Forms at end of Handbook: Schedule Change Request Form 71
Acknowledgement Form 73 Welcome
Dear Students:
Whether you are a newcomer to our school or have previously attended, we hope you will find this school year to be a memorable and exciting one. Cooperation is, of course, the key, and toward that end we suggest that you read this handbook thoroughly. It will tell you exactly what we expect of you and what services and benefits you may expect from the school. We are looking forward to helping you have a successful and rewarding year. Dublin City Schools Mission Statement
We believe that all students can and must learn at high levels of achievement. It is our job to create an environment in our classrooms that results in this high level of performance. We are confident that, with our support and help, students can master challenging academic material and we expect them to do so. We are prepared to work collaboratively with colleagues, students, and parents to achieve this shared educational purpose. Dublin Middle School Philosophy
The middle school staff believes there is no typical middle school student. Rather, we believe that middle schoolers progress physically, emotionally, socially, and intellectually at vastly different rates. Physically, middle school students are characterized by erratic growth spurts and plateaus. Emotionally, middle school students are characterized by feelings of uncertainty. They suffer doubts about their competency, question whether they are adults or children, and experience mood shifts that can produce baffling behavior. Socially, middle schoolers are increasingly peer oriented and concerned about their sexual identity. Intellectually, middle school students are developing from dependent to independent learners. They are concerned about how they relate to their environment and have broad and rapidly changing interests. All of these changes interact during adolescence with the physical, emotional, and social growth having a great influence on intellectual growth. In response to the unique needs of middle school age learners, we believe that the following eight (8) components are essential to a successful school experience: 1. Interdisciplinary Teaming of Teachers - Teaming forms a transition from the self-contained elementary classroom to the departmentalized high school environment. An interdisciplinary team consists of teachers in two or more of these core areas: language arts, science, social studies, and mathematics. The interdisciplinary team provides students with a school unit, which is smaller than the grade level yet larger than a homeroom. This provides teachers with a basis for providing individualized programs. Teaming allows teachers to become more aware of the “whole child” and thus communicate effectively with other educators and parents.
2. Time Flexibility in Teaching - Teaming allows for flexible scheduling of large blocks of time, allowing teachers to adjust to the perceived needs of middle school learners as curriculum demands.
3. Basic Curriculum - Middle school students are extremely varied in their levels of learning. Therefore, the middle school curriculum emphasizes continued mastery of the basic skill learning areas: reading, writing, math computation, science and citizenship.
4. Exploratory Programs - It is important for students to have exposure to a wide variety of programs. These activities include, but are not limited to, academic areas, career education, outdoor education, and constructive use of leisure time.
5. Student Activities - Middle school learners need a variety of co-curricular activities to stimulate learning. These provide the excitement of change to complement academic learning.
6. Developmentally Appropriate Instruction - Middle school students are maturing and learning at vastly different rates, regardless of age.
7. Mental and Physical Health - Students experience many physical and psychological changes during their middle school experience. It is important to include in the middle school student’s educational process physical activities and an increasing emphasis on health awareness.
8. Strengthening of Self-Concept - Educators at the middle school level will provide an environment in which strengthening of the student’s self concept and confidence will occur. Positive learning experiences enable students to learn to be independent young people.
Our Beliefs
1. We believe that each person can make a unique contribution to the greater good.
2. We believe that internal motivation drives personal behavior and accomplishments.
3. We believe that individuals are motivated to achieve through high expectations and the experience of success.
4. We believe that success and happiness are defined by each person.
5. We believe that each individual has intrinsic worth.
6. We believe that a person’s potential is only limited by herself or himself.
7. We believe that learning is vital to personal fulfillment throughout life.
8. We believe that our choices determine our future; knowledge enables us to choose.
9. We believe that each individual is responsible for his or her own decisions and actions.
10. We believe that the family is the most important model factor in our lives.
11. We believe that trust is built on honesty.
12. We believe that positive relationships are critical for the identity of both community and individuals.
13. We believe that human diversity enriches life for the individual and the community.
14. We believe that a democratic society’s vitality is based on active civic participation by all citizens.
15. We believe that attitude governs the way one leads his or her life.
16. We believe that every person has the right to have their basic needs met.
17. We believe that growth of the whole person is optimized by addressing physical, intellectual and spiritual needs.
Board of Education Ms. Lynn May (President) 889-6175
Mr. Scott Melody (Vice President) 763-1959
Mr. Stu Harris 659-0905
Mr. Chris Valentine 370-6143
Mr. Rick Weininger 467-9767 Your Board of Education is comprised of five members, elected to a term of four (4) years by the residents of the school district. Dates, times, and locations of the regular meetings of the Board of Education are set at the organizational meeting in January. See the District’s web site, www.dublinschools.net for dates, times, and locations of board meetings. All community members are invited to attend.
Administrative Team Dr. Todd Hoadley Superintendent
Mr. Brian Kern Treasurer
Mr. Tracey Miller Deputy Superintendent
Mr. Craig Heath Director of Secondary Education Administration Building
The Board of Education declares it to be the policy of this district to provide an equal opportunity for all students, regardless of race, color, disability, religion, sex, ancestry, age, national origin, place of residence within the boundaries of the district, or social or economic background, to learn through the curriculum offered in this district. Any person who believes that the school or any staff person has discriminated against a student has the right to file a complaint. A formal complaint can be made in writing to the school district’s Civil Rights Coordinator or District Section 504/ADA Compliance Officers at: Dublin City Schools, 7030 Coffman Road, Dublin, OH 43017, phone (614) 764-5913. Stephanie Armbruster, Coordinator of Human Resources, is the district’s Civil Rights Coordinator. The following individuals serve as the District Section 504/ADA Compliance Officers: Chris Ondrus (elementary and secondary schools; ondrus_chris@dublinschools.net); Jill Abraham (elementary schools; abraham_jill@dublinschools.net); and Craig Heath (secondary schools; heath_craig@dublinschools.net). The complaint will be investigated and a response, in writing, will be given to the concerned person within 15 days. The Civil Rights Coordinator and District Section 504/ADA Compliance Officers can provide additional information concerning access to equal education opportunity. Under no circumstances will the district threaten or retaliate against anyone who raises or files a complaint. Student Support Services
Dublin City Schools offers many services to ensure equal opportunity for all children, including enrichment services, early childhood education, academic intervention, Title I math, reading support programs, services to support English language learners, home instruction, special education, and related services such as speech and language therapy, physical therapy, occupational therapy, adapted physical education services, psychological services, mental health services, and transportation. Support is also available through our school counselors, school nurses, social services, and alternative education opportunities. For more information about these services, please visit the Department of Academics and Student Learning web page on the district website at www.dublinschools.net. Child Find – Help Dublin Schools Identify Children with Disabilities, Including Students Eligible for Protection Under Section 504
Child Find is the process of locating, evaluating, and identifying children with disabilities who may be in need of special education and related services and/or may be entitled to protection from discrimination based on his/her disability. Parents, relatives, public and private agency employees, childcare providers, physicians, and concerned citizens are encouraged to help the school district find any child, age birth – 21, who may have a disability and is in need of special education and related services. If you suspect a child may have a disability, help is available. Contact the Dublin City Schools Department of Academics and Student Learning at 7030 Coffman Road in Dublin, phone 614-764-5913, or visit www.dublinschools. Response to Intervention
The Dublin City School District promotes the use of the Response to Intervention (RTI) process at the building level. Within this process, classroom teachers are the first responders in providing instruction, intervention, and enrichment to all students. Grade level teams document their efforts to support individual students and student progress through an intentional and structured progress monitoring system that captures timely and relevant data. In addition, teachers can access the Core Consultation Team for ongoing support within the RTI process. This team is comprised of staff with a wide spectrum of expertise, which may include: reading support staff, the gifted intervention specialist, the school psychologist, related service staff, ELL staff, the guidance counselor, etc. This team monitors the academic and behavioral interventions and enrichment practices that are aligned with student needs. The team ensures that interventions and enrichment are well-documented, implemented with fidelity, and that the intensity of support matches the student’s need. Individuals with Disabilities Education Improvement Act and Section 504/ADA
The Dublin City School District provides a variety of special education programs and related services to students identified with disabilities through an evaluation process as defined by the Individuals with Disabilities Education Improvement Act (IDEIA). Free assessment is available to families to determine whether or not a disability exists. If a disability listed in the IDEIA is identified, the child can begin receiving the appropriate special education and related services through an Individualized Education Program. Parents are encouraged to be an active participant in the process. A preschool child, age 3 through 5, with a disability is a child who has one of the following disabilities, as defined in rule 3301-51-01 of the Administrative Code: autism, intellectual disability, deaf-blindness, deafness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, visual disability, or developmental delay. A school age child, age 5 through 21, with a disability is a child identified with one or more of the following conditions: autism, cognitive disability, deaf-blindness, emotional disturbance, hearing impairment, multiple disabilities, orthopedic impairment, other health impairment, specific learning disability, speech or language impairment, traumatic brain injury, or visual impairment. Title II of the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act (Section 504) provide that no individual will be discriminated against on the basis of a disability. An individual with a disability means a person who has a physical or mental impairment that substantially limits one or more major life activities; or has a record of such an impairment; or has been regarded as having such an impairment. This protection applies not just to the student, but all individuals who have access to the district’s programs and facilities. In addition to the District Section 504/ADA Compliance Officers, the Board has also assigned building principals to serve as Building Section 504/ADA Compliance Officers. They are responsible for arranging annual reviews and three-year eligibility meetings, and for investigating at the first step any student or parent complaints of an alleged violation, misapplication or misinterpretation of Section 504/ADA. To inquire about the procedures or programs you may contact your building principal or the Department of Academics and Student Learning office at 764-5913. Gifted Education and Services
For further information on the district’s gifted services, identification practices, and enrichment, please visit Dublin City Schools gifted website, www.dublinschools.net/gifted.aspx. Homeless Students
Homeless students will be provided with a free and appropriate public education in the same manner as other students served by the District. Homeless students are eligible to receive transportation services, participate in education programs for students with disabilities or limited English proficiency, participate in gifted and talented programs, and receive meals under school nutrition programs. Homeless students will not be denied enrollment based on lack of proof of residency. For additional information, contact the liaison for Homeless Students at 760-4359. Attendance at School Events
Students must be in attendance the day of the event at least 240 minutes to be allowed to participate. This includes academic activities, athletic events, extracurricular activities and clubs. All school rules apply at school events. Book Bags
Any bag or purse that is large enough to carry a school book or notebook will be considered to be a book bag. All book bags and backpacks must be stored in student lockers during regular school hours. Students may bring a book bag or backpack to school, but they will not be permitted to take them into classrooms. Athletic equipment needs to be secured in assigned athletic lockers prior to the school day.
Canteens Policy & Rules
Students may attend canteens/after school dances, at their home school only. This means that no guests from other schools may attend. Students must stay until the end of the canteen, unless other arrangements were made with the administration. If a student leaves the canteen, s/he is not allowed to return. Students not in attendance during the school day may not attend a canteen except with the permission of the administration.
1. Canteen attendance is only for students of the home school.
2. For safety reasons, students will dance in a manner that enhances the safety of others. Some poor behaviors would include: slam dancing, smashing into one another, holding hands and swinging, student on another student’s shoulders, piggyback rides, etc.
3. If students wish to sit on the floor, please do so near the walls of the gym.
4. Please keep all food and drinks in the commons area.
5. Students will promote safety by walking at all times during the canteen.
6. Be considerate of others at all times.
7. Students must stay at the canteen until completion. If a student needs to leave the canteen, the parent/guardian must accompany the student from the canteen or provide the administration with written permission ahead of time.
8. After canteens, please remember that we want to keep good relationships with those in the neighborhood and local businesses. Please do not do anything that would jeopardize this relationship.
9. All hats and coats will be placed in the student lockers prior to the students entering the gym.
10. Arrangements should be made with parents/guardians for student drop off and pick up no more than 15 minutes before or after the canteen.
11. Student behavior at the canteen is governed by the Dublin City Schools Code of Student Conduct.