kept current. (SBE Rule 4101) In addition, school districts shall adopt an alcohol and drug policy that is
in keeping with SBE Rule 4200 et seq.
Life-Threatening Allergies and Life-Threatening Chronic Illnesses. 16 V.S.A. 563(29)
requires school boards to assign an employee to annually inform the parents of students with life-threatening allergies and
life-threatening chronic illnesses of the applicable provisions of Section 504 of the Rehabilitation Act of 1973 and other
applicable federal and/or state statutes and federal and /or state regulations. This includes notice of the provisions of 16 V.S.A.
1387 that permits students with life-threatening allergies or asthma to possess and self-administer emergency medication at
school in accordance with a plan of action authorized and developed under the requirements of this statute. [See 16 V.S.A.
1387(c)]

Federal Items
1. The Family Educational Rights and Privacy Act (FERPA), 20 U.S.C. 1232g, as implemented in 34 C.F.R. Part 99, requires
annual notification to parents or eligible students of their rights under the Act. Such notice must include that parents or eligible
students have the right to:
a. Inspect and review the students records;
b. Seek amendment of a students education record that the parent or eligible student believes is inaccurate, misleading, or
otherwise in violation of the students privacy rights;
c. Consent to disclosure of personally identifiable student information, except as provided in 34 C.F.R. 99.31;
d. File a complaint with the United States Department of Education under 34 C.F.R 99.63 and 99.64 if they believe that the
educational agency or institution has failed to comply with Act;
e. The procedure for exercising the right to inspect and review education records;
f. The procedure for requesting amendment of the records under 34 C.F.R. 99.20;
and
g. If the educational agency or institution has a policy of disclosing records under 34 C.F.R. 99.31(a)(1), a specification of criteria
for determining who constitutes a school official and what constitutes a legitimate educational interest. An educational agency or
institution may disclose directory information if the school:
1) Publicly notifies parents or eligible students of the types of directory information that will be released;
2) Informs parents or eligible students of their right to refuse to let the agency or institution release particular or all directory
information; and
3) States the period of time within which the parent or eligible student has to notify the school in writing that he or she does not
wish to have the school designate some or all of the information about the parents child designated as directory
information.
Per 34 C.F.R. 99.3, directory information is information contained in an education record of a student that would not generally
be considered harmful or an invasion of privacy if disclosed. It may include but is not limited to a students name, address,
telephone listing, electronic mail address, photograph, date and place of birth, dates of attendance, current grade level,
participation in officially recognized activities and sports, weight and height of members of athletic teams, honors and awards
received, and most recent educational agency or institution attended. The Vermont Agency of Education recommends that
schools also include in their annual FERPA notice that parents or eligible students have the right to seek protective action for
the students education records if the agency or institution receives a judicial order or lawful subpoena that would otherwise
require disclosure of a student record under 34 C.F.R. 99.31(9).
2. The Protection of Pupil Rights Amendment (PPRA) PPRA, 20 U.S.C. 1232h as implemented by 34 C.F.R. Part 98, protects the
rights of parents and students in two ways. First, the PPRA ensures that all instructional materials intended for use in
connection with any survey, analysis, evaluation, or other research or experimentation program, are available for inspection by a
students parent or guardian. [See 34 C.F.R. 98.4(a)] Second, it requires schools or contractors to obtain written parental or
student consent before requiring a minor student to participate in any such survey, analysis, or research program. Local education
agencies (LEA) are required to adopt policies regarding the PPRA, in consultation with parents. In addition, the LEA must provide
notification of those policies to parents or eligible students, and the opportunity for the student to opt out, at the beginning of
every
school year, and within a reasonable time after any substantive amendment to the LEAs PPRA policies.
3. Military or Postsecondary Recruiters Under 20 U.S.C. 7908(a), secondary schools must notify parents and students of their
right to request that the students name, address, and telephone number not be released to military or postsecondary
recruiters without prior written consent of the parent or secondary student.
4. Civil Rights Provisions
a. Recipients of federal funds, including education agencies and institutions, are required to make available information regarding
the applicability and compliance of the recipients programs with the nondiscrimination requirements of the Civil Rights Act, as
amended. [34 C.F.R. 100.6(d)] Title VI of the Civil Rights Act of 1964 prohibits discrimination generally on the basis of race, color
or national origin. National origin discrimination includes discrimination on the basis of limited English language proficiency. [42
U.S.C. A. 2000d et. seq., 34 C.F.R. 100 et. seq.] Title VII of the Civil Rights Act of 1964 prohibits
discrimination in employment on the basis of race, sex, national origin and religion. [42 U.S.C.A. 2000e et seq.]
b. Title IX of the Education Amendments of 1972 prohibits discrimination generally on the basis of sex in educational programs or
activities receiving or benefiting from federal funds. [20 U.S.C. 1681-1682] The U.S. Department of Education has issued
guidance indicating that sex discrimination includes discrimination on the basis of sexual orientation. Recipients must designate a
Title IX coordinator and must publish their grievance procedures with respect to discrimination on the basis of sex. [34 C.F.R.
106.8] Additionally, each recipient must implement specific and continuing steps to notifystudents and parents of elementary
and secondary school studentsthat it does not discriminate on the basis of sex in the educational program or activity which it
operates, and that it is required by Title IX not to discriminate in such a manner. The latter section requires publication of
this notice in a variety of ways, including in bulletins, catalogs, or application forms. [34 C.F.R. 106.8(b) and 106.9(a)(1)]
c. Section 504 of the Rehabilitation Act of 1973 [29 U.S.C. 794] prohibits discrimination on the basis of disability by recipients of
federal funds. Section 504 requires recipients to designate 504 coordinators, adopt a grievance procedure [34 C.F.R. 104.7(a)]
and to provide notice to students, parents, employees, unions and professional organizations that the school district does not
discriminate in admission or access, or in treatment of employment, or in its programs or activities. This notice must be included in
any materials or publications given generally to participants, applicants or employees, and it must inform them of the
grievance procedure and identify the 504 coordinator. [34 C.F.R. 104.8]
5. No Child Left Behind Act (NCLBA). Local education agencies are required to notify parents in a variety of circumstances. Here
are a few of the more significant ones:
a. 20 U.S.C. 6311(h)(2)(A)(i) requires local education agencies receiving Title I assistance to prepare and disseminate to all
parents an annual report card. At a minimum, it must contain the number and percentage of schools identified as needing
improvement, for how long they have been so identified, and information on how students achieved on state assessments
compared to students in the state as a whole;
b. 20 U.S.C. 6316(b)(6) requires a local education agency to notify parents of children in attendance promptly that its school
has been identified as a school in need of improvement, with an explanation of what it means, and what will happen as a result, as
well as notifying parents of the option for public school choice (where available) and supplemental educational services;
c. 20 U.S.C. 6311(h)(6) requires notice by a school district receiving Title I funds at the beginning of the school year to the
parents of each student regarding the qualifications of the schools teachers. The notice is to include the right of parents, upon
request, to obtain information as to whether the childs teacher has met state qualifications and licensing criteria, whether the
teacher is teaching under a waiver or provisional license, and what the major of the teacher was in his or her baccalaureate
degree. If the child receives services from a paraprofessional, the paraprofessionals qualifications must also be furnished. And,
the notice will also contain a statement as to whether the student will be taught by a teacher for four or more consecutive weeks
who has not met the federal requirements for highly qualified teacher. Finally, this notice must also alert parents to their right to
obtain information as to the level of achievement of their child in each of the states academic assessments;
d. 20 U.S.C. 6312(g)(1) provides that parents of students who are of limited English proficiency must be notified not later than 30
days after the beginning of the school year that their child has been identified as in need of services. The statute contemplates a
very specific and detailed listing of information to be provided in an understandable manner to the parents of the child; and
e. 20 U.S.C. 6318(a)(2) requires each local education agency with Title I schools to develop jointly with, agree on with, and
distribute to, parents of participating children a written parental involvement policy. Again, the required content of the policy is
spelled out in great detail in the statute.
6. Individuals with Disabilities Education Act (IDEA) 20 U.S.C. 1400, et seq., as enacted in Part 300 of the C.F.R., requires notice
to parents in a variety of ways, including the following:
a. Section 300.111 - Child Find: Vermont has policies and procedures in place incorporating IDEA child find requirements,
including notifying the public of the availability of special education services for eligible children aged 3 to 21 years. Similar
provisions address child find for students from birth to age 3; [SBE Rule 2360.2(l)]
b. Section 300.503 - Prior Notice: IDEA requires written notice to a parent of a student with disabilities within a reasonable period
of time prior to a school district either proposing or refusing to initiate or change the identification, evaluation, or educational
placement of a student, or the provision of a free, appropriate, public education (FAPE) to a student; and
c. Section 300.504 - Procedural Safeguards Notice: A notice of procedural safeguards must be provided one time per school
year, except that a copy must also to be given to the parents:
i. Upon initial referral or parent request for a special education evaluation;
ii. Upon receipt of the first due process complaint in a school year [34 C.F.R. 300.507];
iii. Upon receipt of the first State complaint in a school year [34 C.F.R. 300.151 through 300.153];
iv. In accordance with the discipline procedures in 34 C.F.R. 300.530(h); or
v. Upon request by a parent. The contents of this notice must include a full explanation of all procedural safeguards available
under the IDEA. [34 C.F.R. 300.504(c)]

The reader is cautioned that the various legal requirements of the law that are discussed in this memorandum are subject to
change. Therefore, if you are using a hard copy version of this memorandum, you should check the AOE website to ensure that
you have the latest version. Questions or comments may be directed to Mark Oettinger, AOE General Counsel, at (802) 828-
3136 or mark.oettinger@state.vt.us.



Please note: All school policies are available online on our school website under the School Board
section.

Richmond Elementary School and Chittenden East Supervisory Union does not discriminate on the
basis of handicap.