RICHARSON ISD Parent and Student Handbook
2023–24 School Year
Accessibility
If you have difficulty accessing the information in this handbook due to a disability, please
contact your campus principal or the Richardson ISD 504/ADA Coordinator, Alicia Zornig
(alicia.zornig@risd.org)
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Contents
RICHARSON ISD Parent and Student Handbook ...................................................................... 1
Preface .....................................................................................................................................11
Accessibility ..............................................................................................................................12
Section One: Parental Rights ....................................................................................................13
Students ................................................................................................................................13
Parents ..................................................................................................................................13
Teachers ...............................................................................................................................14
Administrators .......................................................................................................................14
Consent, Opt-Out, and Refusal Rights...................................................................................15
Consent to Conduct a Psychological Evaluation ................................................................15
Consent to Human Sexuality Instruction ............................................................................15
Consent Before Human Sexuality Instruction .....................................................................16
Consent Before Instruction on Prevention of Child Abuse, Family Violence, Dating Violence,
and Sex Trafficking ............................................................................................................16
Consent to Provide a Mental Health Care Service .............................................................17
Consent to Display a Student’s Original Works and Personal Information ..........................18
Consent to Receive Parenting and Paternity Awareness Instruction if a Student is under
Age 14 ...............................................................................................................................18
Consent to Video or Audio Record a Student when Not Already Permitted by Law ............18
Opting Out of Advanced Mathematics in Grades 6-8 .........................................................19
Corporal Punishment .........................................................................................................19
Limiting Electronic Communications between Students and District Employees ................19
Objecting to the Release of Directory Information ..............................................................20
Objecting to the Release of Student Information to Military Recruiters and Institutions of
Higher Education (Secondary Grade Levels Only) .............................................................20
Participation in Third-Party Surveys ...................................................................................21
Removing a Student from Instruction or Excusing a Student from a Required Component of
Instruction ..............................................................................................................................22
Reciting a Portion of the Declaration of Independence in Grades 3–12 ..............................22
Reciting the Pledges to the U.S. and Texas Flags .............................................................22
Religious or Moral Beliefs ..................................................................................................23
Student Exemptions ...........................................................................................................23
Tutoring or Test Preparation ..............................................................................................23
Right of Access to Student Records, Curriculum Materials, and District Records/Policies .....24
Parent Review of Instructional Materials ............................................................................24
District Review of Instructional Materials ............................................................................24
3
Notices of Certain Student Misconduct to Noncustodial Parent .............................................24
Participation in Federally Required, State-Mandated, and District Assessments ...................24
Student Records ....................................................................................................................24
Accessing Student Records ...............................................................................................24
Authorized Inspection and Use of Student Records ...........................................................25
Teacher and Staff Professional Qualifications .......................................................................28
A Student with Exceptionalities or Special Circumstances .....................................................28
Children of Military Families ...............................................................................................28
Parental Role in Certain Classroom and School Assignments ...............................................29
Multiple-Birth Siblings.........................................................................................................29
Safety Transfers/Assignments ...........................................................................................29
Student Use of a Service/Assistance Animal ......................................................................29
A Student Who Is Homeless ..............................................................................................31
Special Education Referrals ...............................................................................................32
Section 504 Referrals ........................................................................................................33
Section Two: Other Important Information for Parents and Students .........................................35
Absences/Attendance ............................................................................................................35
Compulsory Attendance ........................................................................................................35
Prekindergarten and Kindergarten .....................................................................................35
Ages 6–18 ..........................................................................................................................35
Age 19 and Older ...............................................................................................................36
Compulsory Attendance—Exemptions ..................................................................................36
All Grade Levels.................................................................................................................36
Secondary Grade Levels ....................................................................................................37
Compulsory Attendance—Failure to Comply .........................................................................37
All Grade Levels.................................................................................................................37
Students with Disabilities ...................................................................................................37
Ages 6–18 ..........................................................................................................................38
Age 19 and Older ...............................................................................................................38
Attendance for Credit or Final Grade (All Grade Levels) ........................................................38
Official Attendance-Taking Time ........................................................................................39
Documentation after an Absence (All Grade Levels) ..........................................................39
Doctor’s Note after an Absence for Illness (All Grade Levels) ............................................39
Certification of Absence Due to Severe Illness or Treatment .............................................40
Driver License Attendance Verification (Secondary Grade Levels Only) ............................40
Extenuating Circumstances ...............................................................................................40
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Non-extenuating Circumstances ........................................................................................40
Religious Observances ......................................................................................................40
Accountability under State and Federal Law (All Grade Levels).............................................41
Armed Services Vocational Aptitude Battery Test (Grades 10–12) ........................................41
Awards and Honors (All Grade Levels) ..................................................................................41
Bullying (All Grade Levels) ....................................................................................................41
Career and Technical Education (CTE) and Other Work-Based Programs (Secondary Grade
Levels Only) ..........................................................................................................................44
Celebrations (All Grade Levels) .............................................................................................45
Child Sexual Abuse, Trafficking, and Other Maltreatment of Children (All Grade Levels) ......45
Warning Signs of Sexual Abuse .........................................................................................45
Warning Signs of Trafficking ..............................................................................................46
Reporting and Responding to Sexual Abuse, Trafficking, and Other Maltreatment of
Children .............................................................................................................................47
Class Rank/Highest-Ranking Student (Secondary Grade Levels Only) .................................48
Children Left After School ......................................................................................................48
Class Schedules (Secondary Grade Levels Only) .................................................................48
College and University Admissions and Financial Aid (All Grade Levels) ..............................48
College Credit Courses (Secondary Grade Levels Only) .......................................................49
Communications (All Grade Levels) ......................................................................................50
Parent Contact Information ................................................................................................50
Automated Emergency Communications ...........................................................................50
Automated Non-Emergency Communications ....................................................................51
Complaints and Concerns (All Grade Levels) .....................................................................51
Conduct (All Grade Levels) ................................................................................................51
Counseling ............................................................................................................................53
Academic Counseling ........................................................................................................53
Course Credit (Secondary Grade Levels Only) ..................................................................54
Credit by Examination—If a Student Has Taken the Course/Subject (Grades 6–12) ..........54
Credit by Examination for Advancement/Acceleration—If a Student Has Not Taken the
Course/Subject ..................................................................................................................55
Dating Violence, Discrimination, Harassment, and Retaliation (All Grade Levels) .................56
Dating Violence ..................................................................................................................56
Discrimination ....................................................................................................................57
Harassment .......................................................................................................................57
Sexual Harassment and Gender-Based Harassment .........................................................57
Retaliation ..........................................................................................................................58
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Reporting Procedures ........................................................................................................58
Investigation of Report .......................................................................................................59
Discrimination ....................................................................................................................59
Distance Learning (All Grade Levels) .................................................................................59
Texas Virtual School Network (TXVSN) (Secondary Grade Levels) ......................................59
Distribution of Literature, Published Materials, or Other Documents (All Grade Levels) .........60
School Materials ................................................................................................................60
Nonschool Materials ..............................................................................................................60
Dress and Grooming (All Grade Levels) ................................................................................61
Electronic Devices and Technology Resources (All Grade Levels) ........................................62
Possession and Use of Personal Telecommunications Devices, Including Cell Phones, and
Other Electronic Devices ....................................................................................................62
Instructional Use of Personal Telecommunications and Other Electronic Devices .............62
Acceptable Use of District Technology Resources .............................................................62
Unacceptable and Inappropriate Use of Technology Resources............................................62
End-of-Course (EOC) Assessments ......................................................................................63
Emergent Bilingual Students (All Grade Levels) ....................................................................63
Extracurricular Activities, Clubs, and Organizations (All Grade Levels)..................................63
Standards of Behavior........................................................................................................64
Fees (All Grade Levels) .....................................................................................................65
Fundraising (All Grade Levels) ...........................................................................................65
Gang-Free Zones (All Grade Levels) .....................................................................................66
Gender-Based Harassment ...................................................................................................66
Grade-Level Classification (Grades 9–12 Only) .....................................................................66
Grading Guidelines (All Grade Levels)...................................................................................66
Graduation (Secondary Grade Levels Only) ..........................................................................66
Requirements for a Diploma...............................................................................................66
Testing Requirements for Graduation ................................................................................67
Foundation Graduation Program ........................................................................................67
Credits Required ................................................................................................................68
Available Endorsements ....................................................................................................69
Financial Aid Application Requirement ...............................................................................70
Personal Graduation Plans ................................................................................................70
Available Course Options for All Graduation Programs ......................................................71
Certificates of Coursework Completion ..............................................................................71
Students with Disabilities ...................................................................................................71
Scholarships and Grants ....................................................................................................72
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Harassment ...........................................................................................................................72
Hazing (All Grade Levels) ......................................................................................................72
Health—Physical and Mental .................................................................................................72
Illness (All Grade Levels) ...................................................................................................72
Immunization (All Grade Levels) ........................................................................................73
Lice (All Grade Levels) .......................................................................................................74
Medicine at School (All Grade Levels) ...............................................................................74
Asthma and Severe Allergic Reactions ..............................................................................75
Steroids (Secondary Grade Levels Only) ...........................................................................75
Mental Health Support (All Grade Levels) ..........................................................................75
Physical Activity Requirements ..........................................................................................76
Physical Health Screenings/Examinations .........................................................................77
Special Health Concerns (All Grade Levels) ......................................................................78
Health-Related Resources, Policies, and Procedures ............................................................79
Physical and Mental Health Resources (All Grade Levels) .................................................79
Policies and Procedures that Promote Student Physical and Mental Health (All Grade
Levels) ...............................................................................................................................79
School Health Advisory Council (SHAC) (All Grade Levels) ...............................................80
Student Wellness Policy/Wellness Plan (All Grade Levels) ................................................80
Homework (All Grade Levels) ................................................................................................80
Law Enforcement Agencies (All Grade Levels) ......................................................................80
Questioning of Students .....................................................................................................80
Students Taken into Custody .............................................................................................81
Notification of Law Violations .............................................................................................81
Leaving Campus (All Grade Levels) ......................................................................................82
During Lunch .....................................................................................................................82
At Any Other Time during the School Day ..........................................................................83
Lost and Found (All Grade Levels) ........................................................................................83
Late Work ..............................................................................................................................83
Makeup Work ........................................................................................................................83
Makeup Work Because of Absence (All Grade Levels) ......................................................83
DAEP Makeup Work ..........................................................................................................84
In-School Suspension (ISS) and Out-of-School Suspension (OSS) Makeup Work (All Grade
Levels)...................................................................................................................................84
Alternative Means to Receive Coursework .........................................................................84
Opportunity to Complete Courses ......................................................................................84
Nondiscrimination Statement (All Grade Levels) ....................................................................84
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Nontraditional Academic Programs (All Grade Levels) ..........................................................85
Parent and Family Engagement (All Grade Levels) ...............................................................86
Working Together ..............................................................................................................86
Parking and Parking Permits (Secondary Grade Levels Only) ...............................................87
Pledges of Allegiance and a Minute of Silence (All Grade Levels) .........................................87
Prayer (All Grade Levels) ......................................................................................................88
Promotion and Retention .......................................................................................................88
Prekindergarten OR Kindergarten ......................................................................................88
Elementary and Middle/Junior High Grade Levels ..............................................................88
Junior High School Promotion — Grades 7 & 8 .................................................................89
High School Grade Levels .................................................................................................89
Release of Students from School .......................................................................................90
Report Cards/Progress Reports and Conferences (All Grade Levels) ................................90
Retaliation ..........................................................................................................................90
Required State Assessments ................................................................................................90
STAAR (State of Texas Assessments of Academic Readiness) for Grades 3-8 .................90
Standardized testing for a Student Enrolled above Grade Level ........................................91
High School Courses End-of-Course (EOC) Assessments ................................................91
Requesting Administration of STAAR/EOC in Paper Format (All Grade Levels) STAAR and
EOC assessments are administered electronically. ............................................................91
Standardized Testing for a Student in Special Programs ...................................................91
Failure to Perform Satisfactorily on a STAAR or EOC Assessment ....................................91
Safety (All Grade Levels) .......................................................................................................92
Accident Insurance ............................................................................................................92
Insurance for Career and Technical Education (CTE) Programs ........................................92
Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies ......................93
Preparedness Training: CPR and Stop the Bleed ..............................................................93
Emergency Medical Treatment and Information .................................................................93
Emergency School Closure Information .............................................................................93
SAT, ACT, and Other Standardized Tests .............................................................................94
Schedule Changes (Middle/Junior High and High School Grade Levels) ...............................94
Determining Criteria for Schedule Changes – ....................................................................94
Adding and Dropping Courses – ........................................................................................95
Eligibility Requirements Must be Considered .....................................................................95
School Facilities ....................................................................................................................95
Asbestos Management Plan (All Grade Levels) .....................................................................95
Food and Nutrition Services (All Grade Levels) .....................................................................96
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Vending Machines (All Grade Levels) ................................................................................97
Pest Management Plan (All Grade Levels) .........................................................................97
Conduct Before and After School (All Grade Levels) .............................................................97
Library (All Grade Levels) ......................................................................................................98
Use of Hallways during Class Time (All Grade Levels) ..........................................................98
Use by Students Before and After School (All Grade Levels) ................................................98
Meetings of Noncurriculum-Related Groups (Secondary Grade Levels Only) ........................98
School-Sponsored Field Trips (All Grade Levels) ..................................................................98
Searches ...............................................................................................................................99
Searches in General (All Grade Levels) .............................................................................99
District Property (All Grade Levels) ....................................................................................99
Metal Detectors (All Grade Levels).....................................................................................99
Telecommunications and Other Electronic Devices (All Grade Levels) ..............................99
Trained Dogs (All Grade Levels) ...................................................................................... 100
Vehicles on Campus (Secondary Grade Levels Only) ...................................................... 100
Special Programs (All Grade Levels) ................................................................................... 100
Standardized Testing ........................................................................................................... 101
SAT/ACT (Scholastic Aptitude Test/American College Test) ............................................ 101
TSI (Texas Success Initiative) Assessment ...................................................................... 101
Tardies (All Grade Levels) ................................................................................................... 101
Elementary Students ........................................................................................................ 101
Secondary Students ......................................................................................................... 102
Textbooks, Electronic Textbooks, Technological Equipment, and Other Instructional Materials
(All Grade Levels) ................................................................................................................ 102
Transfers (All Grade Levels) ................................................................................................ 102
Transportation (All Grade Levels) ........................................................................................ 103
School-Sponsored Trips ................................................................................................... 103
Buses and Other School Vehicles .................................................................................... 103
Vandalism (All Grade Levels) .............................................................................................. 104
Video Cameras (All Grade Levels) ................................................................................... 104
Visitors to the School (All Grade Levels) .............................................................................. 105
General Visitors ............................................................................................................... 105
Lunch and Campus Activities ........................................................................................... 105
Unauthorized Persons...................................................................................................... 105
Visitors Participating in Special Programs for Students ....................................................... 106
Business, Civic, and Youth Groups .................................................................................. 106
Volunteers (All Grade Levels) .......................................................................................... 106
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Voter Registration (Secondary Grade Levels Only) .......................................................... 106
Withdrawing from School (All Grade Levels)........................................................................ 106
Glossary.................................................................................................................................. 108
APPENDICES ......................................................................................................................... 111
APPENDIX A ....................................................................................................................... 111
Options and Requirements .............................................................................................. 111
APPENDIX B .......................................................................................................................... 112
Richardson ISD Extracurricular Code of Conduct 2023-2024 .............................................. 112
Statement of Expectations: .............................................................................................. 112
Standards for District Extra-Curricular Activities: .............................................................. 112
Automatic student removal from a program: ..................................................................... 112
RISD District-Wide Guidelines for Extracurricular Students: ................................................ 113
Alcohol & Illegal Drugs ..................................................................................................... 113
CONSEQUENCES .......................................................................................................... 115
APPENDIX C ....................................................................................................................... 118
2023-2024 Extracurricular Activity Acknowledgment and Agreement Form ...................... 118
APPENDIX D ....................................................................................................................... 119
Responsible Use Guidelines and Agreement for Technology Resources ................................ 122
Technology Mission Statement ............................................................................................ 122
Purpose ........................................................................................................................... 122
Application of Guidelines .................................................................................................. 122
General Expectations ....................................................................................................... 122
Digital Citizenship ............................................................................................................ 123
Google Workspace for Education ..................................................................................... 124
District Account Management .......................................................................................... 124
Single Sign On (SSO) ...................................................................................................... 125
Electronic Media Guidelines for Communication with Students ........................................ 125
Appropriate Use ............................................................................................................... 125
Inappropriate Use* ........................................................................................................... 126
Acknowledgment and Agreement .................................................................................... 127
APPENDIX F ....................................................................................................................... 128
IMPORTANT ADDRESSES AND TELEPHONE NUMBERS............................................ 128
RISD Administration Building (469) 593-0000...................................................................... 128
RISD Administration Annex ................................................................................................. 128
High Schools ....................................................................................................................... 128
Nontraditional High School Program .................................................................................... 128
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Alternative Education Program ............................................................................................ 128
Junior High Schools ............................................................................................................. 128
Elementary Schools ............................................................................................................. 129
APPENDIX G ...................................................................................................................... 133
Intradistrict Transfer Guidelines ....................................................................................... 133
General Transfer Information ........................................................................................... 136
Staffing and Class Sizes .................................................................................................. 137
Transportation .................................................................................................................. 137
Appeal of Denial of Transfer Request .............................................................................. 137
APPENDIX H ....................................................................................................................... 139
Guidelines: Freedom from Bullying and Harassment ....................................................... 139
APPENDIX I ........................................................................................................................ 147
Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA) .............. 147
Appendix J .......................................................................................................................... 149
Student Cell Phone Guidelines ........................................................................................ 149
Appendix K .......................................................................................................................... 151
RISD Guidelines: Elementary Student Dress ....................................................................... 151
Appendix L .......................................................................................................................... 152
RISD Guidelines: Secondary Student Dress .................................................................... 152
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Preface
Parents and Students:
Welcome to the new 2023-2024 school year!
Education is a team effort. Students, parents, teachers, and other staff members working
together will make this a successful year.
The Richardson Independent School District (“RISD” or “Richardson ISD”) Student and
Parent Handbook is a general reference guide that is divided into two sections:
Section One: Parental Rights describes certain parental rights as specified in state or
federal law.
Section Two: Other Important Information for Parents and Students is organized
alphabetically by topic. Where applicable, the topics are further organized by grade level.
Note: Unless otherwise noted, the term “parent” refers to the parent, legal guardian, any person
granted some other type of lawful control of a student, or any other person who has agreed to
assume school-related responsibility for a student.
The Parent and Student Handbook is designed to align with state and federal law, board-
adopted policies, and the RISD Student Code of Conduct, a board-adopted document
intended to promote school safety and an atmosphere for learning. The Parent and Student
Handbook is not meant to be a complete statement of all policies, procedures, or rules in any
given circumstance.
In case of conflict between provisions, the district will resolve any conflict by reviewing
documentation in the following order: 1) board policy, 2) the Richardson ISD Student Code of
Conduct and 3) the Student and Parent Handbook.
Therefore, parents and students should also become familiar with the Richardson ISD Student
Code of Conduct. To review the Richardson ISD Student Code of Conduct, visit the district’s
website at https://web.risd.org/studentservices/policies/#codeofconduct
. State law requires that
the Student Code of Conduct be prominently displayed or made available for review at each
campus.
The Student and Parent Handbook is updated annually; however, policy adoption and revisions
may occur throughout the year. The district encourages parents to stay informed of proposed
policy changes by attending board meetings and reviewing communications explaining changes
in policy or other rules that affect Student and Parent Handbook provisions. Richardson ISD
reserves the right to modify the Student and Parent Handbook at any time. Notice of
revisions will be provided as is reasonably practical.
Although the Student and Parent Handbook may refer to rights established through law or
district policy, it does not create additional rights for parents and students. The Handbook does
not, nor is it intended to, represent a contract between any parent or student and the district.
A hard copy of either the RISD Student Code of Conduct or Student and Parent Handbook can
be requested at your campus office or can be downloaded online at
https://web.risd.org/studentservices/policies/#codeofconduct
.
Note: References to board policy codes are included for ease of reference. The hard copy of
the district’s official policy manual is available for review in 400 S. Greenville, Richardson Texas
12
75081. Board policies may also be accessed online at:
https://pol.tasb.org/PolicyOnline?key=370.
The Board of Trustees is responsible for the development of local policies. The Richardson ISD’s
policy manual includes:
o LEGAL policies contain provisions from federal and state laws and regulations, case
law, and other legal authorities that provide the legal framework for school districts.
o LOCAL policies are Board-adopted and reflect the Board’s decisions on district
practices within the Board’s responsibility and as required by law.
For questions about the material in this handbook, please contact:
Executive Director Student Support Services
kim.sullivan@risd.org
469-593-9138
Complete and return to the student’s campus the following forms provided in the forms packet
distributed at the beginning of the year or upon enrollment:
o Notice Regarding Directory Information and Parent’s Response Regarding Release
of Student Information,
o For secondary students, Parent’s Objection to the Release of Student Information to
Military Recruiters and Institutions of Higher Education (if you choose to restrict the
release of information to these entities), and
o Consent/Opt-Out Form for participation in third-party surveys.
[See Objecting to the Release of Directory Information on page 20 and Consent Required
Before Student Participation in a Federally Funded Survey on page 21 for more
information.]
Accessibility
If you have difficulty accessing the information in this handbook due to a disability, please
contact your campus principal or RISD’s 504/ADA Coordinator, Alicia Zornig
(alicia.zornig@risd.org
)
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Section One: Parental Rights
This section of the RISD Parent and Student Handbook describes certain parental rights as
specified in state or federal law.
Richardson ISD is committed to providing an exemplary education for all students. Every
CHILD. Every TEACHER. Every LEADER. Every DAY. A strong partnership between school
and home is essential to realizing RISD’s vision and RISD is committed to working with students
and their parents to forge that partnership. Whenever this Handbook references a “parent,” the
term includes a student’s biological, adoptive, or foster parent, as well as a legal guardian or
any other person who has legal control over a child. Collaboration among these groups fosters
effective education and academic success. Some of the roles and responsibilities of each group
in this educational partnership are discussed below:
Students
Students are expected to:
● Devote their best efforts to mastering the instructional material taught in class and
included in supplemental materials;
● Obey all school rules
● Cooperate with school staff and administrators;
● Notify teachers or school officials of any conflicts with other students;
● Report threats of any kind to teachers and/or school officials;
● Refrain from bringing items to school that are prohibited by the Student Code of
Conduct;
● Become involved in school activities according to individual interests;
● Show respect to others;
● Model responsible behavior;
● Be prepared for each class with appropriate materials and assignments;
● Attend all classes regularly and on time;
● Dress according to the campus and district dress policy and procedures;
● Be responsible for instructional materials and instructional technology issued to
them and return them in good condition; and
● Comply with RISD’s cell phone free environment policy.
Parents
Parents can be engaged in the educational partnership by:
● Encouraging students to put a high priority on education and work with students daily to
make the most of the educational opportunities at school;
● Ensuring students complete all homework assignments and special projects and come
to school each day prepared, rested, and ready to learn;
● Monitoring student dress to ensure it adheres to the school’s dress code;
● Encouraging students to eat a good breakfast before school;
● Encouraging and helping students develop good study habits;
●
Being aware of the school's ongoing bullying and harassment prevention efforts;
14
●
Sharing with students the importance of observing and obeying school rules;
●
Ensuring student’s prompt and regular attendance, providing proper documentation for
absences and/or tardiness to school;
● Attending scheduled parent-teacher conferences and requesting additional conferences
as needed;
● Attending Board meetings to learn more about District operations;
● Discussing school assignments, progress notices and report cards with students;
● Keeping informed of school policies and academic requirements for school-related
activities;
●
Volunteering and participating in school-related organizations and activities where
possible;
● Serving on a committee at your campus or a district-level committee;
● Informing the school of any learning concerns or conditions that may relate to the
student’s education;
● Contacting school officials if you are concerned with your child's emotional or mental
well-being;
● Providing the school with current home, work, and emergency telephone numbers and
other pertinent information;
● Cooperating with teachers and school administration;
●
Ensuring student attendance when tutoring is required or recommended; and
● Discuss and encourage compliance with the District’s cell phone free environment
policy.
Teachers
Teachers show their support of the educational partnership by:
● Serving as appropriate role models for students;
● Teaching the Texas Essential Knowledge and Skills (TEKS);
● Complying with District and school policies, rules, regulations, and directives;
● Preparing appropriate assignments and resource materials;
● Establishing rapport and effective working relationships with parents, students, and other
staff;
● Promoting good student behavior management;
● Maintaining an orderly classroom atmosphere that is conducive to learning;
● Practicing appropriate preventive methods of discipline;
● Enforcing rules in a fair and consistent/manner; and
● Fostering good work habits to support each student’s achievement of personal goals and
academic excellence.
Administrators
Administrators will:
● Assume responsibility for instructional leadership;
● Serve as appropriate role models for staff and students;
● Encourage parent communication and involvement with the school;
● Respond to student educational and behavioral concerns expressed by teachers and/or
parents;
● Provide leadership in preventive discipline techniques;
● Evaluate disciplinary issues effectively using the District’s
Student Code of Conduct;
15
● Make reasonable efforts to contact parents regarding
Student Code of Conduct
violations;
●
Monitor disciplinary trends and respond to them appropriately; and
●
Ensure that safety and security protocols are in place and functioning properly.
Consent, Opt-Out, and Refusal Rights
Consent to Conduct a Psychological Evaluation
Unless required under state or federal law, a district employee will not conduct a psychological
examination, test, or treatment without obtaining prior written parental consent.
Note: An evaluation may be legally required under special education rules or by the Texas
Education Agency rules for child abuse investigations and reports.
Consent to Human Sexuality Instruction
Annual Notification
As a part of the district’s curriculum, students receive instruction related to human sexuality. The
School Health Advisory Council (SHAC) makes recommendations for curriculum materials, and
the school board adopts the materials and determines the specific content of the instruction.
Grades 5–6
•In grades 5 – 6 Quaver Online Health (2022 adoption) will be utilized to cover health
information emphasizing good decision making, interpersonal skills, and disease concepts.
•Supplement curriculum video, “Always Changing and Growing Up” for boys and “Always
Changing and Growing Up” for girls on puberty for fifth grade students (separate presentations).
These are “OPT IN” videos. (2023 adoption)
•Supplement curriculum to the video, “Always Changing and Growing Up” for boys and “Always
Changing and Growing Up” for girls on puberty for sixth grade students (separate
presentations). These are “OPT IN” videos. (2023 adoption)
Grade 7/8
•Use Goodheart-Willcox Publisher “Texas Health Skills” and ancillary materials (2022 adoption).
•Students will participate in “Choosing the Best – Path” health curriculum if participating in a
Health class. This is an “OPT IN” curriculum. (2023 adoption)
Health (Grade 9–12)
•Use Goodheart-Willcox Publisher “Texas Health Skills” and ancillary materials (2022 adoption).
•Students will participate in “Choosing the Best – Journey” health curriculum if participating in a
Health class. This is an “OPT IN” curriculum. (2023 adoption)
For further information, see the district’s human sexuality instruction website at
https://web.risd.org/healthpe/csh
.
In accordance with state law, a parent may:
16
● Review, receive a copy of, or purchase a copy of curriculum materials depending on the
copyright of the materials.
● Remove his or her child from any part of the human sexuality instruction without academic,
disciplinary, or other penalties.
● Become involved in the development of this curriculum by becoming a member of the
district’s SHAC or attending SHAC meetings. (See the campus principal for details.)
● Use the district’s grievance procedure concerning a complaint. See Complaints and
Concerns (All Grade Levels) on page 43 and FNG(LOCAL).
State law also requires that instruction related to human sexuality, sexually transmitted
diseases, or human immunodeficiency virus (HIV) or acquired immune deficiency syndrome
(AIDS):
● Present abstinence from sexual activity as the preferred choice in relationship to all sexual
activity for unmarried persons of school age;
● Devote more attention to abstinence from sexual activity than to any other behavior;
● Emphasize that abstinence, if used consistently and correctly, is the only method that is 100
percent effective in preventing pregnancy, sexually transmitted infections, and the emotional
trauma associated with adolescent sexual activity;
● Direct adolescents to abstain from sexual activity before marriage as the most effective way
to prevent pregnancy and sexually transmitted diseases; and
● If included in the content of the curriculum, teach contraception and condom use in terms of
human use reality rates instead of theoretical laboratory rates.
[See Consent to Instruction on Prevention of Child Abuse, Family Violence, Dating
Violence, and Sex Trafficking on page 16]
Consent Before Human Sexuality Instruction
Before a student receives human sexuality instruction, the district must obtain written consent
from the student’s parent. Parents will be sent a request for written consent at least 14 days
before the instruction will begin. This will be provided by your school for 5th and 6th graders
and for 7-12th graders, the request will come from the Health 1 teacher.
Consent Before Instruction on Prevention of Child Abuse, Family Violence, Dating
Violence, and Sex Trafficking
Before a student receives instruction on the prevention of child abuse, family violence, dating
violence and sex trafficking, the district must obtain written consent from the student’s parent.
Parents will be sent a request for written consent at least 14 days before the instruction will
begin.
Annual Notification
Students receive instruction related to the prevention of child abuse, family violence, dating
violence, and sex trafficking. The School Health Advisory Council (SHAC) makes
recommendations for curriculum materials, and the school board adopts the materials and
determines the specific content of the instruction.
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The instruction and curriculum materials relating to the prevention of child abuse, family
violence, dating violence, and sex trafficking can be accessed through this link:
RISD
Curriculum Regarding Child Abuse, Human Trafficking, Family Violence, and Dating Violence
For further information, see the district’s Prevention Programming website
https://web.risd.org/preventionprogramming/
In accordance with state law, a parent may:
● Review, receive a copy of, or purchase a copy of curriculum materials depending on the
copyright of the materials. As required by law, any curriculum materials in the public domain
used in this instruction will be posted on the district’s website at the location indicated
above.
● Remove his or her child from any part of this instruction without academic, disciplinary, or
other penalties.
● Become involved in the development of this curriculum by becoming a member of the
district’s SHAC or attending SHAC meetings. (See the campus principal for details.)
● Use the district’s grievance procedure concerning a complaint. See Complaints and
Concerns (All Grade Levels) on page 51 and FNG for information on the grievance and
appeals process.
[See Consent to Human Sexuality Instruction on page 16 ; Dating Violence on page 56; and
Child Sexual Abuse, Trafficking, and Other Maltreatment of Children on page 45]
Consent to Provide a Mental Health Care Service
The district will not provide a mental health care service to a student or conduct a medical
screening of a student as part of the district’s intervention procedures except as permitted by
law.
The district has established procedures for recommending to a parent an intervention for a
student with early warning signs of mental health concerns, substance abuse, or suicide risk.
The campus’s mental health liaison will notify the student’s parent within a reasonable amount
of time after the liaison learns that a student has displayed early warning signs and provide
information about available counseling options.
The district has also established procedures for staff to notify the mental health liaison regarding
a student who may need intervention.
For concerns, please reach out to the campus counseling office.
The mental health liaison can provide further information regarding these procedures as well as
curriculum materials on identifying risk factors, accessing resources for treatment or support on
and off campus, and accessing available student accommodations provided on campus.
[See Mental Health Support on page 75.]
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Consent to Display a Student’s Original Works and Personal Information
Teachers may display a student’s work in classrooms or elsewhere on campus as recognition of
student achievement without seeking prior parental consent. These displays may include
personally identifiable student information. Student work includes:
● Artwork,
● Special projects,
● Photographs,
● Original videos or voice recordings, and
● Other original works.
However, the district will seek parental consent before displaying a student’s work on the
district’s website, a website affiliated or sponsored by the district (such as a campus or
classroom website), or in district publications, which may include printed materials, videos, or
other methods of mass communication.
Consent to Receive Parenting and Paternity Awareness Instruction if a Student is
under Age 14
A student under age 14 must have parental permission to participate in the district’s Parenting
and Paternity Awareness Program (https://www.texasattorneygeneral.gov/child-
support/programs-and-initiatives/parenting-and-paternity-awareness-papa/papa-
educators/papa-curriculum). This program was developed by the Office of the Texas Attorney
General and the State Board of Education (SBOE) to be incorporated into health education
classes.
Consent to Video or Audio Record a Student when Not Already Permitted by Law
State law permits the school to make a video or voice recording without parental permission
when it:
● Is to be used for school safety,
● Relates to classroom instruction or a co-curricular or extracurricular activity,
● Relates to media coverage of the school, or
● Relates to the promotion of student safety as provided by law for a student receiving special
education services in certain settings.
In other circumstances, the district will seek written parental consent before making a video or
voice recording of a student.
Please note that parents and visitors to a classroom, both virtual and in person, may not record
video or audio or take photographs or other still images without permission from the teacher or
other school official.
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Opting Out of Advanced Mathematics in Grades 6-8
The district will automatically enroll a student in grade 6 in an advanced mathematics course if
the student performed in the top 40 percent on the grade 5 mathematics STAAR or a local
measure that demonstrates proficiency in the student’s grade 5 mathematics course work.
Enrollment in an advanced mathematics course in grade 6 will enable students to enroll in
Algebra I in grade 8 and advanced mathematics in grades 9-12.
The student’s parent may opt the student out of automatic enrollment in advanced mathematics
courses.
Corporal Punishment
RISD prohibits corporal punishment.
Limiting Electronic Communications between Students and District Employees
The district permits teachers and other approved employees to use electronic communications
with students within the scope of professional responsibilities, as described by district
guidelines.
For example, a teacher may create a social networking page for his or her class to relay
information regarding class work, homework, and tests. A parent is welcome to access such a
page.
However, text messages sent to an individual student are only allowed if a district employee
with responsibility for an extracurricular activity must communicate with a student participating in
that activity.
An employee who communicates electronically with students shall observe and acknowledge
the following:
● The employee does not have a right to privacy with respect to communications with
students and parents.
● The employee is prohibited from knowingly communicating with students using any form
of electronic communications, including mobile and web applications, that are not
provided or accessible by the district unless a specific exception is noted below.
● Only a teacher, trainer, or other employee who has an extracurricular duty may use text
messaging, and then only to communicate with students who participate in the
extracurricular activity over which the employee has responsibility. An employee who
communicates with a student using text messaging shall comply with the following
protocol:
For each text message addressed to one or more students, the employee shall
send a copy of the text message to the employee’s district email address.
● The employee shall limit communications to matters within the scope of the employee’s
professional responsibilities (e.g., for classroom teachers, matters relating to class work,
homework, and tests; for an employee with an extracurricular duty, matters relating to
the extracurricular activity).
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● The employee is prohibited from knowingly communicating with students through a
personal social network page; the employee must create a separate social network page
(“professional page”) for the purpose of communicating with students. The employee
must enable administration and parents to access the employee’s professional page.
● The employee shall not communicate directly with any student between the hours of
10:00 p.m. and 6:00 a.m. An employee may, however, make public posts to a social
network site, blog, or similar application at any time.
A parent who does not want his or her child to receive one-to-one electronic communications from
a district employee should contact the campus principal.
Objecting to the Release of Directory Information
The Family Educational Rights and Privacy Act, or FERPA, permits the district to disclose
appropriately designated “directory information” from a student’s education records without
written consent.
“Directory information” is information that, if released, is generally not considered harmful or an
invasion of privacy. A parent or eligible student may object to the release of this information.
Any objection must be made in writing to the principal within ten school days of the student’s
first day of instruction. See Notice Regarding Directory Information and Parent’s Response
Regarding Release of Student Information, included in the online enrollment process. The
district requests that families living in a shelter for survivors of family violence or trafficking notify
district personnel that the student currently resides in such a shelter. Families may want to opt
out of the release of directory information so that the district does not release any information
that might reveal the location of such a shelter.
The district has identified two directory information lists—
one for school-sponsored purposes
and a second for all other requests. For district publications and announcements, the district has
designated the following as directory information: student name; address; telephone listing;
photograph; date and place of birth; major field of study; degrees, honors, and awards received;
dates of attendance; grade level; most recent educational institution attended; participation in
officially recognized activities and sports; and weight and height of members of athletic teams. (See
Board Policy FL(LOCAL)). If a parent does not object to the use of his or her child’s information
for these school-sponsored purposes, the school will not ask permission each time the district
wants to use the information for these purposes.
For all other purposes, the district has identified the following as directory information: student
name and enrollment or graduation status. (See Board Policy FL(LOCAL)). If a parent does not
object to the use of the student’s information for these purposes, the school must release this
information when requested by an outside entity or individual.
Note: Also see Authorized Inspection and Use of Student Records on page 25.
Objecting to the Release of Student Information to Military Recruiters and
Institutions of Higher Education (Secondary Grade Levels Only)
Unless a parent has advised the district not to release his or her student’s information, Every
Student Succeeds Act (ESSA) requires the district to comply with requests from military
recruiters or institutions of higher education to provide the following information about secondary
students:
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● Name,
● Address, and
● Telephone listing.
Military recruiters may also have access to a student’s district-provided email address, unless a
parent has advised the district not to release this information.
Participation in Third-Party Surveys
Consent Required Before Required Student Participation in a Federally Funded Survey
The Protection of Pupil Rights Amendment (PPRA) provides parents certain rights regarding
participation in surveys, the collection and use of information for marketing purposes, and
certain physical exams.
A parent has the right to consent before a student is required to submit to a survey funded by
the U.S. Department of Education that concerns any of the following protected areas:
● Political affiliations or beliefs of the student or the student’s parent;
● Mental or psychological problems of the student or the student’s family;
● Sex behavior or attitudes;
● Illegal, antisocial, self-incriminating, or demeaning behavior;
● Critical appraisals of individuals with whom the student has a close family relationship;
● Legally recognized privileged relationships, such as with lawyers, doctors, and ministers;
● Religious practices, affiliations, or beliefs of the student or parent; or
● Income, except when the information is required by law and will be used to determine the
student’s eligibility for a program.
A parent may inspect the survey or other instrument and any corresponding instructional
materials used in connection with such a survey. [See Board Policy EF(LEGAL) for more
information.]
“Opting Out” of Participation in Other Types of Surveys or Screenings and the
Disclosure of Personal Information
The PPRA gives parents the right to receive notice and an opportunity to opt a student out of:
● Activities involving the collection, disclosure, or use of personal information gathered from
the child for the purpose of marketing, selling, or otherwise disclosing that information to
others.
● Any nonemergency, invasive physical examination or screening required as a condition of
attendance, administered by the school or its agent, and not necessary to protect the
immediate health and safety of the student.
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Exceptions are hearing, vision, or spinal screenings, or any physical examination or screening
permitted or required under state law. [See Board Policies EF and FFAA for more information.]
A parent may inspect:
● Protected information surveys of students and surveys created by a third party;
● Instruments used to collect personal information from students for any of the above
marketing, sales, or other distribution purposes; and
● Instructional material used as part of the educational curriculum.
The Department of Education provides extensive information about the
Protection of Pupil
Rights Amendment (https://studentprivacy.ed.gov/resources/protection-pupil-rights-amendment-
ppra-general-guidance), including a PPRA Complaint Form (https://studentprivacy.ed.gov/file-a-
complaint).
Removing a Student from Instruction or Excusing a Student from a
Required Component of Instruction
See Consent to Human Sexuality Instruction on page 10 and Consent to Instruction on
Prevention of Child Abuse, Family Violence, Dating Violence, and Sex Trafficking on page
16 for information on a parent’s right to remove a student from such instruction
Reciting a Portion of the Declaration of Independence in Grades 3–12
State law designates the week of September 17 as Celebrate Freedom Week and requires all
social studies classes to provide the following:
● Instruction concerning the intent, meaning, and importance of the Declaration of
Independence and the U.S. Constitution; and
● A specific recitation from the Declaration of Independence for students in grades 3–12.
Per state law, a student may be excused from recitation of a portion of the Declaration of
Independence if any of the following apply:
● A parent provides a written statement requesting that his or her child be excused;
● The district determines that the student has a conscientious objection to the recitation; or
● A parent is a representative of a foreign government to whom the U.S. government extends
diplomatic immunity.
[See Board Policy EHBK(LEGAL) for more information.]
Reciting the Pledges to the U.S. and Texas Flags
A parent may request that his or her child be excused from participation in the daily recitation of
the Pledge of Allegiance to the U.S. flag and the Pledge of Allegiance to the Texas flag. The
request must be made in writing.
State law, however, requires that all students participate in one minute of silence following
recitation of the pledges.
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[See Pledges of Allegiance and a Minute of Silence on page 87 and Board Policy
EC(LEGAL) for more information.]
Religious or Moral Beliefs
A parent may remove his or her child temporarily from the classroom if a scheduled instructional
activity conflicts with the parent’s religious or moral beliefs. The removal may not be used to
avoid a test and may not extend for an entire semester. The student must also satisfy grade
level and graduation requirements as determined by the school and state law.
Student Exemptions
Exemption From Instruction: A parent may temporarily remove his or her child from a class or
other school activity that conflicts with the parent's religious or moral beliefs if the parent
presents or delivers to the teacher of the parent's child a written statement authorizing the
removal of the child from the class or other school activity. All reasonable efforts to
accommodate students’ religious or moral beliefs will be made before removal from the
instructional setting.
Per state law, a parent is not entitled to remove the parent's child from a class or other school
activity to avoid a test or to prevent the child from taking a subject for an entire semester. The
student must also satisfy grade-level and graduation requirements as determined by the District
and by state law.
Students shall be excused without penalty from required participation in a school-sponsored
program or event if participation is in conflict with their religious beliefs.
Tutoring or Test Preparation
A teacher may determine that a student needs additional targeted assistance for the student to
achieve mastery in state-developed essential knowledge and skills based on:
● Informal observations;
● Evaluative data such as grades earned on assignments or tests; or
● Results from diagnostic assessments.
The school will always attempt to provide tutoring and strategies for test-taking in ways that
prevent removal from other instruction as much as possible.
In accordance with state law and policy EC, districts must obtain parental permission before
removing a student from a regularly scheduled class for remedial tutoring or test preparation for
more than ten percent of the days the class is offered.
If a district offers tutorial services to students, state law requires a student with a grade below 70
for a reporting period to attend tutorial services—if the district offers these services.
[For questions about school-provided tutoring programs, contact the student’s teacher and see
policies EC and EHBC. See Standardized Testing on page 90 for information regarding
required accelerated instruction after a student fails to perform satisfactorily on certain state-
mandated tests.]
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Right of Access to Student Records, Curriculum Materials, and
District Records/Policies
Parent Review of Instructional Materials
A parent has the right to review teaching materials, textbooks, and other teaching aids and
instructional materials used in the curriculum, and to examine tests that have been
administered, whether instruction is delivered in-person, virtually, or remotely.
The district will make instructional materials available for parent review no later than 30 days
before the school year begins and for at least 30 days after the school year ends. However,
tests that have not yet been administered will not be made available for parent examination.
The district will provide login credentials to each student’s parent for any learning management
system or online learning portal used in instruction to facilitate parent access and review.
A parent is also entitled to request that the school allow the student to take home instructional
materials the student uses. The school may ask the student to return the materials at the
beginning of the next school day.
A school must provide printed versions of electronic instructional materials to a student if the
student does not have reliable access to technology at home.
District Review of Instructional Materials
A parent may request that the district conduct an instructional material review in a math, English
Language Arts, science, or social studies class in which the parent’s student is enrolled to
determine alignment with state standards and the level of rigor for the grade level. The district is
not required to conduct an instructional material review for a specific subject area or grade level
at a specific campus more than once per school year. For more information about requesting an
instructional material review, contact the campus principal.
Notices of Certain Student Misconduct to Noncustodial Parent
A noncustodial parent may request in writing that he or she be provided, for the remainder of the
school year, a copy of any written notice usually provided to a parent related to his or her child’s
misconduct that may involve placement in a disciplinary alternative education program (DAEP)
or expulsion. [See the Student Code of Conduct and policy FO(LEGAL) for more information.]
Participation in Federally Required, State-Mandated, and District
Assessments
In accordance with the Every Student Succeeds Act (ESSA), a parent may request information
regarding any federal, state, or district policy related to his or her child’s participation in required
assessments.
Student Records
Accessing Student Records
A parent may review his or her child’s records. These records include but are not limited to:
25
● Attendance records;
● Test scores;
● Grades;
● Disciplinary records;
● Counseling records;
● Psychological records;
● Applications for admission;
● Health and immunization information;
● Other medical records;
● Teacher and school counselor evaluations;
● Reports of behavioral patterns;
● Records relating to assistance provided for learning difficulties, including information
collected regarding any intervention strategies used with the child, as the term “intervention
strategy” is defined by law;
● State assessment instruments that have been administered to the child; and
● Teaching materials and tests used in the child’s classroom.
Authorized Inspection and Use of Student Records
The Family Educational Rights and Privacy Act (FERPA) affords parents and eligible students
certain rights regarding student education records.
For purposes of student records, an “eligible” student is anyone age 18 or older or who attends
a postsecondary educational institution. These rights, as discussed here and at Objecting to
the Release of Directory Information on page 20, are the right to:
● Inspect and review student records within 45 days after the day the school receives a
request for access;
● Request an amendment to a student record the parent or eligible student believes is
inaccurate, misleading, or otherwise in violation of FERPA;
● Provide written consent before the school discloses personally identifiable information from
the student’s records, except to the extent that FERPA authorizes disclosure without
consent; and
● File a complaint (https://studentprivacy.ed.gov/file-a-complaint
) with the U.S. Department of
Education concerning failures by the school to comply with FERPA requirements.
Both FERPA and state laws safeguard student records from unauthorized inspection or use and
provide parents and eligible students certain rights of privacy.
Before disclosing personally identifiable information from a student’s records, the district must
verify the identity of the person, including a parent or the student, requesting the information.
26
Virtually all information pertaining to student performance—including grades, test results, and
disciplinary records—is considered confidential educational records.
Inspection and release of student records is restricted to an eligible student or a student’s
parent unless the school receives a copy of a court order terminating parental rights or the right
to access a student’s education records. A parent’s rights regarding access to student records
are not affected by the parent’s marital status.
Federal law requires that control of the records goes to the student as soon as the student:
● Reaches the age of 18;
● Is emancipated by a court; or
● Enrolls in a postsecondary educational institution.
However, the parent may continue to have access to the records if the student is a dependent
for tax purposes and, under limited circumstances, when there is a threat to the health and
safety of the student or other individuals.
FERPA permits the disclosure of personally identifiable information from a student’s education
records without written consent of the parent or eligible student when school officials have what
federal law refers to as a “legitimate educational interest” in a student’s records.
Legitimate educational interest may include:
● Working with the student;
● Considering disciplinary or academic actions, the student’s case, or an individualized
education program for a student with disabilities;
● Compiling statistical data;
● Reviewing an educational record to fulfill the official’s professional responsibility; or
● Investigating or evaluating programs.
School officials may include:
● Board members and employees, such as the superintendent, administrators, and principals;
● Teachers, school counselors, diagnosticians, and support staff (including district health or
medical staff);
● A person or company with whom the district has contracted or allowed to provide a specific
institutional service or function (such as an attorney, consultant, third-party vendor that
offers online programs or software, auditor, medical consultant, therapist, school resource
officer, or volunteer);
● A person appointed to serve on a team to support the district’s safe and supportive school
program;
● A parent or student serving on a school committee; or
● A parent or student assisting a school official in the performance of his or her duties.
FERPA also permits the disclosure of personally identifiable information without written consent:
27
● To authorized representatives of various governmental agencies, including juvenile service
providers, the U.S. Comptroller General’s office, the U.S. Attorney General’s office, the U.S.
Secretary of Education, the Texas Education Agency, the U.S. Secretary of Agriculture’s
office, and Child Protective Services (CPS) caseworkers or, in certain cases, other child
welfare representatives.
● To individuals or entities granted access in response to a subpoena or court order.
● To another school, district/system, or postsecondary educational institution to which a
student seeks or intends to enroll or in which the student already is enrolled.
● In connection with financial aid for which a student has applied or has received.
● To accrediting organizations to carry out accrediting functions.
● To organizations conducting studies for, or on behalf of, the school to develop, validate, or
administer predictive tests; administer student aid programs; or improve instruction.
● To appropriate officials in connection with a health or safety emergency.
● When the district discloses directory information-designated details. [See Objecting to the
Release of Directory Information on page 20 to prohibit this disclosure.]
Release of personally identifiable information to any other person or agency—such as a
prospective employer or for a scholarship application—will occur only with parental or student
permission as appropriate.
The campus principal is custodian of all records for currently enrolled students at the assigned
school. The Superintendent or designee is the custodian of all records for students who have
withdrawn or graduated. The Records Management Office is a custodian of all student records.
A parent or eligible student who wants to inspect the student’s records of a currently enrolled
student should submit a written request to the custodian of records, at the campus, identifying
the records he or she wants to inspect.
Records may be reviewed in person during regular school hours. The records custodian or
designee will be available to explain the record and to answer questions.
A parent or eligible student who submits a written request and pays copying costs of ten cents
per page may obtain copies. If circumstances prevent inspection during regular school hours
and the student qualifies for free or reduced-price meals, the district will either provide a copy of
the records requested or make other arrangements for the parent or student to review the
records.
A parent or eligible student may inspect the student’s records and request a correction or
amendment if the records are considered inaccurate, misleading, or otherwise in violation of the
student’s privacy rights.
A request to correct a student’s record should be submitted to the appropriate custodian of
records. The request must clearly identify the part of the record that should be corrected and
include an explanation of how the information is inaccurate. If the district denies the request to
amend the records, the parent or eligible student has the right to request a hearing. If after the
hearing the records are not amended, the parent or eligible student has 30 school days to place
a statement in the student’s record.
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Although improperly recorded grades may be challenged, contesting a student’s grade in a
course or on an examination is handled through the complaint process found in policy
FNG(LOCAL). A grade issued by a teacher can be changed only if the board of trustees
determines that the grade is arbitrary, erroneous, or inconsistent with the district’s grading
guidelines.
[See Report Cards/Progress Reports and Conferences on page 90, Complaints and
Concerns on page 51, and Finality of Grades at policy FNG(LEGAL).]
The district’s student records policy is found at policy FL(LEGAL) and (LOCAL) and is available
at the principal’s or superintendent’s office.
Note: The parent’s or eligible student’s right of access to and copies of student records does
not extend to all records. Materials that are not considered educational records—such as a
teacher’s personal notes about a student shared only with a substitute teacher—do not have to
be made available.
Teacher and Staff Professional Qualifications
A parent may request information regarding the professional qualifications of his or her child’s
teachers, including whether the teacher:
● Has met state qualification and licensing criteria for the grade levels and subject areas in
which the teacher provides instruction;
● Has an emergency permit or other provisional status for which state requirements have
been waived; and
● Is currently teaching in the field or discipline of his or her certification.
The parent also has the right to request information about the qualifications of any
paraprofessional who may provide services to the child.
A Student with Exceptionalities or Special Circumstances
Children of Military Families
The Interstate Compact on Educational Opportunities for Military Children entitles children of
military families to flexibility regarding certain district and state requirements, including:
● Immunization requirements;
● Grade level, course, or educational program placement;
● Eligibility requirements for participation in extracurricular activities;
● Enrollment in the Texas Virtual School Network (TXVSN); and
● Graduation requirements.
The district will excuse absences related to a student visiting a parent, including a stepparent or
legal guardian, who is:
● Called to active duty,
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● On leave, or
● Returning from a deployment of at least four months.
The district will permit no more than five excused absences per year for this purpose. For the
absence to be excused, the absence must occur no earlier than the 60th day before deployment
or no later than the 30th day after the parent’s return from deployment.
Additional information may be found at
Military Family Resources at the Texas Education
Agency (https://tea.texas.gov/about-tea/other-services/military-family-resources).
Parental Role in Certain Classroom and School Assignments
Multiple-Birth Siblings
State law permits a parent of multiple-birth siblings (for example, twins, triplets) assigned to the
same grade and campus to request in writing that the children be placed in either the same
classroom or separate classrooms.
Written requests must be submitted by the 14th day after the students’ enrollment. [See policy
FDB(LEGAL) for more information.]
Safety Transfers/Assignments
The board or its designee will honor a parent’s request to transfer his or her child to another
classroom or campus if the district has determined that the child has been a victim of bullying,
including cyberbullying, as defined by Education Code 37.0832.
The board may transfer a student who has engaged in bullying to another classroom. The board
will consult with the parent of a child who has engaged in bullying before deciding to transfer the
child to another campus.
Transportation is not provided for a transfer to another campus. See the principal for more
information.
[See Bullying on page 41, and policies FDB and FFI for more information.]
The district will honor a parent’s request for the transfer of his or her child to a safe public school
in the district if the child attends a school identified by the Texas Education Agency as
persistently dangerous or if the child has been a victim of a violent criminal offense while at
school or on school grounds.
[See policy FDE for more information.]
The board will honor a parent’s request for the transfer of his or her child to another district
campus OR a neighboring district if the child has been the victim of sexual assault by another
student assigned to the same campus, whether the assault occurred on or off campus, and that
student has been convicted of or placed on deferred adjudication for the assault. In accordance
with policy FDE, if the victim does not wish to transfer, the board will transfer the assailant.
Student Use of a Service/Assistance Animal
A parent of a student who uses a service/assistance animal because of the student’s disability
must submit a written request to the principal before bringing the service/assistance animal on
campus. The district will try to accommodate a request as soon as possible but will do so within
ten district business days.
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A Student in the Conservatorship of the State (Foster Care)
In an effort to provide educational stability, the district will provide enrollment and registration
assistance, as well as other educational services throughout the student’s enrollment, to any
student who is currently placed or newly placed in foster care (temporary or permanent custody
of the state, sometimes referred to as substitute care).
A student in the conservatorship (custody) of the state who enrolls in the district after the
beginning of the school year will be allowed credit-by-examination opportunities at any point
during the year.
The district will assess the student’s available records to determine transfer of credit for subjects
and courses taken before the student’s enrollment in the district.
The district will award partial course credit when the student only passes one half of a two-half
course. [For provisions on partial course credit for students who are not in the conservatorship
of the state, see EI(LOCAL).
A student in the conservatorship of the state who is moved outside the district’s or school’s
attendance boundaries—or who is initially placed in the conservatorship of the state and moved
outside the district’s or school’s boundaries—is entitled to remain at the school the student was
attending prior to the placement or move until the student reaches the highest grade level at that
particular school.
If a student in grade 11 or 12 transfers to another district but does not meet the graduation
requirements of the receiving district, the student can request a diploma from the previous
district if the student meets its graduation criteria.
For a student in the conservatorship of the state who is eligible for a tuition and fee exemption
under state law and likely to be in care on the day preceding the student’s 18th birthday, the
district will:
● Assist the student with the completion of applications for admission or financial aid;
● Arrange and accompany the student on campus visits;
● Assist in researching and applying for private or institution-sponsored scholarships;
● Identify whether the student is a candidate for appointment to a military academy;
● Assist the student in registering and preparing for college entrance examinations, including
(subject to the availability of funds) arranging for the payment of examination fees by the
Texas Department of Family and Protective Services (DFPS); and
● Coordinate contact between the student and a liaison officer for students formerly in the
conservatorship of the state.
If you have questions, please contact the district’s foster care liaison:
Dr. Summer Martin
Executive Director of Counseling and Prevention Services
summer.martin@risd.org
469-593-7472
[See Credit by Examination for Advancement/Acceleration on page 55 and Course Credit
on page 54.
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A Student Who Is Homeless
A parent is encouraged to inform the district if his or her child is experiencing homelessness.
District staff can share resources that may be able to assist families. A student who is
homeless will be provided flexibility regarding certain district provisions, including:
● Proof of residency requirements;
● Immunization requirements;
● Educational program placement (if the student is unable to provide previous academic
records or misses an application deadline during a period of homelessness);
● Credit-by-examination opportunities at any point during the year (if the student enrolled in
the district after the beginning of the school year), per State Board of Education (SBOE)
rules;
● Assessment of the student’s available records to determine transfer of credit for subjects
and courses taken before the student’s enrollment in the district;
● Awarding partial credit when a student passes only one half of a two-half course;
● Eligibility requirements for participation in extracurricular activities; and
● Graduation requirements.
Federal law allows a student who is homeless to remain enrolled in the “school of origin” or to
enroll in a new school in the attendance area where the student is currently residing.
If a student who is homeless in grade 11 or 12 transfers to another district but does not meet the
graduation requirements of the receiving district, state law allows the student to request a
diploma from the previous district if the student meets the criteria to graduate from the previous
district.
A student or parent who is dissatisfied by the district’s eligibility, school selection, or enrollment
decision may appeal through policy FNG(LOCAL). The district will expedite local timelines,
when possible, for prompt dispute resolution.
For more information on services for students who are homeless, contact the district’s homeless
education liaison:
Lori Shaw
Director of Student Welfare
469-593-0363
[See Credit by Examination for Advancement/Acceleration on page 54, Course Credit on
page 54, and Students who are Homeless on page 31]
A Student Who Has Learning Difficulties or Who Needs Special Education or Section 504
Services
For those students who are having difficulty in the regular classroom, all school districts must
consider tutorial, compensatory, and other academic or behavior support services that are
available to all students, including a process based on Response to Intervention (RtI). The
implementation of RtI has the potential to have a positive impact on the ability of districts to
meet the needs of all struggling students.
32
If a student is experiencing learning difficulties, his or her parent may contact the individuals
listed below to learn about the school’s overall general education referral or screening system
for support services.
This system links students to a variety of support options, including making a referral for a
special education evaluation or for a Section 504 evaluation to determine whether the student
needs specific aids, accommodations, or services. A parent may request an evaluation for
special education or Section 504 services at any time.
Special Education Referrals
If a parent makes a written request for an initial evaluation for special education services to the
director of special education services or to a district administrative employee of the school
district, the district must respond no later than 15 school days after receiving the request. At that
time, the district must give the parent prior written notice of whether it agrees or refuses to
evaluate the student, along with a copy of the Notice of Procedural Safeguards
https://fw.escapps.net/Display_Portal/publications.
If the district agrees to evaluate the student,
it must also give the parent the opportunity to give written consent for the evaluation.
Note: A request for a special education evaluation may be made verbally; it does not need to be
made in writing. Districts must still comply with all federal prior-written notices and procedural
safeguard requirements as well as the requirements for identifying, locating, and evaluating
children who are suspected of having a disability and in need of special education. However, a
verbal request does not require the district to respond within the 15 school-day timeline.
If the district decides to evaluate the student, it must complete the student’s initial evaluation
and evaluation report no later than 45 school days from the day it receives a parent’s written
consent. However, if the student is absent from school during the evaluation period for three or
more school days, the evaluation period will be extended by the number of school days equal to
the number of school days that the student is absent.
There is an exception to the 45-school-day timeline. If the district receives a parent’s consent for
the initial evaluation at least 35 but less than 45 school days before the last instructional day of
the school year, it must complete the written report and provide a copy of the report to the
parent by June 30 of that year. However, if the student is absent from school for three or more
days during the evaluation period, the June 30 due date no longer applies. Instead, the general
timeline of 45 school days plus extensions for absences of three or more days will apply.
Upon completing the evaluation, the district must give the parent a copy of the evaluation report
at no cost.
Additional information regarding special education is available from the school district in a
companion document titled Parent’s Guide to the Admission, Review, and Dismissal Process.
Contact Person for Special Education Referrals
The designated contact person regarding options for a student experiencing learning difficulties
or regarding a referral for evaluation for special education services is:
Katie Barrett
Senior Executive Director
701 W. Beltline RD., Bldg. D, Richardson, TX 75080
469-593-7501
33
For questions regarding post-secondary transitions, including the transition from education to
employment, for students receiving special education services, contact the district’s transition
and employment designee:
Kara Hayman
Coordinator, Special Student Services
701 W. Beltline Rd.
Richardson TX 75080
469-593-7501
Section 504 Referrals
Each school district must have standards and procedures in place for the evaluation and
placement of students in the district’s Section 504 program. Districts must also implement a
system of procedural safeguards that includes:
● Notice;
● An opportunity for a parent or guardian to examine relevant records;
● An impartial hearing with an opportunity for participation by the parent or guardian and
representation by counsel; and
● A review procedure.
Contact Person for Section 504 Referrals
The designated person to contact regarding options for a student experiencing learning
difficulties or regarding a referral for evaluation for Section 504 services is:
Alicia Zornig
Section 504/ADA Coordinator
469-593-7517
[See A Student with Physical or Mental Impairments Protected under Section 504 on page
33.]
Visit these websites for information regarding students with disabilities and the family:
● Legal Framework for the Child-Centered Special Education Process
(https://fw.esc18.net/display/Webforms/ESC18-FW-LandingPage.aspx?DT=G&LID=en)
● Partner Resource Network (http://prntexas.org/)
● SPEDTEX: Special Education Information Center (https://www.spedtex.org/)
● Texas First Project (http://www.texasprojectfirst.org/)
34
Notification to Parents of Intervention Strategies for Learning Difficulties Provided to
Students in General Education
In accordance with state law, the district will annually notify parents if their child receives
assistance for learning difficulties. Details of such assistance can include intervention strategies.
This notice is not intended for those students already enrolled in a special education program.
A Student Who Receives Special Education Services with Other School-Aged Children in
the Home
If a student is receiving special education services at a campus outside his or her attendance
zone, state law permits the parent or guardian to request that other students residing in the
household be transferred to the same campus—if the grade level for the transferring student is
offered on that campus.
The student receiving special education services would be entitled to transportation; however,
the district is not required to provide transportation to other children in the household.
The parent or guardian should contact the school principal regarding transportation needs prior
to requesting a transfer for other children in the home. [See policy FDB(LOCAL) for more
information.]
A Student Who Speaks a Primary Language Other than English
A student may be eligible to receive specialized support if his or her primary language is not
English, and the student has difficulty performing ordinary class work in English.
If the student qualifies for these services, the Language Proficiency Assessment Committee
(LPAC) will determine the types of services the student needs, including accommodations or
State-Mandated Assessments Accommodations related to classroom instruction, local
assessments, and state-mandated assessments.
[See Emergent Bilingual Students on page 63 and Special Programs on page 100.]
A Student with Physical or Mental Impairments Protected under Section 504
A student with a physical or mental impairment that substantially limits a major life activity, as
defined by law—and who does not otherwise qualify for special education services—may qualify
for protections under Section 504 of the Rehabilitation Act.
Section 504 is a federal law designed to prohibit discrimination against individuals with
disabilities.
When the need for a Section 504 evaluation arises or is requested, a committee will be formed
to determine whether the student is eligible for the rights and protections of Section 504 and
whether the student needs services and supports under Section 504 to receive a free
appropriate public education (FAPE), as defined in federal law.
[See A Student Who Has Learning Difficulties or Who Needs Special Education or
Section 504 Services on page 33 and policy FB for more information.]
35
Section Two: Other Important Information for Parents and
Students
This section contains important information on academics, school activities, and school
operations and requirements.
It is organized alphabetically to serve as a quick-reference guide. Where applicable, the topics
are further organized by grade level.
Parents and children should take a moment together to become familiar with the issues
addressed in this section. For guidance on a particular topic, please contact your campus
principal.
Absences/Attendance
Regular school attendance is essential. Absences from class may result in serious disruption of
a student’s education. The student and parent should avoid unnecessary absences.
Two important state laws are discussed below—one dealing with compulsory attendance and
the other with how attendance affects the award of a student’s final grade or course credit.
RISD SCHOOL DAY
Pre-K Programs check with home campus
Dobie Pre-K 7:30 a.m. - 2:50 p.m.
Elementary 7:50 a.m. - 3:10 p.m.
Junior High 8:15 a.m. - 3:40 p.m.
High School 9:00 a.m. - 4:20 p.m.
Compulsory Attendance
Prekindergarten and Kindergarten
Students enrolled in prekindergarten or kindergarten are required to attend school and are
subject to the compulsory attendance requirements as long as they remain enrolled.
Ages 6–18
State law requires that a student who is at least six years of age, or who is younger than six
years of age and has previously been enrolled in first grade, and who has not yet reached their
19th birthday, shall attend school, as well as any applicable accelerated instruction program,
extended-year program, or tutorial session, unless the student is otherwise excused from
attendance or legally exempt.
State law requires a student in kindergarten–grade 2 to attend any assigned accelerated
reading instruction program. Parents will be notified in writing if their child is assigned to an
accelerated reading instruction program based on a diagnostic reading instrument.
36
A student will be required to attend any assigned accelerated instruction program before or after
school or during the summer if the student does not meet the passing standards on an
applicable subject area state assessment.
Age 19 and Older
A student who voluntarily attends or enrolls after his or her 19th birthday is required to attend
each school day until the end of the school year. If the student incurs more than five unexcused
absences in a semester, the district may revoke the student’s enrollment. The student’s
presence on school property thereafter would be unauthorized and may be considered
trespassing. [See policy FEA for more information.]
Compulsory Attendance—Exemptions
All Grade Levels
State law allows exemptions to the compulsory attendance requirements for the following
activities and events, as long as the student makes up all work:
● Religious holy days;
● Required court appearances;
● Appearing at a governmental office to obtain U.S. citizenship;
● Taking part in a US naturalization oath ceremony
● Serving as an election clerk
● Health-care appointments for the student or a child of the student, including absences
related to autism services.
● Absences resulting from a serious or life-threatening illness or related treatment that makes
a student’s attendance infeasible, with certification by a physician;
● For students in the conservatorship of the state:
● An activity required under a court-ordered service plan; or
● Any other court-ordered activity, provided it is not practicable to schedule the
student’s participation in the activity outside of school hours.
For children of military families, absences of up to five days will be excused for a student to visit
a parent, stepparent, or legal guardian going to, on leave from, or returning from certain
deployments. [See Children of Military Families on page 28.]
Note that documented health-care appointments may include telehealth appointments. Students
who are physically on campus will not be allowed to participate in telehealth or other online
appointments without specific authorization from an appropriate administrator. Students should
not use district-issued technology, including wifi or internet, for telehealth appointments because
use of district-owned equipment and its network systems is not private and may be monitored
by the district. For more information, see Telecommunication and Other Electronic Devices
on page 88.
37
Secondary Grade Levels
The district will allow a student who is 15 years of age or older to be absent for one day to
obtain a learner license and one day to obtain a driver’s license, provided that the board has
authorized such excused absences under policy FEA(LOCAL). The student will be required to
provide documentation of his or her visit to the driver’s license office for each absence and must
make up any work missed.
[See Driver License Attendance Verification on page 40.]
The district will allow junior and senior students to be absent for up to two days per year to visit
a college or university, if the following conditions are met:
● The board has authorized such excused absences under policy FEA(LOCAL);
● The principal has approved the student’s absence; and
● The student follows campus procedures to verify the visit and makes up any work missed.
The district will allow a student 17 years old or older to be absent for up to four days during the
period the student is enrolled in high school to pursue enlistment in the U.S. armed services or
Texas National Guard, provided the student verifies these activities to the district.
The district will allow a student to be absent for up to two days per school year to serve as:
● The district will allow a student to be absent for up to two days during the student’s junior
year and two days during the student’s senior year for a career investigation day to visit a
professional at that individual’s workplace to determine the student’s interest in pursuing a
career in the professional’s field, provided the student verifies these activities to the district.
● An early voting clerk, provided the district’s board has authorized this in policy FEA(LOCAL),
the student notifies his or her teachers, and the student receives approval from the principal
prior to the absences; or
● An election clerk, if the student makes up any work missed.
The district will allow a student in grades 6–12 to be absent for the purpose of sounding “Taps”
at a military honors funeral for a deceased veteran.
Compulsory Attendance—Failure to Comply
All Grade Levels
School employees must investigate and report violations of the compulsory attendance law.
A student who is absent without permission from school, any class, any required special
program, or any required tutorial will be considered in violation of the compulsory attendance
law and subject to disciplinary action.
Students with Disabilities
If a student with a disability is experiencing attendance issues, the student’s ARD or Section
504 committee will determine whether the attendance issues warrant an evaluation, a
reevaluation, and/or modifications to the student's individualized education program or Section
504 plan, as appropriate.
38
Ages 6–18
When a student ages 6–18 incurs three or more unexcused absences within a four-week period,
the law requires the school to send notice to the parent.
The notice will:
● Remind the parent of his or her duty to monitor the student’s attendance and require the
student to attend school;
● Request a conference between school administrators and the parent; and
● Inform the parent that the district will initiate truancy prevention measures, including a
behavior improvement plan, school-based community service, referrals to counseling or
other social services, or other appropriate measures.
The truancy prevention facilitator for the district is:
Executive Director Student Support Services
1500 International Parkway, Suite 100, Richardson, TX 75081
kim.sullivan@risd.org
469-593-9138
For any questions about student absences, parents should contact their campus principal
and/or the facilitator.
A court of law may impose penalties against the parent if a school-aged student is deliberately
not attending school. The district may file a complaint against the parent if the student incurs ten
or more unexcused absences within a six-month period in the same school year.
If a student age 12–18 incurs ten or more unexcused absences within a six-month period in the
same school year, the district, in most circumstances, will refer the student to truancy court.
[See policies FEA(LEGAL) and FED(LEGAL) for more information.]
Age 19 and Older
After a student age 19 or older incurs a third unexcused absence, the district is required by law
to send the student a letter explaining that the district may revoke the student’s enrollment for
the remainder of the school year if the student has more than five unexcused absences in a
semester. As an alternative to revoking a student’s enrollment, the district may implement a
behavior improvement plan.
Attendance for Credit or Final Grade (All Grade Levels)
To receive credit or a final grade in a class, a student must attend the class at least 90 percent
of the days it is offered. A student who attends at least 75 percent but fewer than 90 percent of
the days may receive credit or a final grade if he or she completes a plan, approved by the
principal, that allows the student to fulfill the class’s instructional requirements. If a student is
involved in a criminal or juvenile court proceeding, the judge presiding over the case must also
approve the plan before the student receives credit or a final grade.
If a student attends fewer than 75 percent of the class days or does not complete the principal-
approved plan, then the attendance review committee will determine whether there are
extenuating circumstances for the absences and how the student can regain credit or a final
grade. [See policy FEC for more information.]
39
With the exception of absences due to serious or life-threatening illness or related treatment, all
absences, excused or unexcused, may be held against a student’s attendance requirement. To
determine whether there were extenuating circumstances for any absences, the attendance
committee will consider:
● Whether the student has mastered the essential knowledge and skills and maintained
passing grades in the course or subject.
● Whether the student or the student’s parent had any control over the absences.
● Any information presented by the student or parent to the committee about the absences.
The student or parent may appeal the committee’s decision to the board by following policy
FNG(LOCAL).
Official Attendance-Taking Time
The district will take official attendance every day at:
Elementary: 9:00 a.m.
Junior High: 10:15 a.m.
High School: 1:35 p.m.
A student absent for any portion of the day, should follow the procedures below to provide
documentation of the absence.
Documentation after an Absence (All Grade Levels)
A parent must provide an explanation for any absence upon the student’s arrival or return to
school within 3 school days. The student must submit a note signed by the parent. The campus
may accept a phone call or an email from the parent but reserves the right to require a written
note. Parents of RISD students have the option to upload signed notes into their FOCUS parent
portal.
A note signed by the student will not be accepted unless the student is age 18 or older or is an
emancipated minor under state law.
The campus will document in its attendance records whether the absence is excused or
unexcused.
Note: The district is not required to excuse any absence, even if the parent provides a note
explaining the absence, unless the absence is an exemption under compulsory attendance
laws.
Doctor’s Note after an Absence for Illness (All Grade Levels)
Within three (3) days of returning to school, a student absent for four (4) or more consecutive
days because of a personal illness must bring a statement from a doctor or health clinic
verifying the illness or condition that caused the absence. Otherwise, the absence may be
considered unexcused and in violation of compulsory attendance laws.
Should the student develop a questionable pattern of absences, the principal or attendance
committee may require a statement from a doctor or health clinic verifying the illness or
condition that caused the absence to determine whether an absence will be excused or
unexcused.
40
Certification of Absence Due to Severe Illness or Treatment
If a student is absent because of a serious or life-threatening illness or related treatment that
makes a student’s attendance infeasible, a parent must provide certification from a physician
licensed to practice in Texas specifying the student’s illness and the anticipated period of
absence related to the illness or treatment.
Driver License Attendance Verification (Secondary Grade Levels Only)
A currently enrolled student seeking a driver’s license shall submit the Texas Department of
Public Safety Verification of Enrollment and Attendance Form (VOE), signed by the parent, to
the campus central office at least 10 days before it is needed. The district will issue a VOE only
if the student meets class credit or attendance requirements. The VOE form
(https://www.tdlr.texas.gov/driver/forms/VOE.pdf) is available online.
Further information may be found on the Texas Department of Public Safety website
(https://www.dps.texas.gov/section/driver-license/how-apply-texas-driver-license-teen).
See Compulsory Attendance—Exemptions for Secondary Grade Levels on page 30 for
information on excused absences for obtaining a learner license or driver’s license.
Extenuating Circumstances
Absences for which the District may recognize extenuating circumstances in addition to those
designated by law are:
● chronic illness, as established by a medical practitioner’s note on file;
● funeral of an immediate family member, including one day of travel to and one day of
travel from the funeral, if needed;
●
family emergencies or unforeseen or unavoidable instances requiring immediate
attention;
●
medical or dental appointments; or
● any other unusual cause acceptable to the attendance appeal committee.
Non-extenuating Circumstances
● Absences for which extenuating circumstances normally will not be recognized shall
include, but are not limited to, the following:
●
baby-sitting siblings
● driver’s license tests or personal business;
●
job interviews, college visitations (except as excused through compliance with college
visitation guidelines), and educational trips not approved by the school;
●
off-campus instruction activities that cause the student to miss other classes (excluding
approved extracurricular activities or as allowed by law);
●
personal or family vacation; business trips; non-school related trips, classes, or
activities; work activities other than District or approved work programs; private lessons;
and
● truancy.
Religious Observances
The District shall excuse students from class for religious observances. Students shall not be
penalized or deprived of reasonable make-up opportunities for such observances.
41
Parents should submit a written request to the school in advance of the absence to excuse the
student for the religious observance. Excused days include travel days to and from an out of
town observance site. Excused days for travel to a remote observance site shall be limited to
not more than one (1) day for travel to, and one day for travel from the observance site. A
student who is not in attendance due to an excused absence under this policy may not be
penalized and shall be counted as if the student attended school.
Accountability under State and Federal Law (All Grade Levels)
Richardson ISD and each of its campuses are held to certain standards of accountability under
state and federal law. A key component of accountability is the dissemination and publication of
certain reports and information, including:
● The Texas Academic Performance Report (TAPR) for the district, compiled by the Texas
Education Agency (TEA), based on academic factors and ratings;
● A School Report Card (SRC) for each campus in the district, compiled by TEA;
● The district’s financial management report, which includes the financial accountability rating
assigned to the district by TEA; and
● Information compiled by TEA for the submission of a federal report card that is required by
federal law.
Accountability information can be found on the district’s website at http://www.risd.org
. Hard
copies of any reports are available upon request to the district’s administration office.
TEA maintains additional accountability and accreditation information at TEA Performance
Reporting Division (https://tea.texas.gov/texas-schools/accountability/academic-
accountability/performance-reporting).
Armed Services Vocational Aptitude Battery Test (Grades 10–12)
A student in grades 10–12 will be offered an opportunity to take the Armed Services Vocational
Aptitude Battery test and consult with a military recruiter.
Contact the principal for information about this opportunity.
Awards and Honors (All Grade Levels)
Refer to the RISD Chart Your Course Website for complete listings of student honor
programs, awards, organizations, courses, and the local requirements for them.
Bullying (All Grade Levels)
The district strives to prevent bullying, in accordance with the district’s policies, by promoting a
positive school culture; building healthy relationships between students and staff; encouraging
reporting of bullying incidents, including anonymous reporting; and investigating and addressing
reported bullying incidents.
Bullying is defined in state law as a single significant act or a pattern of acts by one or more
students directed at another student that exploits an imbalance of power and involves engaging
in written or verbal expression, expression through electronic means, or physical conduct that:
42
● Has the effect or will have the effect of physically harming a student, damaging a student’s
property, or placing a student in reasonable fear of harm to the student’s person or of
damage to the student’s property;
● Is sufficiently severe, persistent, or pervasive enough that the action or threat creates an
intimidating, threatening, or abusive educational environment for a student;
● Materially and substantially disrupts the educational process or the orderly operation of a
classroom or school; or
● Infringes on the rights of the victim at school.
Bullying includes cyberbullying. Cyberbullying is defined in state law as bullying that is done
using any electronic communication device, including:
● A cellular or other type of telephone
● A computer
● A camera
● Electronic mail
● Instant messaging
● Text messaging
● A social media application
● An internet website
● Any other internet-based communication tool.
Bullying is prohibited by the district and could include:
● Hazing
● Threats
● Taunting
● Teasing
● Confinement
● Assault
● Demands for money
● Destruction of property
● Theft of valued possessions
● Name-calling
● Rumor-spreading
● Ostracism.
43
The district will integrate into instruction research-based content designed to reduce bullying
that is appropriate for students’ age groups.
Students in elementary grades will participate in:
• Instruction designed so that students can recognize bullying behaviors and how to report them
• Age-appropriate discussions that encourage peers to intervene when they observe bullying
occur
• Instruction that characterizes bullying as a behavior that results from the student’s need to
acquire more mature social or coping skills, not an unchangeable trait
Students in secondary grades will participate in:
• Instruction on the brain’s ability to change and grow so the student recognizes bullying behavior
can come from a developmental need to acquire more social skills, can change when the brain
matures and learns better ways of coping, and is not an unchangeable trait
• Discussions that portray bullying as undesirable behavior and a means for attaining or
maintaining social status at school, and that discourage students from using bullying as a tool for
social status
• Instruction designed so that students recognize the role that reporting bullying behaviors plays
in promoting a safe school community
The district will use an age-appropriate survey regarding school culture that includes relevant
questions on bullying to identify and address student concerns.
Each campus has a committee that addresses bullying by focusing on prevention efforts and
health and wellness initiatives. The committee will include parents and secondary students. For
more information on this committee, including interest in serving on the committee, contact the
campus principal.
If a student believes that he or she has experienced bullying or witnesses the bullying of another
student, the student or parent should notify a teacher, school counselor, principal, or another
district employee as soon as possible. Any district employee aware of a report of a bullying
incident will relay the report to an appropriate administrator. Procedures for reporting
allegations of bullying may be found on the district’s website.
A student may anonymously report an alleged incident of bullying by reporting it to a campus
counselor, teacher or administrator. Students may also report anonymously through Crime
Stoppers http://www.ntcc.crimestoppersweb.com/
The administration will investigate any allegations of bullying and related misconduct. The
district will also provide notice to the parent of the alleged victim and the parent of the student
alleged to have engaged in bullying.
If an investigation determines that bullying occurred, the administration will take appropriate
disciplinary action and may, in certain circumstances, notify law enforcement. Disciplinary or
other action may be taken even if the conduct did not rise to the level of bullying.
The district will provide research-based interventions, which may include counseling options, for
students who engage in bullying behaviors, students who are targeted by bullying behaviors,
44
and Available counseling options will be provided to the affected individuals, including any
student who witnessed the bullying behaviors.
Any action taken in response to bullying will comply with state and federal law regarding
students with disabilities.
Available counseling options will be provided to the affected individuals, including any student
who witnessed the bullying.
Any retaliation against a student who reports an incident of bullying is prohibited.
Upon recommendation of the administration, the board may transfer a student found to have
engaged in bullying to another classroom at the campus. In consultation with the student’s
parent, the board may transfer the student to another campus in the district.
The parent of a student who has been determined to be a victim of bullying may request that the
student be transferred to another classroom or campus within the district. [See Safety
Transfers/Assignments on page 29.]
A copy of the district’s bullying policy is available in the principal’s office, superintendent’s office,
and on the district’s website, and is included at the end of this handbook as an appendix.
https://web.risd.org/studentservices/policies/#bullying
A student or parent who is dissatisfied with the outcome of an investigation may appeal through
policy FNG(LOCAL).
[See Safety Transfers/Assignments on page 29, Dating Violence, Discrimination,
Harassment, and Retaliation on page 56, Hazing on page 72, policy FFI, the district’s Student
Code of Conduct, and the district improvement plan, a copy of which can be viewed in the 504
campus office.]
Career and Technical Education (CTE) and Other Work-Based
Programs (Secondary Grade Levels Only)
● Refer to the RISD Chart Your Course Website for specific courses and sequences.
Admission to these programs is based on student interest, class availability, and completion of
any required prerequisite coursework.
The district offers other work-based programs in the following areas:
● Professional Internship Program.
● Richardson Mayor's Summer Internship Program.
● Practicum courses.
Admission to these programs is open enrollment.
District policy prohibits discrimination on the basis of race, color, national origin, sex, or
handicap in its vocational programs, services, or activities, and provides equal access to the
Boy Scouts and other designated youth groups as required by Title VI of the Civil Rights Act of
1964, as amended; Title IX of the Education Amendments of 1972; and Section 504 of the
Rehabilitation Act of 1973, as amended.
45
District policy also prohibits discrimination on the basis of race, color, national origin, sex,
handicap, or age in its employment practices as required by Title VI of the Civil Rights Act of
1964, as amended; Title IX of the Education Amendments of 1972; the Age Discrimination Act
of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended.
The district will take steps to assure that lack of English language skills will not be a barrier to
admission or participation in all educational and vocational programs.
For information about your rights or grievance procedures, contact the Title IX coordinator and
the ADA/Section 504 coordinator.
[See Nondiscrimination Statement on page 84 or the name and contact information for the
Title IX coordinator and ADA/Section 504 coordinator.]
Celebrations (All Grade Levels)
Although a parent or grandparent may provide food to share for a school-designated function or
for a student’s birthday, please be aware that children in the school may have severe allergies
to certain food products. Discuss any classroom allergies with the teacher before bringing food
to share.
Occasionally, the school or a class may host functions or celebrations tied to the curriculum that
involve food. The school or teacher will notify students and parents of any known food allergies
when soliciting potential volunteers to provide food.
Vending Machines RISD policies and guidelines comply with federal and state requirements
for food service, including the guidelines to restrict student access to vending machines.
[See Food Allergies on page 78.]
Child Sexual Abuse, Trafficking, and Other Maltreatment of Children
(All Grade Levels)
The district has established a plan for addressing child sexual abuse, trafficking, and other
maltreatment of children, which may be accessed at [https://web.risd.org/home/tag/district-
improvement-plan/Trafficking includes both sex and labor trafficking.
Warning Signs of Sexual Abuse
Sexual abuse in the Texas Family Code is defined as any sexual conduct harmful to a child’s
mental, emotional, or physical welfare as well as a failure to make a reasonable effort to prevent
sexual conduct with a child. A person who compels or encourages a child to engage in sexual
conduct commits abuse. It is illegal to make or possess child pornography or to display such
material to a child.
Anyone who suspects that a child has been or may be abused or neglected has a legal
responsibility, under state law, to report the suspected abuse or neglect to law enforcement or
to Child Protective Services (CPS).
A child who has been or is being sexually abused may exhibit physical, behavioral, or emotional
warning signs, including:
● Difficulty sitting or walking, pain in the genital areas, and claims of stomachaches and
headaches;
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● Verbal references or pretend games of sexual activity between adults and children, fear of
being alone with adults of a particular gender, or sexually suggestive behavior; or
● Withdrawal, depression, sleeping and eating disorders, and problems in school.
Be aware that children and adolescents who have experienced dating violence may show
similar physical, behavioral, and emotional warning signs. [See Dating Violence,
Discrimination, Harassment, and Retaliation on page 56 and Consent to Instruction on
Prevention of Child Abuse, Family Violence, Dating Violence, and Sex Trafficking on page
16.
Warning Signs of Trafficking
Child trafficking of any sort is prohibited by the Penal Code. Sex trafficking involves forcing a
person, including a child, into sexual abuse, assault, indecency, prostitution, or pornography.
Labor trafficking involves forcing a person, including a child, to engage in forced labor or
services.
Traffickers are often trusted members of a child’s community, such as friends, romantic
partners, family members, mentors, and coaches. Some traffickers contact victims online.
Possible warning signs of sexual trafficking in children include:
● Changes in school attendance, habits, friend groups, vocabulary, demeanor, and attitude;
● Sudden appearance of expensive items (for example, manicures, designer clothes, purses,
technology);
● Tattoos or branding;
● Refillable gift cards;
● Frequent runaway episodes;
● Multiple phones or social media accounts;
● Provocative pictures posted online or stored on the phone;
● Unexplained injuries;
● Isolation from family, friends, and community; and
● Older romantic partners.
Additional warning signs of labor trafficking in children include:
● Being unpaid, paid very little, or paid only through tips;
● Being employed but not having a school-authorized work permit;
● Being employed and having a work permit but clearly working outside the permitted hours
for students;
● Owing a large debt and being unable to pay it off;
● Not being allowed breaks at work or being subjected to excessively long work hours;
● Being overly concerned with pleasing an employer and/or deferring personal or educational
decisions to a boss;
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● Not being in control of his or her own money;
● Living with an employer or having an employer listed as a student’s caregiver; and
● A desire to quit a job but not being allowed to do so.
[See Consent to Instruction on Prevention of Child Abuse, Family Violence, Dating
Violence, and Sex Trafficking on page 16.]
Reporting and Responding to Sexual Abuse, Trafficking, and Other Maltreatment
of Children
Anyone who suspects that a child has been or may be abused, trafficked, or neglected has a
legal responsibility, under state law, to report the suspected abuse or neglect to law
enforcement or to Child Protective Services (CPS).
A child who has experienced sexual abuse or any other type of abuse or neglect should be
encouraged to seek out a trusted adult. Children may be more reluctant to disclose sexual
abuse than physical abuse and neglect and may only disclose sexual abuse indirectly. As a
parent or trusted adult, it is important to be calm and comforting if your child or another child
confides in you. Reassure the child that he or she did the right thing by telling you.
If your child is a victim of sexual abuse, trafficking, or other maltreatment, the school counselor
or principal will provide information on counseling options for you and your child available in
your area. The Texas Department of Family and Protective Services (DFPS) also manages
early intervention counseling programs.
To find out what services may be available in your county, see
Texas Department of Family and
Protective Services, Programs Available in Your County
(http://www.dfps.state.tx.us/Prevention_and_Early_Intervention/Programs_Available_In_Your_C
ounty/default.asp).
Reports of abuse, trafficking, or neglect may be made to the CPS division of the DFPS at 1-800-
252-5400 or on the web at Texas Abuse Hotline Website (www.txabusehotline.org
).
Further Resources on Sexual Abuse, Trafficking, and Other Maltreatment of Children
The following websites include resources to help increase awareness of child abuse and
neglect, sexual abuse, trafficking, and other maltreatment of children:
● Child Welfare Information Gateway Factsheet
(https://www.childwelfare.gov/pubPDFs/whatiscan.pdf)
● KidsHealth, For Parents, Child Abuse (https://kidshealth.org/en/parents/child-abuse.html)
● Office of the Texas Governor’s Child Sex Trafficking Team
(https://gov.texas.gov/organization/cjd/childsextrafficking)
● Human Trafficking of School-aged Children (https://tea.texas.gov/about-tea/other-
services/human-trafficking-of-school-aged-children)
● Child Sexual Abuse: A Parental Guide from the Texas Association Against Sexual Assault
(https://taasa.org/product/child-sexual-abuse-parental-guide/)
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● National Center of Safe Supportive Learning Environments: Child Labor Trafficking
(https://safesupportivelearning.ed.gov/human-trafficking-americas-schools/child-labor-
trafficking)
Class Rank/Highest-Ranking Student (Secondary Grade Levels Only)
● For more information on Formal GPA/Class Rank/Highest-Ranking Student, please see
Awards and Honors General Eligibility Guidelines located in the
RISD Chart Your Course
Website.
[See policy EIC for more information.]
Children Left After School
Children cannot be left unattended after school. The regular release time for elementary
students is 3:10 p.m. and 3:30 p.m. for junior high students. Parents will be notified in advance
of special after-school activities such as tutoring. Parents or other caregivers must pick up
students promptly at the end of the school day or scheduled school activity. If all school
personnel are leaving the building and a young child is waiting outside, school personnel will
attempt to contact the parent and all persons listed on the emergency card. If the school
personnel are unable to contact anyone and the parent has not notified the office of his/her
inability to pick up the child, the school staff will assume an emergency situation exists. The
local police department will be contacted to provide the child with a safe environment until the
parent or a designated adult can pick up the child from the local police department.
Class Schedules (Secondary Grade Levels Only)
All students are expected to attend school for the entire school day and maintain a full class
schedule. Exceptions may be made occasionally by the campus principal for students in grades
9–12 who meet specific criteria and receive parental consent to enroll in less than a full-day
schedule.
[See Schedule Changes on page 84 for information related to student requests to revise their
course schedule.]
College and University Admissions and Financial Aid (All Grade
Levels)
For two school years following graduation, a district student who graduates as valedictorian or in
the top ten percent of his or her class is eligible for automatic admission into four-year public
universities and colleges in Texas if the student:
● Completes the distinguished level of achievement under the foundation graduation program
[see Foundation Graduation Program on page 67]; or
● Satisfies the ACT College Readiness Benchmarks or earns at least a 1500 out of 2400 on
the SAT.
The student is ultimately responsible for meeting the admission requirements of the university or
college, including timely submission of a completed application.
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The University of Texas at Austin may limit the number of automatically admitted students to 75
percent of the University’s enrollment capacity for incoming resident freshmen. From the
summer 2022 term through the spring 2024 term, the University will admit the top six percent of
a high school’s graduating class who meet the above requirements. Additional applicants will be
considered by the University through a holistic review process.
As required by law, the district will provide written notice concerning the following:
● Automatic college admission;
● Curriculum requirements for financial aid;
● Benefits of completing the requirements for automatic admission and financial aid; and
● The Texas First Early High School Completion Program, which requires a student to provide
an official copy of assessment results and transcripts, as applicable, to receive credit for the
assessments and credits required for early graduation under the program
● The Texas First Scholarship Program
● The Future Texas Teachers Scholarship Program
Parents and students will be asked to sign an acknowledgment that they received this
information.
Students and parents should contact the school counselor for further information about
automatic admissions, the application process, and deadlines.
[See Class Rank/Highest-Ranking Student on page 48 for information specifically related to
how the district calculates a student’s rank in class, and requirements for Graduation on page
666 for information associated with the foundation graduation program.]
[See Students in the Conservatorship of the State (Foster Care) on page 30 for information
on assistance in transitioning to higher education for students in foster care.]
College Credit Courses (Secondary Grade Levels Only)
Students in grades 9–12 may earn college credit through the following opportunities:
● Certain courses taught at the high school campus, which may include courses termed dual
credit, Advanced Placement (AP), International Baccalaureate (IB), or college preparatory;
● Enrollment in AP or dual credit courses through the Texas Virtual School Network (TXVSN);
● Enrollment in courses taught in conjunction and in partnership with Dallas College, which
may be offered on or off campus; and
● Enrollment in courses taught at other colleges or universities.
Enrollment in these programs is based on specific program requirements. Please see your
counselor for more information.
Under the Financial Aid for Swift Transfer (FAST) program, a student may be eligible to enroll at
no cost to the student in dual credit courses at a participating institution of higher education. The
FAST program allows students who are or have been educationally disadvantaged at any time
during the four years preceding the student’s enrollment in a dual credit course to enroll at no
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cost to the student. The district will determine eligibility upon the student’s enrollment in the dual
credit course. See the high school counselor for more information.
A student may be eligible for subsidies based on financial need for AP or IB exam fees. See
Fees (All Grade Levels) on page 65 for more information.
A student may also earn college credit for certain Career and Technical Education (CTE)
courses. See Career and Technical Education (CTE) and Other Work-Based Programs
(Secondary Grade Levels Only) on page 44 for information on CTE and other work-based
programs.
All these methods have eligibility requirements and must be approved prior to enrollment in the
course. Please see the school counselor for more information. Depending on the student’s
grade level and the course, a state-mandated End-of-Course (EOC) assessment may be
required for graduation.
Not all colleges and universities accept credit earned in all dual credit or AP courses taken in
high school for college credit. Students and parents should check with the prospective college
or university to determine if a particular course will count toward the student’s desired degree
plan.
Communications (All Grade Levels)
Parent Contact Information
A parent is legally required to provide in writing the parent’s contact information, including
address, phone number, and email address.
A parent must provide the contact information to the district upon enrollment and again within
two weeks after the beginning of each following school year while the student is enrolled in the
district.
If the parent’s contact information changes during the school year, the parent must update the
information in writing no more than two weeks after the date the information changes.
A parent may update contact information by emailing the school student data specialist at the
student’s school. If a family has students enrolled at multiple schools, each campus should be
contacted.
Automated Emergency Communications
The district will rely on contact information on file with the district to communicate with parents in
an emergency situation, which may include real-time or automated messages. An emergency
situation may include early dismissal, delayed opening, or restricted access to the campus due
to severe weather, an emergency protocol, or a security threat. Prompt notification of any
change in contact information is critical to the school’s ability to to maintain timely
communication with parents. It is crucial to notify your child’s school when a phone number or
email address has changed.
[See Safety on page 92 for information regarding contact with parents during an emergency
situation.]
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Automated Non-Emergency Communications
Your child’s school, and the school district, periodically send information by automated or pre-
recorded messages, text messages, or real-time phone or email communications that are
closely related to the school’s mission and specific to your child, your child’s school, or the
district.
Standard messaging rates of your wireless phone carrier may apply.
If you do not wish to receive such communications, please contact your child’s school.
Complaints and Concerns (All Grade Levels)
Usually, student or parent complaints or concerns can be addressed informally by a phone call
or a conference with the teacher or principal.
For those complaints and concerns that cannot be resolved informally, the board has adopted a
Student and Parent Complaints/Grievances policy at FNG(LOCAL). This policy can be viewed in
the district’s policy manual, available online at https://pol.tasb.org/PolicyOnline?key=370
. The
complaint forms can be accessed at FNG(EXHIBIT).
To file a formal complaint, a parent or student must complete and submit the complaint form. In
general, the written complaint form must be completed and submitted to the campus principal in
a timely manner.
If the concern is not resolved, a parent or student may request a conference with the
superintendent.
If the concern is still unresolved, the district provides a process for parents and students to
appeal to the board of trustees.
Conduct (All Grade Levels)
Applicability of School Rules
The board has adopted a Student Code of Conduct that defines standards of acceptable
behavior—on and off campus, during remote and in-person instruction, and on district
vehicles—and outlines consequences for violation of these standards. A copy of the Student
Code of Conduct can be downloaded online here or a hard copy may be requested at your
campus office.
The district has disciplinary authority over a student in accordance with the Student Code of
Conduct. Students and parents should be familiar with the standards set out in the Student
Code of Conduct, as well as campus and classroom rules.
During summer instruction, the Student and Parent Guidebook and Student Code of Conduct in
place for the school year immediately preceding the summer period shall apply, unless the
district amends either or both documents for the purposes of summer instruction.
Campus Behavior Coordinator
Each campus has a campus behavior coordinator to apply discipline management techniques
and administer consequences for certain student misconduct, as well as provide a point of
contact for student misconduct. The contact information for each campus behavior coordinator
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is available on the district’s website at www.risd.org
and the coordinator for all RISD campuses
is listed on each campuses website.
Deliveries
Except in emergencies, delivery of messages or packages to students will not be allowed during
instructional time. A parent may leave a message or a package, such as a forgotten lunch, for
the student to pick up from the front office during a passing period or lunch.
Disruption of School Operations
Disruption of school operations is not tolerated and may constitute a misdemeanor offense. As
identified by state law, disruptions include the following:
● Interference with the movement of people at an exit, entrance, or hallway of a district
building without authorization from an administrator.
● Interference with an authorized activity by seizing control of all or part of a building.
● Use of force, violence, or threats in an attempt to prevent participation in an authorized
assembly.
● Use of force, violence, or threats to cause disruption during an assembly.
● Interference with the movement of people at an exit or an entrance to district property.
● Use of force, violence, or threats in an attempt to prevent people from entering or leaving
district property without authorization from an administrator.
Disruption of classes or other school activities while on or within 500 feet of district property
includes:
● Making loud noises;
● Trying to entice a student away from, or to prevent a student from attending, a required
class or activity; and
● Entering a classroom without authorization and disrupting the activity with loud or profane
language or any misconduct.
Interference with the transportation of students in vehicles owned or operated by the district is
also considered a disruption.
Social Events
School rules apply to all school social events. Guests attending these events are expected to
observe the same rules as students, and a student inviting a guest will share responsibility for
the conduct of his or her guest.
A student attending a social event will be asked to sign out when leaving before the end of the
event and will not be readmitted.
A parent interested in serving as a chaperone for any school social events should contact the
campus principal.
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Counseling
The district has a comprehensive school counseling program that includes:
● A guidance curriculum to help students develop their full educational potential, including the
student's interests and career objectives;
● A responsive services component to intervene on behalf of any student whose immediate
personal concerns or problems put the student's continued educational, career, personal, or
social development at risk;
● An individual planning system to guide a student as the student plans, monitors, and
manages the student's own educational, career, personal, and social development; and
● Systems to support the efforts of teachers, staff, parents, and other members of the
community in promoting the educational, career, personal, and social development of
students.
The district will make a preview of the program, including all materials and curriculum, available
to parents to review during school hours.
Academic Counseling
Elementary and Middle/Junior High School Grade Levels
The school counselor will provide information to students and parents about college and
university admissions and the importance of planning for postsecondary education, including
appropriate coursework and financial aid availability and requirements.
In either grade 7 or 8, each student will receive instruction on how best to prepare for high
school, college, and a career.
High School Grade Levels
High school students and their parents are encouraged to talk with a school counselor, teacher,
or principal to learn more about course offerings, graduation requirements, and early graduation
procedures.
Each year, high school students will be provided information on anticipated course offerings for
the next school year, how to make the most of academic and career and technical education
(CTE) opportunities, and the importance of postsecondary education.
The school counselor will also provide information each year a student is enrolled in high school
regarding:
● The importance of postsecondary education;
● The advantages of earning an endorsement and completing the foundation program with the
distinguished level of achievement;
● The disadvantages of pursuing a high school equivalency exam (GED) as opposed to
earning a high school diploma;
● Financial aid eligibility and how to apply for financial aid;
● Automatic admission to state-funded Texas colleges and universities;
54
● Eligibility requirements for the TEXAS Grant;
● Availability of district programs that allow students to earn college credit;
● Availability of tuition and fee assistance for postsecondary education for students in foster
care; and
● Availability of college credit awarded by institutions of higher education to veterans and
military service members for military experience, education, and training.
Additionally, the school counselor can provide information about workforce opportunities after
graduation or technical and trade school opportunities, including opportunities to earn industry-
recognized certificates and licenses.
[See Scholarships and Grants on page 72 for more information.]
Personal Counseling (All Grade Levels)
The school counselor is available to assist students with a wide range of personal, social, and
family concerns, including emotional or mental health issues and substance abuse. A student
who wishes to meet with the school counselor should request to see their school counselor
through the campus request protocol. As a parent, if you are concerned about your child’s
mental or emotional health, please speak with the school counselor for a list of resources that
may be of assistance. If your child is experiencing an emergency that requires immediate
attention, immediately call 911.
If your child has experienced trauma, contact the school counselor for more information.
[See Mental Health Support on page 75, Child Sexual Abuse, Trafficking, and Other
Maltreatment of Children on page 45, and Dating Violence on page 56.]
Course Credit (Secondary Grade Levels Only)
A student at any grade level enrolled in a high school course will earn credit for the course only
if the final grade is 70 or above. For a two-part course (two-semester, 1-credit course), the
student’s grades from both halves (semesters) will be averaged and credit will be awarded if the
combined average is 70 or above. If the student’s combined average is less than 70, the student
will be awarded credit only for the half (one semester) with the passing grade.
Credit by Examination—If a Student Has Taken the Course/Subject (Grades 6–12)
A student who has previously taken a course or subject but did not receive credit or a final
grade for it may, in circumstances determined by the principal or attendance committee, be
permitted to earn credit or a final grade by passing an examination approved by the district’s
board of trustees on the essential knowledge and skills defined for that course or subject.
Examples of prior instruction include incomplete coursework due to a failed course or excessive
absences, homeschooling, or coursework by a student transferring from a nonaccredited
school. The opportunity to earn credit by examination after the student has had prior instruction
is sometimes referred to as “credit recovery.”
The attendance review committee may also offer a student with excessive absences an
opportunity to earn credit for a course by passing an examination.
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If a student is granted approval to take an examination for credit, the student must score at least
70 on the examination to receive credit for the course or subject.
[See the school counselor, https://s.risd.org/8uVVYS, and policy EHDB(LOCAL) for more
information.]
Credit by Examination for Advancement/Acceleration—If a Student Has Not Taken
the Course/Subject
A student will be permitted to earn credit by examination for an academic course or subject area
for which the student had no prior instruction for advancement or to accelerate to the next grade
level.
The examinations offered by the district are approved by the district’s board of trustees. Testing
windows for these examinations will be published in district publications and on the district’s
website. A student may take a specific examination only once per testing window and twice per
course.
The only exceptions to the published testing windows will be for examinations administered by
another entity or to accommodate a student experiencing homelessness or a student involved in
the foster care system.
When another entity administers an examination, the student and the district must comply with
the testing schedule of the other entity.
If a student plans to take an examination, the student or parent must register with the school
counselor no later than 30 days prior to the scheduled testing date. [See policy EHDC and
https://s.risd.org/8uVVYS for more information.]
Kindergarten Acceleration
A student eligible for Kindergarten is eligible to accelerate to the next grade level if:
● The student scores at least an 80 on each examination in the subject areas of language arts
and mathematics;
● A district administrator recommends that the student be accelerated; and
● The student’s parent gives written approval of the grade advancement.
Students in Grades 1–5
A student in elementary school is eligible to accelerate to the next grade level if:
● The student scores at least an 80 on each examination in the subject areas of language
arts, mathematics, science, and social studies;
● A district administrator recommends that the student be accelerated; and
● The student’s parent gives written approval of the grade advancement.
Students in Grades 6–12
A student in grade 6 or above is eligible to earn course credit with:
● A passing score of at least 80 on an examination approved by the board; or
● A scaled score of 50 or higher on an examination administered through the College Level
Examination Program (CLEP); or
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● A score of 3 or higher on an AP examination, as applicable.
A student may take an examination to earn high school course credit no more than twice. If a
student fails to achieve the designated score on the applicable exam before the beginning of the
school year in which the student would need to enroll in the course according to the school’s
high school course sequence, the student must complete the course.
Dating Violence, Discrimination, Harassment, and Retaliation (All
Grade Levels)
Students learn best, and their welfare is best served, in a school environment that is free from
dating violence, discrimination, harassment, and retaliation.
Students are expected to treat peers and district employees with courtesy and respect, avoid
offensive behaviors, and stop those behaviors as directed. District employees are likewise
expected to treat students with courtesy and respect.
The board has established policies and procedures to prohibit and promptly address
inappropriate and offensive behaviors that are based on a person’s race, color, religion, sex,
gender, national origin, age, disability, or any other basis prohibited by law. For more
information, see board policy FFH(LOCAL).
Dating Violence
Dating violence will not be tolerated at school. To report dating violence the student should
notify the campus administrator or school counselor.
Dating violence occurs when a person in a current or past dating relationship uses physical,
sexual, verbal, or emotional abuse to harm, threaten, intimidate, or control the other person in
the relationship or any of the person’s past or subsequent partners. This type of conduct is
considered harassment if it is so severe, persistent, or pervasive that it affects a student’s ability
to participate in or benefit from an educational program or activity; creates an intimidating,
threatening, hostile, or offensive educational environment; or substantially interferes with the
student’s academic performance.
Examples of dating violence against a student may include, but are not limited to:
● Physical or sexual assaults;
● Name-calling;
● Put-downs;
● Threats to hurt the student, the student’s family members, or members of the student’s
household;
● Destroying property belonging to the student;
● Threats to commit suicide or homicide if the student ends the relationship;
● Threats to harm a student’s past or current dating partner;
● Attempts to isolate the student from friends and family;
● Stalking; or
● Encouraging others to engage in these behaviors.
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In accordance with law, when the district receives a report of dating violence, a district official
will immediately notify the parent of the alleged victim and alleged perpetrator.
The counselor’s office has information about the dangers of dating violence and resources for
seeking help.
For more information on dating violence, see:
● Texas Attorney General’s office recognizing and responding to dating violence flier
(https://www.texasattorneygeneral.gov/sites/default/files/files/child-
support/papa/session%2010/recognizing-relationship-violence-en.pdf)
● The CDC’s Preventing Teen Dating Violence
(https://www.cdc.gov/violenceprevention/intimatepartnerviolence/teendatingviolence/fastfact.
html).
[See Consent to Instruction on Prevention of Child Abuse, Family Violence, Dating
Violence, and Sex Trafficking on page 16.]
Discrimination
Discrimination is defined as any conduct directed at a student on the basis of race, color,
religion, sex, gender, national origin, age, disability, or any other basis prohibited by law that
negatively affects the student.
Harassment
Harassment, in general terms, is conduct so severe, persistent, or pervasive that it affects a
student’s ability to participate in or benefit from an educational program or activity; creates an
intimidating, threatening, hostile, or offensive educational environment; or substantially
interferes with the student’s academic performance.
Examples of harassment may include, but are not limited to:
● Offensive or derogatory language directed at a person’s religious beliefs or practices,
accent, skin color, or need for accommodation;
● Threatening, intimidating, or humiliating conduct;
● Offensive jokes, name-calling, slurs, or rumors;
● Physical aggression or assault;
● Graffiti or printed material promoting racial, ethnic, or other negative stereotypes; or
● Other kinds of aggressive conduct such as theft or damage to property.
Sexual Harassment and Gender-Based Harassment
Sexual harassment and gender-based harassment of a student by an employee, volunteer, or
another student are prohibited.
Examples of sexual harassment may include, but are not limited to:
● Touching private body parts or coercing physical contact that is sexual in nature;
● Sexual advances;
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● Jokes or conversations of a sexual nature; and
● Other sexually motivated conduct, communications, or contact.
Sexual harassment of a student by an employee or volunteer does not include necessary or
permissible physical contact that a reasonable person would not construe as sexual in nature,
such as comforting a child with a hug or taking the child’s hand. However, romantic, sexual, and
other inappropriate social relationships between students and district employees are prohibited,
even if consensual.
Gender-based harassment includes physical, verbal, or nonverbal conduct based on a student’s
gender, the student’s expression of characteristics perceived as stereotypical for the student’s
gender, or the student’s failure to conform to stereotypical notions of masculinity or femininity.
Gender-based harassment can occur regardless of the student’s or the harasser’s actual or
perceived sexual orientation or gender identity. Examples of gender-based harassment directed
against a student may include, but are not limited to:
● Offensive jokes, name-calling, slurs, or rumors;
● Physical aggression or assault;
● Threatening or intimidating conduct; or
● Other kinds of aggressive conduct such as theft or damage to property.
Retaliation
Retaliation against a person who makes a good-faith report or participates in an investigation of
discrimination, harassment, or dating violence is prohibited. A person who makes a false claim,
offers false statements, or refuses to cooperate with a district investigation, however, may be
subject to appropriate discipline.
Examples of retaliation may include threats, rumor spreading, ostracism, assault, destruction of
property, unjustified punishments, or unwarranted grade reductions. Unlawful retaliation does
not include petty slights or annoyances.
Reporting Procedures
Any student who believes that he or she has experienced dating violence, discrimination,
harassment, or retaliation should immediately report the problem to a teacher, school counselor,
principal, or other district employee. The report may be made by the student’s parent. [See
policy FFH(LOCAL) and (EXHIBIT) for other appropriate district officials to whom a report may
be made.]
Upon receiving a report, the district will determine whether the allegations, if proven, constitute
prohibited conduct as defined by policy FFH. If not, the district will refer to policy FFI to
determine whether the allegations, if proven, constitute bullying, as defined by law and policy
FFI. If the alleged prohibited conduct also meets the statutory and policy definitions for bullying,
an investigation of bullying will also be conducted. [See Bullying on page 41.]
The district will promptly notify the parent of any student alleged to have experienced prohibited
conduct involving an adult associated with the district. In the event alleged prohibited conduct
involves another student, the district will notify the parent of the student alleged to have
experienced the prohibited conduct when the allegations, if proven, would constitute a violation
as defined by policy FFH.
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Investigation of Report
Allegations of prohibited conduct, which includes dating violence, discrimination, harassment,
and retaliation, will be promptly investigated.
To the extent possible, the district will respect the privacy of the student. However, limited
disclosures may be necessary to conduct a thorough investigation and comply with law.
If a law enforcement or other regulatory agency notifies the district that it is investigating the
matter and requests that the district delay its investigation, the district will resume its
investigation at the conclusion of the agency’s investigation.
During an investigation and when appropriate, the district will take interim action to address the
alleged prohibited conduct.
If the district’s investigation indicates that prohibited conduct occurred, appropriate disciplinary
action and, in some cases, corrective action will be taken to address the conduct. The district
may take disciplinary and corrective action even if the conduct was not unlawful.
All involved parties will be notified of the outcome of the district investigation within the
parameters and limits allowed under the Family Educational Rights and Privacy Act (FERPA).
A student or parent who is dissatisfied with the outcome of the investigation may appeal in
accordance with policy FNG(LOCAL).
Discrimination
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 56.]
Distance Learning (All Grade Levels)
Distance learning and correspondence courses include courses that encompass the state-
required essential knowledge and skills but are taught through multiple technologies and
alternative methodologies such as mail, satellite, internet, video-conferencing, and instructional
television.
The distance learning opportunities that the district makes available to district students are
Alternative Credit Guidelines
.
If a student wishes to enroll in a correspondence course or a distance learning course that is not
provided through the Texas Virtual School Network (TXVSN), as described below, to earn credit
in a course or subject, the student must receive permission from the principal prior to enrolling in
the course or subject. If the student does not receive prior approval, the district may not
recognize and apply the course or subject toward graduation requirements or subject mastery.
Texas Virtual School Network (TXVSN) (Secondary Grade Levels)
The Texas Virtual School Network (TXVSN) has been established by the state as one method
of distance learning. A student has the option, with certain limitations, to enroll in a course
offered through the TXVSN to earn course credit for graduation.
Depending on the TXVSN course in which a student enrolls, the course may be subject to the
“no pass, no play” rules. [See Extracurricular Activities, Clubs, and Organizations on page
55.] In addition, a student who enrolls in a TXVSN course for which an End-of-Course (EOC)
assessment is required must still take the corresponding EOC assessment.
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A parent may ask questions or request that their child be enrolled in a TXVSN course by
contacting the school counselor. Unless an exception is made by the Area Superintendent, a
student will not be allowed to enroll in a TXVSN course if the school offers the same or a similar
course.
A copy of policy EHDE addressing distance learning will be distributed to parents of middle and
hi
gh school students at least once each year. If you do not receive a copy or have questions
about this policy, please contact Dr. Summer Martin, Director of Counseling, at
summer.martin@risd.org.
Distribution of Literature, Published Materials, or Other Documents
(All Grade Levels)
School Materials
Publications prepared by and for the school may be posted or distributed, with the prior approval
of the principal. RISD does restrict the distribution of non-school materials by students and third
parties. Such items may include school posters, newspapers, yearbooks, brochures, flyers, and
the like.
All school publications are under the supervision of a teacher, sponsor, and the principal.
Nonschool Materials
From Students
Students must obtain prior approval from the the campus principal or designee for prior review
before selling, posting, circulating, or distributing more than ten (10) copies of written or printed
materials, handbills, photographs, pictures, films, tapes, or other visual or auditory materials that
were not developed under the oversight of the school. To be considered, any nonschool
material must include the name of the sponsoring person or organization and clearly state that
RISD does not sponsor or endorse the activity, organization, or product. As a courtesy, RISD
offers a third party e-flyer distribution service (Peachjar) through which approved non-RISD
materials may be distributed. Approval will be granted or denied within two school days.
The campus principal is responsible for designating time, place, and manner restrictions for
distribution of nonschool literature from students.
A student may appeal a decision in accordance with policy FNG(LOCAL). Any student who
sells, posts, circulates, or distributes nonschool material without prior approval will be subject to
disciplinary action in accordance with the Student Code of Conduct. Materials displayed without
approval will be removed.
[See policy FNG(LOCAL) for student complaint procedures.]
From Others
No person or group will sell, circulate, distribute, or post on any district premises written or
printed materials, handbills, photographs, pictures, films, tapes, or other visual or auditory
materials that are not sponsored by the district or by a district-affiliated school-support
organization, except as permitted by policy GKDA.
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To be considered for distribution, any nonschool material must meet the limitations on content
established in the policy, include the name of the sponsoring person or organization, and be
submitted through and follow the procedures through PeachJar.
The requestor may appeal a rejection in accordance with the appropriate district complaint
policy. [See policies DGBA or GF for more information.]
The Chief of Staff is responsible for designating time, place, and manner of distribution of
nonschool literature from community members and has designated the front office as the
location for approved non-school materials to be placed for voluntary viewing or collection.
Prior review will not be required for:
● Distribution of materials by an attendee to other attendees of a school-sponsored meeting
intended for adults and held after school hours.
● Distribution of materials by an attendee to other attendees of a community group meeting
held after school hours in accordance with policy GKD(LOCAL) or a non curriculum-related
student group meeting held in accordance with policy FNAB(LOCAL).
● Distribution for electioneering purposes during the time a school facility is being used as a
polling place, in accordance with state law.
All nonschool materials distributed under these circumstances must be removed from district
property immediately following the event at which the materials are distributed.
Dress and Grooming (All Grade Levels)
The district’s dress code teaches grooming and hygiene, prevents disruption, and minimizes
safety hazards. Students and parents may determine a student’s personal dress and grooming
standards, provided that they comply with the following:
Students may not wear or display any article of clothing, accessory, or body art that:
● Includes images, language or symbols that depict tobacco products, drugs, drug
paraphernalia, alcohol, violence, hate speech, profanity, pornography, gang symbols, or
illegal activities.
● Includes images or language that creates a hostile or intimidating environment based on any
protected class or group.
● Accessories that could be considered dangerous or could be used as a weapon.
● Secondary students may not wear bandanas of any color.
If the principal determines that a student’s grooming or clothing violates the school’s dress code,
the student will be given an opportunity to correct the problem at school and return to the
classroom. If the problem cannot be corrected at school, the principal will work with the student
and parent to obtain an acceptable change of clothing for the student in a way that minimizes
loss of instructional time.
Repeated or severe offenses may result in more serious disciplinary action in accordance with
the Student Code of Conduct.
Reference Appendix L and M for the RISD specific dress code for elementary and secondary
students.
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Electronic Devices and Technology Resources (All Grade Levels)
Possession and Use of Personal Telecommunications Devices, Including Cell
Phones, and Other Electronic Devices
Please see the district’s policy FNCE(LOCAL) for details specific to cell phone possession and
use.
Instructional Use of Personal Telecommunications and Other Electronic Devices
Students must obtain prior approval to use personal telecommunications or other personal
electronic devices for instructional purposes while on campus. Students must also sign a user
agreement, the Responsible Use Guidelines, that contains applicable rules for use (see
Appendix F.)
All personal devices must be turned off during the instructional day when not in use for
approved instructional purposes. Violations of the user agreement may result in withdrawal of
privileges and other disciplinary action. Personal devices (BYOD) may be used at the discretion
of the classroom teacher. Only district-issued devices may be used for testing (course, district,
and state assessments).
Acceptable Use of District Technology Resources
District-owned technology resources may be issued to individual students for instructional
purposes. Use of the district’s network systems and equipment is restricted to approved
purposes only. To use district-owned technology resources, students and parents must agree to
the Responsible Use Guidelines. (See Appendix F regarding use of these district resources).
Violations of the user agreement may result in withdrawal of privileges and other disciplinary
action.
Unacceptable and Inappropriate Use of Technology Resources
Students are prohibited from possessing, sending, forwarding, posting, accessing, or displaying
electronic messages that are abusive, obscene, sexually oriented, threatening, harassing,
damaging to another’s reputation, or illegal. This prohibition also applies to conduct off school
property, whether on district-owned or personally owned equipment, if it results in a substantial
disruption to the educational environment.
Any person taking, disseminating, transferring, possessing, or sharing obscene, sexually
oriented, lewd, or otherwise illegal images or other content—commonly referred to as
“sexting”—will be disciplined in accordance with the Student Code of Conduct, may be required
to complete an educational program related to the dangers of this type of behavior, and, in
certain circumstances, may be reported to law enforcement.
In accordance with state law, the district prohibits the installation or use of TikTok (or any
successor application or service) on a district device, along with any other social media
application or service determined by the governor.
This type of behavior may constitute bullying or harassment, as well as impede future
endeavors of a student. We encourage parents to review with their child the
"Before You Text"
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Sexting Prevention Course (https://txssc.txstate.edu/tools/courses/before-you-text/
), a state-
developed program that addresses the consequences of sexting.
Any student who engages in conduct that results in a breach of the district’s computer security
will be disciplined in accordance with the Student Code of Conduct. In some cases, the
consequence may be expulsion.
End-of-Course (EOC) Assessments
[See Graduation on page 66 and Standardized Testing on page 91.]
Emergent Bilingual Students (All Grade Levels)
A student who is an Emergent Bilingual student is entitled to receive specialized services from
the district. To determine a student’s language proficiency, the LPAC will use information from a
state-approved language proficiency assessment. A Language Proficiency Assessment
Committee (LPAC), consisting of both district personnel and at least one parent representative,
will recommend services through either the bilingual or ESL program. The student’s parent must
consent to any services recommended by the LPAC. However, pending the receipt of parental
consent or denial of services, an eligible student will receive the services to which the student is
entitled and eligible.
If the student qualifies for services, and once a level of proficiency has been established, the
LPAC will designate instructional accommodations that the student will require to acquire
language proficiency, based on the program through which the student is receiving services.
Annual assessments will be conducted to determine a student’s continued eligibility for the
program.
The LPAC will also determine whether certain accommodations are necessary for any state-
mandated assessments. The STAAR Spanish, as mentioned at Standardized Testing on page
91, may be administered to an Emergent Bilingual student up to grade 5. In limited
circumstances, a student’s LPAC may exempt the student from an otherwise required state-
mandated assessment or may waive certain graduation requirements related to the English I
End-of-Course (EOC) assessment. The Texas English Language Proficiency Assessment
System (TELPAS) will also be administered to English learners who qualify for services.
If a student is considered an Emergent Bilingual student and receives special education
services because of a qualifying disability, the student’s ARD committee will make instructional
and assessment decisions in conjunction with the LPAC.
Extracurricular Activities, Clubs, and Organizations (All Grade Levels)
Participation in school-sponsored activities is an excellent way for a student to develop talents,
receive individual recognition, and build strong friendships.
Some extracurricular activities may include off-campus events. Students are required to use
transportation provided by the district to and from the events. Exceptions may only be made
with the approval of the activity’s coach or sponsor. [See Transportation on page 103.]
Eligibility for many of these activities is governed by state law and the rules of the University
Interscholastic League (UIL), a statewide association overseeing interdistrict competition. If a
student is involved in an academic, athletic, or music activity governed by UIL, the student and
parent are expected to know and follow all rules of the UIL organization. Students and parents
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can access the UIL Parent Information Manual (https://www.uiltexas.org/athletics/manuals
)
online. A hard copy can be provided by the coach or sponsor of the activity upon request.
To report alleged noncompliance with required safety training or an alleged violation of safety
rules required by law and the UIL, please contact the curriculum division of TEA at (512) 463-
9581 or [email protected]
.
[See UIL Texas (https://www.uiltexas.org/) for additional information on all UIL-governed
activities.]
Generally, a student who receives a grade below 70 at the end of a grading period in any
academic class may not participate in extracurricular activities for at least three school weeks.
However, if a student receives a grade below 70 at the end of a grading period in an Advanced
Placement (AP) or International Baccalaureate (IB) course, or an honors or dual credit course in
English language arts, mathematics, science, social studies, economics, or languages other
than English, the student remains eligible for participation in all extracurricular activities.
If a student is enrolled in a state-approved course that requires demonstration of the mastery of
an essential knowledge and skills in public performance and the student receives a grade below
70 in any course at the end of the grading period, the student may participate in a performance
so long as the general public is invited.
If a student is enrolled in a state-approved music course that participates in UIL Concert and
Sight-reading Evaluation, and the student receives a grade below 70 in any course at the end of
a grading period, the student may perform with the ensemble during the UIL evaluation
performance, but is ineligible for other extracurricular activities for at least three weeks.
In addition, the following applies to all extracurricular activities:
● A student who receives special education services and who fails to meet the standards in
the individualized education program (IEP) may not participate for at least three school
weeks.
● An ineligible student may practice or rehearse but may not participate in any competitive
activity.
● The District shall make no distinction between absences for UIL activities and absences for
other extracurricular activities approved by the Board. Absences allowed during a school
year for extracurricular activities shall be limited to: ten absences not related to post-district
competition, five absences or post-district competition prior to state, and two absences for
state competition. See policy FM (LOCAL).
● An absence for participation in an activity that has not been approved will be considered an
unexcused absence.
Standards of Behavior
Sponsors of student clubs and performing groups such as the band, choir, and drill and athletic
teams may establish standards of behavior—including consequences for misbehavior—that are
stricter than those for students in general. If a violation is also a violation of school rules, the
consequences specified by the Student Code of Conduct or by board policy will apply in addition
to any consequences specified by the organization’s standards of behavior.
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Fees (All Grade Levels)
Basic educational program materials are provided at no charge to a student. However, a student
is expected to provide his or her own supplies, such as pencils, paper, erasers, and notebooks.
A student may also be required to pay certain other costs, fees, or deposits, including:
● Materials for a class project that the student will keep.
● Membership dues in voluntary clubs or student organizations.
● Admission fees to extracurricular activities.
● Security deposits.
● Personal physical education and athletic equipment and apparel.
● Voluntarily purchased pictures, publications, class rings, yearbooks, graduation
announcements, and the like.
● Voluntarily purchased student health and accident insurance.
● Musical instrument rental and uniform maintenance when uniforms are provided by the
district.
● Personal apparel used in extracurricular activities that becomes the property of the student.
● Parking fees and student identification cards.
● Fees for lost, damaged, or overdue library books.
● Fees for driver training courses.
● Fees for optional courses offered for credit that require use of facilities not available on
district premises.
● Summer school for courses that are offered tuition-free during the regular school year.
● A maximum fee of $50 for an educational program outside of regular school hours for a
student who has lost credit or has not been awarded a final grade because of absences and
whose parent chooses the program for the student to meet the 90 percent attendance
requirements. The fee will be charged only if the parent or guardian signs a district-provided
request form.
● In some cases, a fee for a course taken through the Texas Virtual School Network (TXVSN).
Any required fee or deposit may be waived if the student and parent are unable to pay.
Application for such a waiver may be made to the principal. [See policy FP for more
information.]
Fundraising (All Grade Levels)
Student groups or classes and/or parent groups may be permitted to conduct fundraising drives
for approved school purposes in accordance with administrative regulations. Any outside
fundraising organization wishing to work with RISD must contact the Purchasing Department at
469-593-0573 for information on how to become an approved fundraising vendor before any
fundraising activities may be conducted at any campus. [See policies FJ and GE for more
information.]
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Gang-Free Zones (All Grade Levels)
Certain criminal offenses, including gang-related crimes, will be enhanced to the next-highest
category of offense if they are committed in a gang-free zone. Gang-free zones include a school
bus and any location in, on, or within 1,000 feet of any district-owned or leased property or
campus playground.
Gender-Based Harassment
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 56.]
Grade-Level Classification (Grades 9–12 Only)
After grade 9, students are classified according to the number of credits earned toward
graduation.
Credits Earned
Classification
6
Grade 10
(Sophomore)
12
Grade 11 (Junior)
18
Grade 12 (Senior)
Grading Guidelines (All Grade Levels)
Approved grading guidelines for each grade level or course will be communicated to students
and their parents by the classroom teacher. These guidelines establish:
● The minimum number of assignments, projects, and examinations required for each grading
period;
● How the student’s mastery of concepts and achievement will be communicated (for
example, letter grades, numerical averages, checklist of required skills, and the like);
● Circumstances under which a student will be allowed to redo an assignment or retake an
examination the student originally failed; and
● Procedures for a student to follow after an absence.
[See Report Cards/Progress Reports and Conferences on page 90 for additional information
on grading guidelines.]
Graduation (Secondary Grade Levels Only)
Requirements for a Diploma
Detailed information regarding the requirements for high school graduation (including graduation
honors) can be found in the RISD
Chart Your Course Website. This District publication is
maintained online and is available to all students and their parents. See www.risd.org.
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A student must meet the following requirements to receive a high school diploma from the
district:
● Achieve passing scores on certain End-of-Course (EOC) assessments or approved
substitute assessments, unless specifically waived as permitted by state law;
● Complete the required number of credits established by the state and any additional credits
required by the district;
● Complete any locally required courses in addition to the courses mandated by the state;
● Demonstrate proficiency, as determined by the district, in the specific communication skills
required by the State Board of Education (SBOE); and
● Complete and submit a free application for federal student aid (FAFSA) or a Texas
application for state financial aid (TASFA).
Testing Requirements for Graduation
Students are required, with limited exceptions and regardless of graduation program, to perform
satisfactorily on the following EOC assessments:
● English I,
● English II,
● Algebra I,
● Biology, and
● U.S. History.
If a student fails to perform satisfactorily on an EOC assessment, the district will provide
remediation in the applicable content area. This may require the student’s participation outside
normal school operating times.
There are three testing windows during the year in which a student may take an EOC
assessment. The windows occur in the fall, spring, and summer months.
State law allows a student to meet EOC requirements by substituting satisfactory performance
on approved national standardized assessments or on the state-developed assessment used
for entrance into Texas public universities. [See the school counselor for more information on
the state testing requirements for graduation.]
In limited circumstances, a student who fails to demonstrate proficiency on up to two of the
required assessments may still be eligible to graduate if an Individual Graduation Committee,
formed in accordance with state law, unanimously determines that the student is eligible to
graduate.
[See Standardized Testing on page 101.]
Foundation Graduation Program
Every Texas public school student will graduate under the foundation graduation program. The
foundation graduation program features endorsements, which are paths of interest that include:
● Science, Technology, Engineering, and Mathematics (STEM);
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● Business and Industry;
● Public Service;
● Arts and Humanities; and
● Multidisciplinary Studies.
Endorsements earned by a student will be noted on the student’s transcript.
A student can complete the foundation graduation program with a “distinguished level of
achievement,” which reflects the completion of at least one endorsement and Algebra II as one
of the required advanced mathematics credits.
A Personal Graduation Plan will be completed for each high school student, as described on
page 70.
State law generally prohibits a student from graduating solely under the foundation graduation
program without an endorsement. However, after the student’s sophomore year, the student
and student’s parent may request that the student graduate without an endorsement. The
district will advise the student and the student’s parent of the specific benefits of graduating with
an endorsement. The student and the student’s parent must then submit written permission to
the school counselor for the student to graduate without an endorsement. A student who wishes
to attend a four-year university or college after graduation must carefully consider whether
graduation under the foundation program without an endorsement will satisfy the admission
requirements of the student’s desired college or university.graduation
A student graduating under the foundation graduation program can also earn performance
acknowledgments on his or her transcript. Performance acknowledgments are available for
outstanding performance in bilingualism and biliteracy, in a dual credit course, on an AP or IB
examination, on certain national college preparatory and readiness or college entrance
examinations, or for earning a license or certificate recognized at the state, national, or
international level. The school counselor can provide more information about these
acknowledgments.
A student is not required to complete an Algebra II course to graduate under the foundation
graduation program, and the district will annually notify a student’s parent of this fact. However,
not taking Algebra II will make a student ineligible for automatic admission to four-year public
universities and colleges in Texas and for certain financial aid and grants while attending those
institutions.
A school district will permit a student to satisfy the curriculum requirements for graduation under
the foundation program with the distinguished level of achievement, including an endorsement,
by successfully completing courses in the core curriculum of a public Texas institution of higher
education. Please see your counselor for more information.
Credits Required
The foundation graduation program requires completion of the following credits:
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Course Area
Number of Credits:
Foundation
Graduation Program
Number of Credits:
Foundation Graduation Program
with an Endorsement
English/Language Arts
4
4
Mathematics
3
4
Science
3
4
Social Studies
3.5
3.5
Free Enterprise Economics
0.5
0.5
Physical Education
1
1
Languages other than English
2
2
Fine Arts
1
1
Health
0.5
0.5
Electives
3.5
5.5
Total
22 credits
26 credits
Additional considerations apply in some course areas, including:
● Mathematics. To obtain the distinguished level of achievement under the foundation
graduation program, a student must complete an endorsement and take Algebra II as one of
the 4 mathematics credits. A student’s completion of the distinguished level of achievement
is a requirement to be considered for automatic admission to a Texas four-year college or
university and will be included on a student’s transcript.
● Physical education. A student who is unable to participate in physical activity due to a
disability or illness may be able to substitute a course in English language arts,
mathematics, science, social studies, or another locally determined credit-bearing course for
the required credit of physical education. This determination will be made by the student’s
ARD committee, Section 504 committee, or other campus committee, as applicable.
● Languages other than English. Students are required to earn 2 credits in the same
language other than English to graduate. Any student may substitute computer
programming languages for these credits.
● A student may satisfy one of the 2 required credits by successfully completing in
elementary school a dual language immersion program or a course in American
Sign Language.
● In limited circumstances, a student may be able to substitute this requirement
with other courses, as determined by a district committee authorized by law to
make these decisions for the student.
Available Endorsements
A student must specify upon entering grade 9 which endorsement he or she wishes to pursue.
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Financial Aid Application Requirement
Before graduating from high school, each student must complete and submit an application for
financial aid for post-secondary education. Students must complete and submit either a free
application for federal student aid (FAFSA) or a Texas application for state financial aid
(TASFA).
Please see your College and Career Coordinator for more information.
A student is not required to complete and submit a FAFSA or TASFA if:
● The student’s parent submits a form provided by the district indicating that the parent
authorizes the student to opt out;
● A student who is 18 years of age or older or a legally independent minor submits a form
provided by the district indicating that the student opts out; or
● A school counselor authorizes the student to opt out for good cause.
Please contact the school counselor for more information.
To confirm that a student has completed and submitted a TASFA, the student must submit one
of the following:
● A screenshot that includes the processed date field of the FAFSA Apply Texas Counselor
Suite;
● Notification, such as a copy of an email, from the United States Department of Education
verifying completion of the FAFSA;
● A copy or screenshot of the FAFSA acknowledgment page;
● A screenshot of the TASFA submission acknowledgment page (from those institutions that
offer an electronic form);
● An acknowledgment receipt from an institution of higher education (IHE); or
● A copy of a financial aid award letter from an IHE.
Personal Graduation Plans
A personal graduation plan will be developed for each high school student.
The district encourages all students to pursue a personal graduation plan that includes the
completion of at least one endorsement and to graduate with the distinguished level of
achievement. Attainment of the distinguished level of achievement is a requirement for a
student to be considered for automatic admission to a public four-year college or university in
Texas, depending on his or her rank in class.
The school will review personal graduation plan options with each student entering grade 9 and
his or her parent. Before the end of grade 9, a student and his or her parent will be required to
sign off on a personal graduation plan that promotes college and workforce readiness, promotes
career placement and advancement, and facilitates the transition from secondary to
postsecondary education.
The student’s personal graduation plan will outline an appropriate course sequence based on
the student’s choice of endorsement.
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Please review TEA's Graduation Toolkit (
https://tea.texas.gov/about-tea/news-and-
multimedia/brochures/tea-brochures).
A student may amend his or her personal graduation plan after this initial confirmation. The school
will send written notice of any such amendment to the student’s parent.
Available Course Options for All Graduation Programs
Each spring, the district will update students on the courses required or offered in each curriculum
area so students can enroll for the upcoming school year.
Note: The district may require the completion of certain courses for graduation even if these
courses are not required by the state for graduation.
Not all courses are offered at every secondary campus in the district. A student who wants to take
a course not offered at his or her regular campus should contact the school counselor about a
transfer or other alternatives. If the parents of at least 22 students request a transfer for a course
in the required curriculum other than fine arts or career and technical education (CTE), the district
will offer the course the following year either by teleconference or at the school from which the
transfers were requested.
Certificates of Coursework Completion
A certificate of coursework completion will be issued to a student who has successfully completed
state and local credit requirements for graduation but has not yet demonstrated satisfactory
performance on the state-mandated tests required for graduation.
Students with Disabilities
Admission, review, and dismissal (ARD) committees will make instructional and assessment
decisions for students with disabilities who receive special education services in accordance with
state law.
Upon the recommendation of the ARD committee, a student with a disability who receives special
education services may be permitted to graduate under the provisions of his or her individualized
education program (IEP) and in accordance with state rules.
A student who receives special education services may earn an endorsement under the
foundation program. If the student’s curriculum requirements for the endorsement were modified,
the student’s ARD committee will determine whether the modified curriculum is sufficiently
rigorous to earn the endorsement. The ARD committee must also determine whether the student
must perform satisfactorily on any End-of-Course assessment to earn an endorsement.
A student who receives special education services and has completed four years of high school
but has not met the requirements of his or her IEP may participate in graduation ceremonies and
receive a certificate of attendance. The student may then remain enrolled to complete the IEP
and earn his or her high school diploma but will only be allowed to participate in one graduation
ceremony.
[See policy FMH(LEGAL) for more information.]
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Scholarships and Grants
Students who have a financial need according to federal criteria and who complete the
foundation graduation program may be eligible under the TEXAS Grant Program, Teach for
Texas Grant Program, and Future Texas Teachers Scholarship Program for scholarships and
grants toward tuition and fees to Texas public universities, community colleges, and technical
schools, as well as to private institutions. Certain students who graduate early may also be
eligible for the Texas First Scholarship Program.
See College and University Admissions and Financial Aid (All Grade Levels) on page 48
for more information.
Contact the school counselor for information about other scholarships and grants available to
students.
Harassment
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 56.]
Hazing (All Grade Levels)
Hazing is defined as an intentional, knowing, or reckless act, on or off campus, by one person
alone or acting with others, directed against a student for the purpose of pledging, initiation into,
affiliation with, holding office in, or maintaining membership in a student organization if the act
meets the elements in Education Code 37.151, including:
● Any type of physical brutality;
● An activity that subjects the student to an unreasonable risk of harm or that adversely
affects the student’s mental or physical health, such as sleep deprivation, exposure to the
elements, confinement to small spaces, calisthenics, or consumption of food, liquids, drugs,
or other substances;
● An activity that induces, causes, or requires the student to perform a duty or task that
violates the Penal Code; and
● Coercing a student to consume a drug or alcoholic beverage in an amount that would lead a
reasonable person to believe the student is intoxicated.
The district will not tolerate hazing. Disciplinary consequences for hazing will be in accordance
with the Student Code of Conduct. It is a criminal offense if a person engages in hazing; solicits,
encourages, directs, aids, or attempts to aid another in hazing; or has firsthand knowledge of an
incident of hazing being planned or having occurred and fails to report this to the principal,
superintendent or law enforcement official.
[See Bullying on page 41 and policies FFI and FNCC for more information.]
Health—Physical and Mental
Illness (All Grade Levels)
When your child is ill, please contact the school to let us know he or she will not be attending
that day.
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State rules require schools to exclude students with certain illnesses from school for certain
periods of time. For example, if a child has a fever over 100 degrees, he or she must stay out of
school until fever-free for 24 hours without use of fever-reducing medications. Students with
diarrheal illnesses must stay home until they are diarrhea-free without use of diarrhea-
suppressing medications for 24 hours.
A full list of conditions for which the school must exclude children can be obtained from the
school nurse.
If a student becomes ill during the school day and the school nurse determines that the child
should go home, the nurse will contact the parent.
The district is required to report certain contagious (communicable) diseases or illnesses to the
Department of State Health Services (DSHS) or our local/regional health authority. The school
nurse can provide information from DSHS on these notifiable conditions.
The school nurse is available to answer any questions for parents who are concerned about
whether or not their child should stay home.
Immunization (All Grade Levels)
A student must be fully immunized against certain diseases or must present a certificate or
statement that, for medical reasons or reasons of conscience, including a religious belief, the
student will not be immunized.
For exemptions based on reasons of conscience, only official forms issued by the Texas
Department of State Health Services (DSHS), Immunization Branch, can be honored by the
district. You may access the DSHS exemption form
(https://dshs.texas.gov/immunize/school/exemptions.aspx) online or by writing to this address:
Texas Department of State Health Services
Immunization Section, Mail Code 1946
P.O. Box 149347
Austin, Texas 78714-9347
The form must be notarized and submitted to the principal or school nurse within 90 days of
notarization. If the parent is seeking an exemption for more than one student in the family, a
separate form must be provided for each student.
The immunizations required are:
● Diphtheria, tetanus, and pertussis
● Polio
● Measles, mumps, and rubella
● Hepatitis B
● Varicella (chicken pox)
● Meningococcal
● Hepatitis A
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The school nurse can provide information on immunization requirements. Proof of immunization
may be established by personal records from a licensed physician or public health clinic with a
signature or rubber-stamp validation.
If a student should not be immunized for medical reasons, the student or parent must present a
certificate signed by a U.S. registered and licensed physician stating that, in the doctor’s
opinion, the immunization required is medically contraindicated or poses a significant risk to the
health and well-being of the student or a member of the student’s family or household. This
certificate must be renewed yearly unless the physician specifies a lifelong condition.
For information on immunization against bacterial meningitis and college enrollment and
attendance, see Bacterial Meningitis on page 79.
[See the DSHS’s Texas School & Child Care Facility Immunization Requirements
(https://www.dshs.state.tx.us/immunize/school/default.shtm) and policy FFAB(LEGAL) for more
information.]
Lice (All Grade Levels)
Head lice is very common among children. Although not an illness or a disease, head lice
spread through head-to-head contact during play, sports, nap time, and when children share
things like brushes, combs, hats, and headphones.
The district does not require or recommend that students be removed from school because of
lice or nits.
If careful observation indicates that a student has head lice, the school nurse will contact the
student’s parent to discuss a treatment plan using an FDA-approved medicated shampoo or
cream rinse that may be purchased from any drug or grocery store. After the student undergoes
one treatment, the parent should contact the school nurse to discuss the treatment used. The
nurse can also offer additional recommendations, including subsequent treatments, how best to
get rid of lice, and how to prevent lice from returning.
The district will provide notice to parents of elementary school students in an affected classroom
without identifying the student with lice.
More information on head lice can be obtained from the DSHS website
Managing Head Lice in
School Settings and at Home (https://www.dshs.state.tx.us/schoolhealth/lice.shtm).
[See policy FFAA for more information.]
Medicine at School (All Grade Levels)
If a student must take medication during school hours, the student’s parent must provide the
medication. When medication must be administered at school, a
Parent/Healthcare Provider
Request for Administration of Medication by School Personnel
form must be completed by
the parent for each medication. All medication, whether prescription or nonprescription, must be
kept in the nurse’s office and be administered by the nurse or another authorized district
employee. A student may be authorized to possess his or her own medication because of
asthma or a severe allergy as described below or as otherwise allowed by law.
The district will not purchase nonprescription medication to give to a student.
In accordance with policy FFAC, authorized employees may administer:
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● Prescription medication in the original, properly labeled container, provided by the parent
along with a written request.
● Prescription medication from a properly labeled unit dosage container filled by a registered
nurse or another qualified district employee from the original, properly labeled container
provided by the parent along with a written request.
● Nonprescription medication in the original, properly labeled container, provided by the
parent along with a written request. Note: Insect repellant is considered a nonprescription
medication.
● Herbal or dietary supplements provided by the parent only if required by the student’s
individualized education program (IEP) or Section 504 plan for a student with disabilities.
An elementary or secondary student may possess and self-apply sunscreen to avoid
overexposure to the sun. An elementary student’s teacher or other district personnel will apply
sunscreen to the student’s exposed skin if the student brings the sunscreen to school and asks
for help applying it. If a secondary student needs assistance with sunscreen application, please
address the need with the school nurse.
Whether a student is at the elementary or secondary level, if sunscreen needs to be
administered to treat any type of medical condition, this should be handled through
communication with the school nurse so that the district is made aware of any safety and
medical issues.
Asthma and Severe Allergic Reactions
A student with asthma or severe allergic reaction (anaphylaxis) may possess and use
prescribed asthma or anaphylaxis medication at school or school-related events only if he or
she has written authorization from his or her parent and a physician or other licensed health-
care provider. The student must also demonstrate to his or her health-care provider and the
school nurse the ability to use the prescribed medication, including any device required to
administer the medication.
If the student has been prescribed asthma or anaphylaxis medication for use during the school
day, the student and parents should discuss this with the school nurse or principal.
See also Food Allergies on page 78.
Steroids (Secondary Grade Levels Only)
State law prohibits any student from possessing, dispensing, delivering, or administering an
anabolic steroid. Anabolic steroids are for physician-prescribed medical use only.
Bodybuilding, muscle enhancement, or the increase of muscle bulk or strength through the use
of an anabolic steroid or human growth hormone by a healthy student is not a valid medical use
and is a criminal offense.
Mental Health Support (All Grade Levels)
The district has implemented programs to address the following mental health, behavioral
health, and substance abuse concerns:
● Mental health promotion and early intervention;
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● Building skills to manage emotions, establish and maintain positive relationships, and
engage in responsible decision-making;
● Substance abuse prevention and intervention;
● Suicide prevention, intervention, and postvention (interventions after a suicide in a
community);
● Grief, trauma, and trauma-informed care;
● Positive behavior interventions and supports;
● Positive youth development; and
● Safe, supportive, and positive school climates.
For more information on these programs, visit the RISD Counseling Services website
.
If a student has been hospitalized or placed in residential treatment for a mental health condition
or substance abuse, the district has procedures to support the student’s return to school. Please
contact the campus’s mental health liaison for further information.
Teachers and other district employees may discuss a student’s academic progress or behavior
with the student’s parents or another employee as appropriate; however, they are not permitted
to recommend use of psychotropic drugs. A psychotropic drug is a substance used in the
diagnosis, treatment, or prevention of a disease or as a component of a medication that is
intended to alter perception, emotion, mood, or behavior.
A district employee who is a registered nurse, an advanced nurse practitioner, a physician, or a
certified or credentialed mental health professional may recommend that a student be evaluated
by an appropriate medical practitioner, if appropriate. [See policy FFEB for more information.]
For related information, see:
● Consent to Conduct a Psychological Evaluation on page 15 and Consent to Provide a
Mental Health Care Service on page 17 for the district’s procedures for recommending a
mental health intervention and the mental health liaison’s contact information;
● Counseling on page 53 for the district’s comprehensive school counseling program;
● Physical and Mental Health Resources on page 79 for campus and community mental
and physical health resources; and
● Policies and Procedures that Promote Student Physical and Mental Health on page 79
for board-adopted policies and administrative procedures that promote student health.
Physical Activity Requirements
Elementary School
The district will ensure that students in full-day prekindergarten–grade 5 engage in moderate to
vigorous physical activity for at least 30 minutes per day or 135 minutes per week, in
accordance with policies at EHAB, EHAC, EHBG, and FFA.
For additional information on the district’s elementary school student physical activity programs
and requirements, please see the principal.
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Junior High/Middle School
The district will ensure that students in middle or junior high school will engage in at least 225
minutes of moderate or vigorous physical activity within each two-week period for at least four
semesters, in accordance with policies at EHAB, EHAC, EHBG, and FFA.
For additional information on the district’s junior high and middle school student physical activity
programs and requirements, please see the principal
Temporary Restriction from Participation in Physical Education
Students who are temporarily restricted from participation in physical education will not actively
participate in skill demonstration but will remain in class to learn the concepts of the lessons.
Physical Fitness Assessment (Grades 3–12)
Annually, the district will conduct a physical fitness assessment of students in grades 3–12 who
are enrolled in a physical education course or a course for which physical education credit is
awarded. At the end of the school year, a parent may submit a written request to obtain the
results of his or her child’s physical fitness assessment conducted during the school year by
contacting their physical education teacher.
Physical Health Screenings/Examinations
Athletics Participation (Secondary Grade Levels Only)
For certain extracurricular activities, a student must submit certification from an authorized
health-care provider. The certification must state that the student has been examined and is
physically able to participate in the relevant program, including:
● A district athletics program.
● District marching band.
● Any district extracurricular program identified by the superintendent.
RISD requires annual physicals for student athletes and marching band. This examination is
required to be submitted annually to the district.
Students should be aware of the rare possibility of sudden cardiac arrest, which in athletes is
usually caused by a previously unsuspected heart disease or disorder. A student may request
an electrocardiogram (ECG or EKG) to screen for such disorders, in addition to his or her
required physical examination.
See the UIL’s explanation of sudden cardiac arrest (
https://www.uiltexas.org/health/info/sudden-
cardiac-death) for more information.
Spinal Screening Program
School-based spinal screening helps identify adolescents with abnormal spinal curvature at an
early stage when the curve is mild and may go unnoticed. Early detection is key to controlling
spinal deformities. Spinal screening is non-invasive and conducted in accordance with the most
recent nationally accepted and peer-reviewed standards.
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All students who meet the Texas Department of State Health Services criteria will be screened
for abnormal spinal curvature before the end of the school year. As appropriate, students will be
referred for follow-up with their physician.
For information on spinal screening by an outside professional or exemption from spinal
screening based on religious beliefs, contact the superintendent or see policy FFAA(LEGAL).
Other Examinations and Screenings (All Grade Levels)
Students are required to undergo a risk assessment for Type 2 diabetes at the same time the
district screens students for hearing and vision issues or for abnormal spinal curvatures.
[See policy FFAA for more information.]
Special Health Concerns (All Grade Levels)
Bacterial Meningitis (All Grade Levels)
Please see the district’s website Health Information page for information regarding meningitis.
Note: Entering college students must show, with limited exception, evidence of receiving a
bacterial meningitis vaccination within the five-year period prior to enrolling in and taking
courses at an institution of higher education. Please see the school nurse for more information,
as this may affect a student who wishes to enroll in a dual credit course taken off campus.
[See Immunization on page 73.]
Diabetes
In accordance with a student’s individual health plan for management of diabetes, a student with
diabetes will be permitted to possess and use monitoring and treatment supplies and equipment
while at school or at a school-related activity. See the school nurse or principal for information.
[See policy FFAF(LEGAL) for more information.]
Food Allergies (All Grade Levels)
Parents should notify the district when a student has been diagnosed with a food allergy,
especially an allergy that could result in dangerous or life-threatening reactions either by
breathing, eating, or touching the particular food. It is important to disclose the food to which the
student is allergic as well as the nature of the allergic reaction. Please contact the school nurse
or campus principal if your child has a known food allergy or as soon as possible after any
diagnosis of a food allergy.
The district has developed and annually reviews a food allergy management plan, based on the
Texas Department of State Health Services’ (DSHS) Guidelines for the Care of Students with
Food Allergies At-Risk for Anaphylaxis found on the DSHS Allergies and Anaphylaxis
website
(https://www.dshs.texas.gov/schoolhealth/allergiesandanaphylaxis/)
When the district receives information that a student has a food allergy that puts the student at
risk for anaphylaxis, an individual care plan will be developed to assist the student in safely
accessing the school environment. The district’s food allergy management plan can be
accessed through the school nurse.
[See Celebrations on page 45 and policy FFAF for more information.]
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Seizures (All Grade Levels)
To address the care of a student with a seizure disorder while at school or participating in a
school activity, a parent may submit a seizure management and treatment plan to the district
before the beginning of the school year, upon enrollment of the student, or as soon as
practicable following diagnosis of a seizure disorder.
[See A Student with Physical or Mental Impairments Protected under Section 504 on page
33 and contact the school nurse for more information.]
Tobacco and E-Cigarettes Prohibited (All Grade Levels and All Others on School
Property)
Students are prohibited from possessing or using any type of tobacco product, electronic
cigarette (e-cigarette), or any other electronic vaporizing device while on school property or
while attending an off-campus school-related activity.
The district and its staff strictly enforce prohibitions against the use of all tobacco products, e-
cigarettes, or any other electronic vaporizing device by students and all others on school
property and at school-sponsored and school-related activities. [See the Student Code of
Conduct and policies FNCD and GKA for more information.]
Health-Related Resources, Policies, and Procedures
Physical and Mental Health Resources (All Grade Levels)
Parents and students in need of assistance with physical and mental health concerns may contact
the following campus and community resources:
Policies and Procedures that Promote Student Physical and Mental Health (All
Grade Levels)
The district has adopted board policies that promote student physical and mental health. (LOCAL)
policies on the topics below can be found in the district’s policy manual
, available at
https://pol.tasb.org/PolicyOnline?key=370.
● Food and nutrition management: CO, COA, COB
● Wellness and Health Services: FFA
● Physical Examinations: FFAA
● Immunizations: FFAB
● Medical Treatment: FFAC
● Communicable Diseases: FFAD
● School-Based Health Centers: FFAE
● Care Plans: FFAF
● Crisis Intervention: FFB
● Trauma-informed Care: FFBA
● Student Support Services: FFC
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● Student Safety: FFF
● Child Abuse and Neglect: FFG
● Freedom from Discrimination, Harassment, and Retaliation: FFH
● Freedom from Bullying: FFI
The district has developed administrative procedures as necessary to implement the above
policies and plans.
School Health Advisory Council (SHAC) (All Grade Levels)
During the preceding school year, the district’s School Health Advisory Council (SHAC) held 5
meetings. Additional information regarding the district’s SHAC is available from the district
website.
Notification of upcoming SHAC meetings will be posted at each campus administrative office at
least 72 hours before the meeting. Notification of upcoming SHAC meetings, meeting minutes,
and a recording of each meeting will be posted on the district website at
https://web.risd.org/healthpe/shac/
[See Consent to Human Sexuality Instruction on page 15, Consent to Instruction on
Prevention of Child Abuse, Family Violence, Dating Violence, and Sex Trafficking on page
16, and policies BDF and EHAA for more information.]
Student Wellness Policy/Wellness Plan (All Grade Levels)
To encourage healthy habits in our students, the district has developed a board-adopted
wellness policy at FFA(LOCAL) and corresponding plans and procedures to implement it. For
questions about the content or implementation of the district’s wellness policy and plan, please
see the Wellness Policy district webpage at https://web.risd.org/childnutrition/wellness-policy/
Homework (All Grade Levels)
Each campus shall develop a consistent process for homework guidelines through the
leadership of the principal in collaboration with the campus teachers. The process should be in
place by the start of each school year and should include time recommendations for
assignments, clearly stated purposes for homework, strategies for teachers and parents, and
the communication plan to be used with parents and students at the campus and classroom
teacher level. The campus homework process must be provided to parents and students at the
beginning of the school year and to new parents when enrolling their students.
Law Enforcement Agencies (All Grade Levels)
Questioning of Students
When law enforcement officers or other lawful authorities wish to question or interview a student
at school, the principal will cooperate fully regarding the conditions of the interview, including
without parental consent, if necessary, if it is part of a child abuse investigation. In other
circumstances, the principal will:
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● Verify and record the identity of the officer or other authority and ask for an explanation of
the need to question the student at school.
● Ordinarily make reasonable efforts to notify the parents, unless the interviewer raises what
the principal considers to be a valid objection.
● Ordinarily be present for the questioning or interview, unless the interviewer raises what the
principal considers to be a valid objection.
Students Taken into Custody
State law requires the district to permit a student to be taken into legal custody:
● To comply with an order of the juvenile court.
● To comply with the laws of arrest.
● By a law enforcement officer if there is probable cause to believe the student has engaged
in delinquent conduct or conduct in need of supervision.
● By a law enforcement officer to obtain fingerprints or photographs for comparison in an
investigation.
● By a law enforcement officer to obtain fingerprints or photographs to establish a student’s
identity where the child may have engaged in conduct indicating a need for supervision,
such as running away.
● By a probation officer if there is probable cause to believe the student has violated a
condition of probation imposed by the juvenile court.
● By an authorized representative of Child Protective Services (CPS), Texas Department of
Family and Protective Services (DFPS), a law enforcement officer, or a juvenile probation
officer, without a court order, under the conditions set out in the Family Code relating to the
student’s physical health or safety.
● To comply with a properly issued directive from a juvenile court to take a student into
custody.
Before a student is released to a legally authorized person, the principal will verify the person’s
identity and, to the best of his or her ability, will verify the person’s authority to take custody of
the student.
The principal will immediately notify the superintendent or her designee and will attempt to notify
the parent, unless the legally authorized person raises what the principal considers to be a valid
objection to notifying the parents. Because the principal does not have the authority to prevent
or delay a student’s release to a legally authorized person, any notification will most likely be
after the fact.
Notification of Law Violations
The district is required by state law to notify:
● All instructional and support personnel who have responsibility for supervising a student who
has been taken into custody, arrested, or referred to the juvenile court for any felony offense
or for certain misdemeanors.
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● All instructional and support personnel who have regular contact with a student who has
been convicted, received deferred prosecution, received deferred adjudication, or was
adjudicated for delinquent conduct for any felony offense or certain misdemeanors that
occur in school, on school property, or at a school-sponsored or school-related activity on or
off school property. These personnel will also be notified if the principal has reasonable
grounds to believe the student has engaged in certain conduct.
● All appropriate district personnel regarding a student who is required to register as a sex
offender.
[See policy GRAA(LEGAL) for more information.]
Leaving Campus (All Grade Levels)
Student attendance is crucial. Appointments should be scheduled outside of school hours if
possible. Except for extenuating circumstances, students will not regularly be released before
the end of the school day.
Parental consent is required before any student leaves campus for any part of the school day.
For students in elementary and middle school, a parent or authorized adult must come to the
office and show identification to sign the student out. A campus representative will ask the
student to report to the office. For safety purposes and stability of the learning environment, we
cannot allow any unescorted adult to go to the classroom or other area to pick up the student. If
the student returns to campus the same day, the parent or authorized adult must sign the
student back in through the main office upon the student’s return. Documentation regarding the
reason for the absence will also be required.
The same process applies to students in high school if a parent picks the student up from
campus. If the student’s parent authorizes the student to leave campus unaccompanied, a note
provided by the parent must be submitted to the main office no later than two hours prior to the
student’s need to leave campus. A phone call from the parent may be accepted, but the school
may ultimately require a note for documentation purposes. The student must sign out through
the main office and sign in upon his or her return if the student returns the same day.
If a student becomes ill during the school day and the school nurse or other district personnel
determines that the student should go home, the nurse will contact the student’s parent and
document the parent’s wishes regarding release from school. A student who is sent home by
the school nurse still must submit an excuse note upon return to school.
Unless the parent directs district personnel to release the student unaccompanied, the parent or
other authorized adult must follow the sign-out procedures listed above. If a student is permitted
by his or her parent to leave campus unaccompanied, the nurse will document the time of day
the student was released. Under no circumstances will a student in elementary or middle school
be released unaccompanied.
If a student is 18 years of age or is an emancipated minor, the student may sign him- or herself
out of school. Documentation regarding the reason for the absence will be required.
During Lunch
RISD schools are closed campuses during the instructional day. Campus principals may, but
are not required to, allow adult visitors for lunch or at designated campus activities in
accordance with their established campus procedures. Principals also may limit the type of
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visitor (e.g., parents/guardians only) or number of visitors, as well as the frequency and duration
of visitors.
At Any Other Time during the School Day
Students are not authorized to leave campus during regular school hours for any other reason,
except with the permission of the principal.
Students who leave campus in violation of these rules will be subject to disciplinary action in
accordance with the Student Code of Conduct.
Lost and Found (All Grade Levels)
A lost and found collection box is located in the campus office. A student who loses an item
should check the lost and found box. The district discourages bringing personal items of high
monetary value to school, as the district is not responsible for lost or stolen items. The campus
will dispose of lost and found items at the end of each semester.
Late Work
Teachers shall inform students and parents of grading guidelines for assignments/homework
that are not turned in at the time designated by the teacher. Specified timelines and point
reductions should be communicated at the beginning of each semester. Point reductions for late
work should be reasonable, and more severe point reductions should be administered only after
the initial specified timeline has not been met.
Makeup Work
Makeup Work Because of Absence (All Grade Levels)
A teacher may assign makeup work to a student who misses class based on instructional
objectives and the needs of the student in mastering the essential knowledge and skills or
meeting subject or course requirements.
The student will be responsible for obtaining and completing the makeup work within the time
specified by the teacher. A student who does not make up assigned work within the time allotted
by the teacher will receive a grade of zero for the assignment.
The student is encouraged to speak with his or her teacher if the student knows of an absence
ahead of time so that the teacher and student may plan any makeup work. Please remember
the importance of student attendance at school. With limited exceptions, all absences count for
the 90 percent threshold set in state law regarding attendance for credit or final grade. [See
Attendance for Credit or Final Grade on page 38.]
A student involved in an extracurricular activity must notify his or her teachers ahead of time
about any absences.
A student will be permitted to make up tests and turn in projects due in any class missed
because of absence. Teachers may assign a late penalty to any long-term project in accordance
with timelines approved by the principal and previously communicated to students.
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DAEP Makeup Work
Grades 9–12
If a high school student is enrolled in a foundation curriculum course at the time of removal to a
disciplinary alternative education program (DAEP), he or she will have an opportunity to
complete the course before the beginning of the next school year. The district may provide the
opportunity to complete the course through an alternative method, including a correspondence
course, another distance learning option, or summer school. The district will not charge the
student for any method of completion provided by the district. [See policy FOCA(LEGAL) for
more information.]
In-School Suspension (ISS) and Out-of-School Suspension (OSS)
Makeup Work (All Grade Levels)
Alternative Means to Receive Coursework
While a student is in ISS or OSS, the district will provide the student with all course work for the
student’s foundation curriculum classes that the student misses as a result of the suspension.
Opportunity to Complete Courses
A student removed from the regular classroom to ISS or another setting, other than a DAEP, will
have an opportunity to complete before the beginning of the next school year each course the
student was enrolled in at the time of removal from the regular classroom. The district may
provide the opportunity by any method available, including a correspondence course, another
distance learning option, or summer school. The district will not charge the student for any
method of completion provided by the district. [See policy FO(LEGAL) for more information.]
Nondiscrimination Statement (All Grade Levels)
In its efforts to promote nondiscrimination and as required by law, the district does not
discriminate on the basis of race, religion, color, national origin, gender, sex, age, disability, or
any other basis prohibited by law in providing education services, activities, and programs,
including Career and Technical Education (CTE) programs. The district provides equal access
to the Boy Scouts and other designated youth groups.
In accordance with Title IX, the district does not and is required not to discriminate on the basis
of sex in its educational programs or activities. The requirement not to discriminate extends
employment. Inquiries about the application of Title IX may be referred to the district’s Title IX
Coordinator (see below), to the Assistant Secretary for Civil Rights of the Department of
Education, or both.
Other federal laws that prohibit discrimination include Title VI, Section 504 of the Rehabilitation
Act, the Age Discrimination Act, the Boy Scouts Act, and Title II.
The district has designated and authorized the following employee as the Title IX Coordinator to
address concerns or inquiries regarding discrimination on the basis of sex, including sexual
harassment, sexual assault, dating violence, domestic violence, stalking, or gender-based
harassment:
Dr. Matthew Gibbins
Assistant Superintendent
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400 S. Greenville Ave., Richardson, TX 75081
matth[email protected]
469-593-0280
Reports can be made at any time and by any person, including during non-business hours by
mail, phone, or email. During district business hours, reports may be made in person. Upon the
district receiving notice or an allegation of sex-based harassment, the Title IX Coordinator will
promptly respond in accordance with the process described at FFH(LOCAL).
The following district representatives have been designated to address concerns or inquiries
about other kinds of discrimination:
● For concerns regarding discrimination on the basis of disability, see the ADA/Section 504
Coordinator:
Alicia Zornig
Director, 504
701 W. Beltline Rd., Bldg D., Richardson TX 75080
469-593-7517
● For all other concerns regarding discrimination, see the superintendent:
Tabitha Branum
Superintendent
400 S. Greenville, Richardson, TX 75081
[See policies FB, FFH, and GKD for more information.]
Nontraditional Academic Programs (All Grade Levels)
RISD is committed to serving the needs of all students, which includes those students who need
a nontraditional instructional arrangement.
Memorial Park Academy (MPA) is a program of choice that allows qualifying RISD secondary
students to experience a rigorous, self-paced curriculum while working in a small group setting
to earn high school credits needed to earn a high school diploma. Students may attend MPA at
no cost. MPA offers two (2) sessions each day and students attend for four (4) hours (8:00 a.m.
– 12:00 p.m. and 12:00 p.m. – 4:00 p.m.). Students who desire to enroll in the MPA program
must complete an application and participate in an interview. The MPA program counselor will
evaluate the student’s transcript and work with the student to develop a strategy to allow the
student to graduate under his/her desired graduation plan. Tutoring is available to struggling
students. Students who complete their studies in the MPA program may participate in
graduation ceremonies with their home campus and will receive a diploma from their home
campus. For more information about this program, contact your campus counselor.
Evening School. RISD secondary students are eligible to enroll in evening school for the
purpose of earning credits lost (credit recovery). Evening school is not recommended for
advancement purposes in core courses. The setting does not provide for intense academic
development needed to prepare students for the EOC assessments that they must pass to
graduate in RISD and other Texas public schools. College admissions committees, particularly
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in competitive arenas, carefully review all aspects of the student’s transcript. In addition to
evaluating the rigor of course choices, they often consider the options students choose to earn
those course credits. Although necessary as a backup option for credit recovery in a course in
which the student has previously been instructed, to enroll in evening school as an initial
manner of earning core course credit is not recommended. See your counselor for night school
information, applications and related STAAR and EOC requirements.
Parent and Family Engagement (All Grade Levels)
Working Together
Experience and research tell us that a child succeeds in education with good communication
and a strong partnership between home and school. A parent’s involvement and engagement in
this partnership may include:
● Encouraging your child to put a high priority on education and working with your child every
day to make the most of the educational opportunities the school provides.
● Ensuring that your child completes all homework assignments and special projects and
comes to school each day prepared, rested, and ready to learn.
● Becoming familiar with all your child’s school activities and with the academic programs,
including special programs, offered in the district.
● Discussing with the school counselor or principal any questions you may have about the
options and opportunities available to your child.
● Reviewing the requirements and options for graduation with your child in middle school and
again while your child is enrolled in high school.
● Monitoring your child’s academic progress and contacting teachers as needed. [See
Academic Counseling on page 53.]
● Attending scheduled conferences and requesting additional conferences as needed. To
schedule a telephone or in-person conference with a teacher, school counselor, or principal,
please call the school office for an appointment. The teacher will usually return your call or
meet with you during his or her conference period or before or after school. [See Report
Cards/Progress Reports and Conferences on page 90.]
● Becoming a school volunteer. [See Volunteers on page 106 and policy GKG for more
information.]
● Participating in campus parent organizations.
● Serving as a parent representative on the district-level or campus-level planning committees
that develop educational goals and plans to improve student achievement. For more
information, see policies BQA and BQB and contact:
Dr. Carrie Thomas
Director of Community Engagement
400 S. Greenville, Richardson, TX 75081
469-593-0307
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● Serving on the School Health Advisory Council (SHAC) and assisting the district in aligning
local community values with health education instruction, human sexuality instruction,
instruction on prevention of child abuse, family violence, dating violence, and sex trafficking,
and other wellness issues. [See School Health Advisory Council (SHAC) on page 80 and
policies BDF, EHAA, FFA for more information.]
● Being aware of the school’s ongoing bullying and harassment prevention efforts.
● Contact school officials if you are concerned with your child’s emotional or mental well-
being.
● Attending board meetings to learn more about district operations. Regular board meetings
are typically held on the first Thursday of each month at 6 p.m. at Administration Building at
400 S. Greenville, Richardson, TX 75081. An agenda for a regular or special meeting is
posted no later than 72 hours before each meeting online at www.risd.org. [See policies BE
and BED for more information.]
Parking and Parking Permits (Secondary Grade Levels Only)
A student must present a valid driver’s license and proof of insurance to be eligible for a parking
permit.
Students must request a parking permit and pay a fee to park in a school parking lot. So long as
space is available, parking permits may be issued throughout the year.
Students will not be permitted to:
● Speed.
● Double-park.
● Park across a white or yellow line.
● Park in a fire lane.
● Sit in parked cars during school hours.
Students may be subject to disciplinary action for violation of these rules. The district may tow
cars that are parked in violation of these rules.
Pledges of Allegiance and a Minute of Silence (All Grade Levels)
Each school day, students will recite the Pledge of Allegiance to the U.S. flag and the Pledge of
Allegiance to the Texas flag. Parents may submit a written request to the principal to excuse
their child from reciting a pledge. [See Reciting the Pledges to the U.S. and Texas Flags on
page 22.]
State law requires that one minute of silence follow recitation of the pledges. Each student may
choose to reflect, pray, meditate, or engage in any other silent activity during that minute so long
as the silent activity does not interfere with or distract others.
In addition, state law requires that each campus provide for the observance of one minute of
silence in remembrance of those who lost their lives on September 11, 2001, at the beginning of
the first class period when September 11 falls on a regular school day.
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[See policy EC for more information.]
Prayer (All Grade Levels)
The following shall apply:
1. The District shall permit private, voluntary prayer or meditation by individuals. Such activity
shall not be disruptive or interfere with the rights of others.
2. The District and its employees acting in their official capacities shall not compose, sponsor,
lead, encourage or suggest the recitation of prayers in school facilities during school hours or
before, during, or after any school-sponsored public athletic or extracurricular event.
3. The District shall not permit the recitation of student-initiated public prayers as part of an
organized class, team, or school-sponsored activity. However, nothing prohibits students from
engaging in voluntary private individual or group prayer that does not occur under the
sponsorship or involvement of the District or its employees. Thus, a student or group of
students, for example, may elect to say a private prayer not under school sponsorship before
lunch or before an athletic contest. Students may also discuss religious matters with their
peers to the extent that a material disruption does not occur, just as they would other topics or
nonreligious activities.
Promotion and Retention
A student will be promoted only on the basis of academic achievement or proficiency. In making
promotion decisions, the district will consider the following:
● Teacher recommendation,
● Grades,
● Scores on criterion-referenced or state-mandated assessments, and
● Any other necessary academic information as determined by the district.
Prekindergarten OR Kindergarten
A parent may request in writing that a student repeat prekindergarten or kindergarten.
Elementary and Middle/Junior High Grade Levels
Grades 1-2
Promotion of students in grades 1 and 2 shall be based on formal and informal assessments of
the TEKS.
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Grades 3-6
To be promoted from one grade level to the next, a student must attain an overall average of
seventy (70) or above for all subject areas and a grade of seventy (70) or above in language
arts, mathematics, science, and social studies.
Junior High School Promotion — Grades 7 & 8
To be promoted from one grade level to the next, a student shall attain an overall average of
seventy (70) or above for the year in all courses taken. The overall average shall be derived by
averaging the final numerical score for all courses taken. In addition, students shall attain an
average of seventy (70) or above in all of the following subjects: language arts, mathematics,
social studies, and science.
Note:
● Students in grades 3-8 receiving instruction above their enrolled grade level will take the
State Assessment that correlates to the instruction they are receiving. If there is not a
State Assessment for the above grade level instruction, the student will be given the
State Assessment of their enrolled grade to meet federal and state requirements.
● If a student in grade 3-8 is enrolled in a class or course intended for students above
his/her current grade level in which the student will be administered a state-mandated
assessment, the student will be required to take an applicable state-mandated
assessment only for the course in which he/she is enrolled, unless otherwise required to
do so by federal law.
See EIE(LOCAL).
Elementary and Middle/Junior High School Level Retention
HB 3803 provides that a parent may elect for their student to repeat the grade in which the
student was enrolled in the previous year up to grade 8.
High School Grade Levels
To earn credit in a course, a student must receive a grade of at least 70 based on course-level
standards.
A student in grades 9–12 will be advanced a grade level based on the number of course credits
earned. [See Grade-Level Classification on page 66.]
Students will also have multiple opportunities to retake EOC assessments. [See Graduation on
page 58 and Standardized Testing on page 101.]
Repeating a High-School Credit Course
A parent may request in writing that a student repeat a high-school credit course in which the
student was enrolled during the previous school year, unless the district determines the student
has met all requirements for graduation. Before granting the request, the district may convene a
retention committee to meet and discuss the request and will invite the parent to participate. Only
the student’s first passing grade will be included in the calculation of class ranking.
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Release of Students from School
[See Leaving Campus on page 82.]
Report Cards/Progress Reports and Conferences (All Grade Levels)
Report cards with each student’s performance and absences in each class or subject are issued
at least once every nine weeks.
During the fourth week of a nine-week grading period, parents will receive a progress report if
their child’s performance in English language arts, mathematics, science, or social studies is near
or below 70 or is below the expected level of performance. If a student receives a grade lower
than 70 in any class or subject at the end of a grading period, the parent will be asked to schedule
a conference with the teacher. Contact your child’s teacher or principal to schedule a conference.
Teachers follow grading guidelines that have been approved by the principal pursuant to the
board-adopted policy. Grading guidelines are designed to reflect each student’s relative mastery
of each assignment. State law provides that a test or course grade issued by a teacher cannot be
changed unless the board determines that the grade was arbitrary or contains an error, or that
the teacher did not follow the district’s grading policy. [See Grading Guidelines on page 66 and
policy EIA(LOCAL) for more information.]
Questions about grade calculation should first be discussed with the teacher. If the question is
not resolved, the student or parent may request a conference with the principal in accordance
with FNG(LOCAL).
The report card or unsatisfactory progress report will state whether tutorials are required for a
student who receives a grade lower than 70.
Report cards and unsatisfactory progress reports must be signed by the parent and returned to
the school. The district may communicate academic information about a student electronically,
including for progress reporting purposes. An electronic signature will be accepted by the district,
but parents are entitled to request a handwritten signature of acknowledgment instead.
Retaliation
[See Dating Violence, Discrimination, Harassment, and Retaliation on page 56.]
Required State Assessments
STAAR (State of Texas Assessments of Academic Readiness) for Grades 3-8
In addition to routine tests and other measures of achievement, students at certain grade levels
are required to take the state assessment, called STAAR, in the following subjects:
● Mathematics, annually in grades 3-8
● Reading, annually in grades 3-8
● Science in grades 5 and 8
● Social Studies in grade 8
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Standardized testing for a Student Enrolled above Grade Level
If a student in grades 3-8 is enrolled in a class or course intended for students above his or her
current grade level in which the student will be administered a state-mandated assessment, the
student will be required to take an applicable state-mandated assessment only for the course in
which he or she is enrolled, unless otherwise required to do so by federal law. A student in
grades 3-8 shall be assessed at least once in high school with the ACT or the SAT if the student
completes the high school end-of-course assessments in mathematics, reading/language arts,
or science prior to high school.
High School Courses End-of-Course (EOC) Assessments
STAAR end-of-course (EOC) assessments are administered for the following courses: Algebra
I, English I, English II, Biology, and U.S. History. Satisfactory performance on the applicable
assessments is required for graduation, unless waived or substituted as allowed by state law
and rules. There are three testing windows during the year in which a student may take an EOC
assessment. The windows occur in the fall, spring, and summer months. If a student does not
meet satisfactory performance, the student will have opportunities to retake the assessment.
Requesting Administration of STAAR/EOC in Paper Format (All Grade Levels)
STAAR and EOC assessments are administered electronically.
A parent or teacher may request that a STAAR or EOC be administered to a student in paper
format. The district may grant this request for any single administration for up to three percent of
the number of students enrolled in the district. Requests will be granted in the order in which
they are received.
Requests for paper format for a fall administration of a STAAR or EOC must be submitted no
later than September 15 each school year.
Requests for paper format for a spring administration of a STAAR or EOC must be submitted no
later than December 1 each school year.
Standardized Testing for a Student in Special Programs
Certain students — some with disabilities and some classified as emergent bilingual students —
may be eligible for exemptions, accommodations, or deferred testing.
STAAR Alternate 2 is available for eligible students receiving special education services who
meet certain state-established criteria as determined by the student’s ARD committee.
An admission, review, and dismissal (ARD) committee for a student in grades 9-12 receiving
special education services will determine whether successful performance on the EOC
assessments will be required for graduation within the parameters identified in state rules and
the student’s personal graduation plan (PGP). [See Graduation on page 66.] STAAR Spanish is
available for eligible students for whom a Spanish version of STAAR is the most appropriate
measure of their academic progress.
For more information, see the principal, school counselor, or special education director.
Failure to Perform Satisfactorily on a STAAR or EOC Assessment
If a student does not perform satisfactorily on a required state assessment in any subject, the
district will provide accelerated instruction for the student in the subsequent school year by:
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● Assigning the student to a teacher who is certified as a master, exemplary, or recognized
teacher if one is available in the grade and subject matter of the state assessment on which
the student did not perform satisfactorily, or
● Providing supplemental instruction.
A student may be required to attend any assigned supplemental instruction program before or
after school or during the summer.
When a student fails to perform satisfactorily on a required state assessment in the same
subject area for two or more years, the district shall develop an accelerated education plan.
Parents are encouraged to participate in developing this plan.
Safety (All Grade Levels)
Student safety on campus, at school-related events, and in district vehicles is a high priority of
the district. The cooperation of students is essential to ensuring school safety. A student is
expected to:
● Avoid conduct that is likely to put the student or others at risk.
● Follow all behavioral standards in this handbook and the Student Code of Conduct or set by
district employees.
● Help secure the campus by keeping all exterior doors closed, latched, and locked unless the
door is actively monitored by a district employee.
● Follow instructions from teachers and other district employees regarding classroom doors.
● Remain alert to any safety hazards, such as intruders on campus or threats made by any
person toward a student or staff member, and promptly report any incidents to a district
employee. A student may make anonymous reports about safety concerns by contacting
Crime Stoppers.
● Know emergency evacuation routes and signals.
● Follow immediately the instructions of teachers, bus drivers, and other district employees who
are overseeing the welfare of students.
Accident Insurance
Generally, the district does not provide accident insurance for students. Soon after the school
year begins, parents will have the opportunity to purchase low-cost accident insurance that would
help meet medical expenses in the event of injury to their child.
Insurance for Career and Technical Education (CTE) Programs
The district purchases accident insurance coverage for students who attend work based learning
programs off campus.
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Preparedness Drills: Evacuation, Severe Weather, and Other Emergencies
Periodically, the school will conduct preparedness drills of emergency procedures. When the
command is given or alarm is sounded, students need to follow the direction of teachers or others
in charge quickly, quietly, and in an orderly manner.
Preparedness Training: CPR and Stop the Bleed
The district will offer instruction in “Hands-Only” CPR and AED training at least once to students
enrolled in grades 7–12 Health 1 class or 7-12 health credit bearing class through Career and
Technology. The instruction can be provided as part of any course and is not required to result in
CPR or AED certification.
The district will annually offer students in grades 7–12 instruction on the use of bleeding control
stations to respond to traumatic injury. For more information, see:
● Homeland Security's Stop the Bleed (https://www.dhs.gov/stopthebleed
)
● Stop the Bleed Texas (https://stopthebleedtexas.org/)
Emergency Medical Treatment and Information
All parents are asked each year to complete a medical care authorization form, providing written
parental consent to obtain emergency treatment and information about allergies to medications
or drugs. Parents should contact the school nurse to update emergency care information (name
of doctor, emergency phone numbers, allergies, and the like).
The district may consent to medical treatment, including dental treatment, if necessary, for a
student if:
● The district has received written authorization from a person having the right to consent;
● That person cannot be contacted; and
● That person has not given the district actual notice to the contrary.
The emergency care authorization form will be used by the district when a student’s parent or
authorized designee cannot be contacted. A student may provide consent if authorized by law or
court order.
Regardless of parental authorization for the district to consent to medical treatment, district
employees will contact emergency medical services to provide emergency care when required by
law or when deemed necessary, such as to avoid a life-threatening situation.
Emergency School Closure Information
Each year, parents are asked to complete an emergency release form to provide contact
information in the event that the district needs to notify parents of early dismissal, delayed
opening, or restricted access to a campus because of severe weather, a security threat, or
another emergency protocol.
The district will rely on contact information on file with the district to communicate with parents in
an emergency situation, which may include real-time or automated messages. It is crucial to
notify your child’s school when a phone number changes. State law requires parents to update
contact information within two weeks after the date the information changes.
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If the campus must close, delay opening, or restrict access to the building because of an
emergency, the district will notify all parents directly through phone, email and SMS (text)
information on file, and the RISD Mobile Parent App. In addition, the district may also alert the
community in the following ways: the RISD Homepage at http://risd.org; campus homepages;
district social media accounts (Facebook at: https://www.facebook.com/RichardsonISD; Twitter
@RichardsonISD; Instagram InstaRISD); and/or through major local media outlets.
[See Automated Emergency Communications on page 50.]
SAT, ACT, and Other Standardized Tests
ACT & SAT are entrance exams used by most colleges and universities to make admission
decisions. They are multiple-choice tests administered by ACT & College Board (SAT).
The purpose of these tests are to measure a high school student's readiness for college and
provide colleges with one common data point that can be used to compare all applicants.
College admission officers will review standardized test scores alongside your high school GPA,
the classes taken in high school, letters of recommendation from teachers, counselors and
mentors, extracurricular activities, admissions interviews, and personal essays. How important
your test scores are in the college application process varies from school to school.
While some schools have become "test optional" or removed ACT & College Board (SAT)
testing requirements from admission, many schools still require these test scores for financial
aid or merit-based scholarships.
Richardson ISD provides all juniors with an opportunity to participate in the ACT test during the
school day, at no cost to them or their families. RISD will provide an online ACT test without
writing to juniors at their RISD campus in the spring. Students will automatically be enrolled for
the ACT School Day Test by their high school campus.
Note: Participation in these assessments may qualify a student to receive a performance
acknowledgement on his/her diploma and transcript under the foundation graduation program
and may qualify as a substitute for an EOC testing requirement. A student’s performance at a
certain level on the SAT or ACT also makes the student eligible for automatic admission to a
Texas public institution of higher education.
[See Standardized Testing on page 90.]
Schedule Changes (Middle/Junior High and High School Grade
Levels)
Determining Criteria for Schedule Changes –
Schedule changes are normally made for one or more of the following conditions:
1. A student fails a required course making a schedule adjustment necessary.
2. Change is needed as a result of credit earned in summer school.
3. Change is needed to balance class loads within the master schedule.
4. Change is needed as the result of a student having a schedule which obviously is
not educationally defensible, i.e., not having the course required or not having
the courses needed for graduation.
5. Change is needed as a result of a student being elected to or administratively
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assigned to an activity within the school.
6. Change is needed to enable a student to graduate in the particular year.
7. Any change which, in the judgment of the principal, is in the best interest of a
student.
Adding and Dropping Courses –
1. A student may add or drop a course during the first five class days of each
semester if conditions essential for a schedule change are met.
2. Students dropping courses will normally be reassigned for the balance of the
semester.
3. At the end of week 3 of the first 9-week cycle, students may request a schedule
change from an AP/PreAP or OnRamps class to an academic course. The grade
the student earned in the first 3 weeks will be transferred to the newly scheduled
academic level class. After the end of week four of the first 9-weeks cycle, the
next opportunity to drop a Pre-AP/AP or OnRamps course will be at the end of the
semester.
4. A student may drop a regular course up to and including the last day of the first
nine weeks of each semester (or the 45th school day of the semester) if dropping
the course, the student will still have the required number of classes (see Full-
Time Attendance Requirements).
5. A student may not drop a one-semester course after the last day of the ninth week
of each semester (or the 45th school day of the semester).
6. Written parental permission is required for any secondary student to add or drop a
course.
Eligibility Requirements Must be Considered
If a student drops a course with a failing average later than the end of the fourth week of the first
grading period, it is considered a failing grade for eligibility purposes except as follows:
Dropping an advanced class, which is exempted for no-pass, no-play does not cause
loss of eligibility unless full-time status is affected. RISD policy requires that the student
be enrolled in at least 7 state and local credit-bearing courses for full-time status unless
the opt-out provision has been granted by the campus administrator. (See Appendix for
list of advanced classes).
Contact person: Athletics Director
School Facilities
Asbestos Management Plan (All Grade Levels)
The district works diligently to maintain compliance with federal and state law governing
asbestos in school buildings. A copy of the district’s asbestos management plan is available in
the central administrative office. If you have any questions or would like to examine the district’s
plan in more detail, please contact the district’s designee:
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Senior Executive Director of Operations at 469-593-0170.
Food and Nutrition Services (All Grade Levels)
The district participates in the School Breakfast Program and National School Lunch Program
and offers students nutritionally balanced meals daily in accordance with standards set forth in
state and federal law.
Some students are eligible for free and reduced-price meals based on financial need.
Information about a student’s participation is confidential. The district may share information
such as a student’s name and eligibility status to help enroll eligible children in Medicaid or the
state children’s health insurance program (CHIP) unless the student’s parent requests the
student’s information not be disclosed.
Participating students will be offered the same meal options as their peers and will not be
treated differently from their peers.
To apply for free or reduced-price meal services, contact your campus or apply for meal benefits
online at https://www.schoolcafe.com/RICHARDSONISD
. Online applications are processed
more quickly than paper applications.
[See policy CO for more information.]
Parents should continually monitor their child’s meal account balance. When a student’s meal
account is depleted, the district will notify the parent. The student may continue to purchase
meals according to the grace period set by the school board. The district will present the parent
with a schedule of repayment for any outstanding account balance and an application for free or
reduced meals.
If the district is unable to work out an agreement with the student’s parent on replenishment of
the meal account and payment of any outstanding balance, the student will receive a meal. The
district will make every effort to avoid bringing attention to the student.
The following information is published as required by the USDA for participation in the National
School Lunch Program:
In accordance with federal civil rights law and U.S. Department of Agriculture
(USDA) civil rights regulations and policies, this institution is prohibited from
discriminating on the basis of race, color, national origin, sex (including gender
identity and sexual orientation), disability, age, or reprisal or retaliation for prior
civil rights activity.
Program information may be made available in languages other than English.
Persons with disabilities who require alternative means of communication to
obtain program information (e.g., Braille, large print, audiotape, American Sign
Language), should contact the responsible state or local agency that administers
the program or USDA’s TARGET Center at (202) 720-2600 (voice and TTY) or
contact USDA through the Federal Relay Service at (800) 877-8339.
To file a program discrimination complaint, a Complainant should complete a
Form AD-3027, USDA Program Discrimination Complaint Form which can be
obtained online at:
https://www.usda.gov/sites/default/files/documents/ad-
3027.pdf, from any USDA office, by calling (866) 632-9992, or by writing a letter
addressed to USDA. The letter must contain the complainant’s name, address,
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telephone number, and a written description of the alleged discriminatory action
in sufficient detail to inform the Assistant Secretary for Civil Rights (ASCR) about
the nature and date of an alleged civil rights violation. The completed AD-3027
form or letter must be submitted to USDA by:
1. mail: U.S. Department of Agriculture Office of the Assistant Secretary for Civil
Rights 1400 Independence Avenue, SW Washington, D.C. 20250-9410; or
2. fax: (833) 256-1665 or (202) 690-7442; or
3. email: [email protected]
This institution is an equal opportunity provider.
The responsible state agency that administers the program is the Texas Department of
Agriculture. (https://www.texasagriculture.gov/Home/Contact-Us
), which can be reached at
(800) TELL-TDA (835-5832) or (800) 735-2989 (TTY). The local agency that administers the
program is the district. See Nondiscrimination Statement on page 84 for the name and contact
information for the Title IX coordinator, ADA/Section 504 coordinator, and superintendent for
other concerns about discrimination.
Vending Machines (All Grade Levels)
The district has adopted and implemented the state and federal policies for food service,
including guidelines to restrict student access to vending machines. For more information
regarding these policies and guidelines, see the campus principal. [See policy FFA for more
information.]
Pest Management Plan (All Grade Levels)
The district is required to follow integrated pest management (IPM) procedures to control pests
on school grounds. Although the district strives to use the safest and most effective methods to
manage pests, including a variety of non-chemical control measures, periodic indoor and
outdoor pesticide use is sometimes necessary to ensure a safe, pest-free school environment.
All pesticides used are registered for their intended use by the U.S. Environmental Protection
Agency and are applied only by certified pesticide applicators. Except in an emergency, signs
will be posted 48 hours before indoor application. All outdoor applications will be posted at the
time of treatment, and signs will remain until it is safe to enter the area.
Parents who have questions or who want to be notified of the times and types of applications
prior to pesticide application inside their child’s school assignment area may contact the
district’s designee:
Senior Executive Director of Operations at 469-593-0170.
Conduct Before and After School (All Grade Levels)
Teachers and administrators have full authority over student conduct at before- or after-school
activities. Whether a school activity is on or off district premises, students must follow the same
rules of conduct that apply during the instructional day. Misbehavior will be subject to
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consequences established by the Student Code of Conduct
or any stricter standards of behavior
established by the sponsor for extracurricular participants.
Library (All Grade Levels)
The library is open for independent student use during the following times with a teacher permit:
● Elementary School Libraries: 7:50 a.m. - 3:10 p.m.
● Junior High School Libraries: 8:15 a.m. - 3:40 p.m.
● High School Libraries: 9:00 a.m. - 4:20 a.m.
* Some school libraries might be open before and/or after school. Contact your school’s LITE for
more information.
Use of Hallways during Class Time (All Grade Levels)
During class times, loitering or standing in the halls is not permitted, and a student must have a
hall pass to be outside the classroom for any purpose. Failure to obtain a pass will result in
disciplinary action in accordance with the Student Code of Conduct.
Use by Students Before and After School (All Grade Levels)
Certain areas of the school will be accessible to students before and after school for specific
purposes. Students are required to remain in the area where their activity is scheduled to take
place. Contact your campus administrator for additional information.
Unless the teacher or sponsor overseeing an activity gives permission, a student will not be
permitted to go to another area of the building or campus.
Students must leave campus immediately after dismissal of school in the afternoon, unless the
student is involved in an activity under the supervision of a teacher or other authorized
employee or adult.
Meetings of Noncurriculum-Related Groups (Secondary Grade Levels
Only)
Student-organized, student-led noncurriculum-related groups are permitted to meet during the
hours designated by the principal before and after school. These groups must comply with the
requirements of policy FNAB(LOCAL).
A list of these groups is available in the principal’s office.
School-Sponsored Field Trips (All Grade Levels)
The district periodically takes students on field trips for educational purposes.
A parent must provide written permission for a student to participate in a field trip and shall be
approved in advance by the campus principal anc connected directly to an instructional program
or activity of the district.
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The district may ask the parent to provide information about a student’s medical provider and
insurance coverage and may also ask the parent to sign a waiver allowing for emergency
medical treatment in the case of a student accident or illness during the field trip.
The district may require a fee for student participation in a field trip that is not required as part of
a basic educational program or course to cover expenses such as transportation, admission,
and meals; however, a student will not be denied participation because of financial need. See
Fees (All Grade Levels) on page 65 for more information.
The district is not responsible for refunding fees paid directly to a third-party vendor.
Searches
Searches in General (All Grade Levels)
In the interest of promoting student safety and drug-free schools, district officials may
occasionally conduct searches.
District officials may search students, their belongings, and their vehicles in accordance with law
and district policy. Searches of students will be conducted without discrimination, based on, for
example, reasonable suspicion or voluntary consent or pursuant to district policy providing for
suspicionless security procedures, including the use of metal detectors.
In accordance with the Student Code of Conduct, students are responsible for prohibited items
found in their possession, including items in their personal belongings or in vehicles parked on
district property.
If there is reasonable suspicion to believe that searching a student’s person, belongings, or
vehicle will reveal evidence of a violation of the Student Code of Conduct, a district official may
conduct a search in accordance with law and district regulations.
District Property (All Grade Levels)
Desks, lockers, district-provided technology, and similar items are the property of the district and
are provided for student use as a matter of convenience. District property is subject to search or
inspection at any time without notice. Students have no expectation of privacy in district
property.
Students are responsible for any item found in district property provided to the student that is
prohibited by law, district policy, or the Student Code of Conduct.
Metal Detectors (All Grade Levels)
To maintain a safe and disciplined learning environment, the district reserves the right to subject
students to metal detector searches when entering a district campus and at off-campus, school-
sponsored activities. Students are subject to random metal detector searches.
Telecommunications and Other Electronic Devices (All Grade Levels)
Use of district-owned equipment and its network systems is not private and will be monitored by
the district. [See policy CQ for more information.]
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Any searches of personal electronic devices will be conducted in accordance with law, and the
device may be confiscated to perform a lawful search. A confiscated device may be turned over
to law enforcement to determine whether a crime has been committed.
[See Electronic Devices and Technology Resources on page 62 and policy FNF(LEGAL) for
more information.]
Trained Dogs (All Grade Levels)
The district may use trained dogs to screen for concealed, prohibited items, including drugs and
alcohol. Screenings conducted by trained dogs will not be announced in advance. The dogs will
not be used with students, but students may be asked to leave personal belongings in an area
that is going to be screened, such as a classroom, a locker, or a vehicle. If a dog alerts to an
item or an area, it may be searched by district officials.
[See Steroids on page 75]
Vehicles on Campus (Secondary Grade Levels Only)
A student is fully responsible for the security and content of his/her vehicle parked on District
property and must make certain that the parked vehicle remains locked and he/she must
remain in possession of the keys. Vehicles parked on District property are under the
jurisdiction of the District and the student must agree to comply with District rules as a
condition of parking on District property. School officials may search any vehicle any time
there is reasonable cause to do so, with or without permission of the student. If a vehicle
subject to search is locked, the student will be asked to unlock the vehicle. The District will
contact the parent if the student refuses to unlock the vehicle. If the parent refuses the search
or if the parent cannot be reached, the District will turn the matter over to law enforcement.
Where appropriate, the District will contact law enforcement even when permission to search
is granted.
Special Programs (All Grade Levels)
The district provides special programs for gifted and talented students, students who are
homeless, students in foster care, bilingual students, migrant students, emergent bilingual
learners, students diagnosed with dyslexia, and students with disabilities. The coordinator of
each program can answer questions about eligibility requirements, as well as programs and
services offered in the district or by other organizations. A student or parent with questions
about these programs should contact their school principal for the name and contact information
for the appropriate program director.
The Texas State Library and Archives Commission’s Talking Book Program
(https://www.tsl.texas.gov/tbp/index.html) provides audiobooks free of charge to qualifying
Texans, including students with visual, physical, or reading disabilities such as dyslexia.
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Standardized Testing
SAT/ACT (Scholastic Aptitude Test/American College Test)
ACT & SAT are entrance exams used by most colleges and universities to make admission
decisions. They are multiple-choice tests administered by ACT & College Board (SAT).
The purpose of these tests are to measure a high school student's readiness for college and
provide colleges with one common data point that can be used to compare all applicants.
College admission officers will review standardized test scores alongside your high school GPA,
the classes taken in high school, letters of recommendation from teachers, counselors and
mentors, extracurricular activities, admissions interviews, and personal essays. How important
your test scores are in the college application process varies from school to school.
While some schools have become "test optional" or removed ACT & College Board (SAT)
testing requirements from admission, many schools still require these test scores for financial
aid or merit-based scholarships.
Richardson ISD provides all juniors with an opportunity to participate in the ACT test during the
school day, at no cost to them or their families. RISD will provide an online ACT test without
writing to juniors at their RISD campus in the spring. Students will automatically be enrolled for
the ACT School Day Test by their high school campus.
Note: These assessments may qualify a student to receive a performance acknowledgment on
the student’s transcript under the foundation graduation program and may qualify as a substitute
for an End-of-Course (EOC) testing requirement in certain circumstances. A student’s
performance at a certain level on the SAT or ACT also makes the student eligible for automatic
admission to a Texas public institution of higher education.
TSI (Texas Success Initiative) Assessment
Prior to enrollment in a Texas public college or university, most students must take a
standardized test called the Texas Success Initiative (TSIA 2) assessment. The TSIA 2
assesses the reading, mathematics, and writing skills that first-year students need to perform
effectively as undergraduates in Texas public colleges and universities. This assessment may
also be required before a student enrolls in a dual credit course offered through the district or as
a state approved College, Career and Military Readiness (CCMR) measurement.
Tardies (All Grade Levels)
Occasionally, an unavoidable delay will cause a student to be tardy. When a student is
tardy, valuable instructional time is missed and causes a disruption in the educational
process. Discipline for tardiness will be handled at the campus level.
Elementary Students
A student who is not in his/her assigned classroom when the tardy bell rings is tardy. A student
who is more than fifteen (15) minutes late to a class period may be designated as absent for a
partial day and the absence may be counted as an unexcused absence on the attendance
record.
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Secondary Students
A student who is not in his/her assigned classroom when the tardy bell rings is tardy. Students
who are tardy must follow the campus Tardy Eliminator process to obtain permission to enter
class after the tardy bell. A student who is more than fifteen (15) minutes late for class may be
designated as absent for a partial day and the absence may be counted as unexcused.
A student who is more than 15 minutes tardy to class may be assigned to detention hall or given
another appropriate consequence.
Textbooks, Electronic Textbooks, Technological Equipment, and
Other Instructional Materials (All Grade Levels)
Instructional materials are any resources used in classroom instruction as part of the required
curriculum, such as textbooks, workbooks, computer software, or online services.
The district selects instructional materials in accordance with state law and policy EFA.
The district provides approved instructional materials to students free of charge for each subject
or class. Students must treat instructional materials with care, as directed by the teacher.
If a student needs a graphing calculator for a course and the district does not provide one, the
student may use a calculator application with graphing capabilities on a phone, laptop, tablet, or
other computing device.
A student who is issued a damaged item should report the damage to the teacher.
Any student who does not return an item or returns an item in an unacceptable condition loses
the right to free textbooks and technological equipment until the item is returned or the damage
is paid for by the parent. However, the student will be provided the necessary instructional
resources and equipment for use at school during the school day.
For information on library books and other resources students may access voluntarily, see
Library (All Grade Levels) on page 87. For information on the RISD Print Books Title Select
Opt Out Program https://web.risd.org/libraryit/opt-out-program/
Transfers (All Grade Levels)
Under state and federal law, a parent may request the transfer of his/her child to:
● another classroom or campus if the board or its designee has determined that the child
has been a victim of bullying including cyberbullying (as defined by the
Education
Code
). Transportation is not provided for a transfer to another campus. (Consult your
principal if the District determines that your child has engaged in bullying and will be
transferred to another campus.)
● attend a safe public school in the District if the child attends school at a campus
identified by TEA as persistently dangerous or if the child has been a victim of a violent
criminal offense while at school or on school grounds.
●
another campus if the child has been the victim of a sexual assault by another student
assigned to the same campus, whether the that assault occurred on or off campus, and
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that student has been convicted of or placed on deferred adjudication for that assault.
(
Note: Transportation is not provided for transfer to another campus.)
●
the same campus where any other student residing in the home who receives special
education services if the appropriate grade level for the transferring student is offered at
the campus. (
Note: The District is not required to provide transportation to the other
student(s) in the home.)
● the requested campus (subject to availability) upon the request of a parent if the parent
is a peace officer (as defined by the section 1701.001 of the Texas Occupations Code)
or a servicemember (defined as an active-duty member of the U.S. armed forces or the
Texas National Guard).
The campus principal can provide information about specific requirements that may apply to
these transfers. The principal is authorized to transfer a student from one classroom to
another. The superintendent is authorized to investigate and approve transfers between
schools.
[See Safety Transfers/Assignments on page 29, Bullying on page 41, and A Student Who
Has Learning Difficulties or Who Needs Special Education or Section 504 Services on
page 33, for other transfer options.]
Transportation (All Grade Levels)
School-Sponsored Trips
Students who participate in school-sponsored trips are required to use school-provided
transportation to and from the event. However, in accordance with campus procedures, a parent
may provide written consent for his or her child to ride with or be released after the event to the
parent or another adult designated by the parent.
[See School-Sponsored Field Trips on page 98.]
Buses and Other School Vehicles
The district makes school bus transportation available to all students living two or more miles
from school and to any students who are experiencing homelessness. This service is provided
at no cost to students.
Bus routes and stops will be designated annually. Any subsequent changes will be posted at the
school and on the district’s website. For the safety of the driver and all passengers, students
must board district vehicles only at authorized stops and drivers must unload passengers only at
authorized stops.
A parent may designate a child-care facility or grandparent’s residence as the regular pickup
and drop-off location for his or her child. The designated location must be an approved stop on
an approved route. For information on bus routes and stops or to designate an alternate pickup
.
Students are expected to assist district staff in ensuring that buses and other district vehicles
are clean and safe. When riding in district vehicles, students are held to behavioral standards
established in this handbook and the Student Code of Conduct. Students must:
● Follow the driver’s directions at all times.
● Enter and leave the vehicle in an orderly manner at the designated stop.
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● Keep feet, books, instrument cases, and other objects out of the aisle.
● Not deface the vehicle or its equipment.
● Not put head, hands, arms, or legs out of the window, hold any object out of the window, or
throw objects within or out of the vehicle.
● Not possess or use any form of tobacco or e-cigarettes in any district vehicle.
● Observe all usual classroom and campus rules.
● Be seated while the vehicle is moving.
● Fasten their seat belts, if available.
● Wait for the driver’s signal upon leaving the vehicle and before crossing in front of the
vehicle.
● Follow any other rules established by the operator of the vehicle.
Misconduct will be punished in accordance with the Student Code of Conduct, including loss of
the privilege to ride in a district vehicle.
[See the Student Code of Conduct for provisions regarding transportation to the DAEP.]
Vandalism (All Grade Levels)
Littering, defacing, or damaging school property is not tolerated. Students will be required to pay
for damages they cause and will be subject to criminal proceedings as well as disciplinary
consequences in accordance with the Student Code of Conduct.
Video Cameras (All Grade Levels)
For safety purposes, the district uses video and audio recording equipment to monitor student
behavior, including on buses and in common areas on campus. Students will not be told when
the equipment is being used.
The principal will review the video and audio recordings as needed and document student
misconduct. Discipline will be in accordance with the Student Code of Conduct.
In accordance with state law, a parent of a student who receives special education services, a
staff member (as this term is defined by law), a principal or assistant principal, or the board may
make a written request for the district to place video and audio recording equipment in certain
self-contained special education classrooms. The district will provide notice before placing a
video camera in a classroom or other setting in which a child receives special education
services. For more information or to request the installation and operation of this equipment,
contact the principal or Executive Director of Special Student Services (469-593-7500) that the
district has designated to coordinate the implementation of and compliance with this law.
[See policy EHBAF(LOCAL) for more information.]
[See Consent to Video or Audio Record a Student when Not Already Permitted by Law on
page 18 for video and other recording by parents or visitors to virtual or in-person classrooms.]
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Visitors to the School (All Grade Levels)
General Visitors
Parents and others are welcome to visit district schools. For the safety of those within the school
and to avoid disruption of instructional time, all visitors must:
● Request entry to the school at the primary entrance unless otherwise directed by a
district employee.
● Report to the main office.
● Be prepared to show identification.
● Exit the school at the primary entrance and leave all exterior doors closed, latched, and
locked unless actively monitored by a district employee.
● Comply with all applicable district policies and procedures.
If requested by a district employee, a visitor must provide identification such as a driver’s
license, other picture identification issued by a government entity, or employee or student
identification issued by the district. A person who refuses to provide identification and who
reasonably appears to have no legitimate reason to be on district property may be ejected from
district property.
Individuals may visit classrooms during instructional time only with approval of the principal and
teacher. Visitors may not interfere with instruction or disrupt the normal school environment.
All visitors are expected to demonstrate the highest standards of courtesy and conduct.
Disruptive behavior or violations of student privacy will not be permitted.
Lunch and Campus Activities
RISD schools are closed campuses during the instructional day. Campus principals may, but
are not required to, allow adult visitors for lunch or at designated campus activities in
accordance with their established campus procedures. Principals also may limit the type of
visitor (
e.g., parents/guardians only) or number of visitors, as well as the frequency and duration
of visitors.
[See Consent to Video or Audio Record a Student when Not Already Permitted by Law on
page 18 for video and other recording by parents or visitors to virtual or in-person classrooms.]
Unauthorized Persons
In accordance with Education Code 37.105, a school administrator, school resource officer
(SRO), or district police officer has the authority to refuse entry to or eject a person from district
property if the person refuses to leave peaceably on request and:
● The person poses a substantial risk of harm to any person; or
● The person behaves in a manner that is inappropriate for a school setting and persists in the
behavior after being given a verbal warning that the behavior is inappropriate and may result
in refusal of entry or ejection.
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Appeals regarding refusal of entry or ejection from district property may be filed in accordance
with policies FNG(LOCAL) or GF(LOCAL).
[See the Student Code of Conduct.]
Visitors Participating in Special Programs for Students
Business, Civic, and Youth Groups
The district may invite representatives from patriotic societies listed in Title 36 of the United
States Code to present information to interested students about membership in the society.
Volunteers (All Grade Levels)
The district invites and appreciates the efforts of volunteers who are willing to serve our district
and students.
If you are interested in volunteering, please contact:
Dr. Carrie Thomas
Director of Community Engagement
400 South Greenville, Richardson, TX 75081
469-593- 0307
RISD uses VOLY, a volunteer management system, to post volunteer opportunities and find
volunteers. To volunteer on an RISD campus, you will need to create a VOLY account by
visiting the VOLY website at https://web.risd.org/home/volunteer/
Richardson ISD requires every volunteer re-register with VOLY annually to be eligible for
volunteer opportunities during each school year. RISD also requires each volunteer undergo a
background check before working with students. You will be prompted to complete the
background check during the VOLY account creation or re-registration process. Volunteers will
receive an email with their background check approval, which can take up to two or three
weeks.
Once approved, you will be able to sign up directly for volunteer opportunities through the VOLY
platform.
Voter Registration (Secondary Grade Levels Only)
A student who is eligible to vote in any local, state, or federal election may obtain a voter
registration application at the main campus office.
Withdrawing from School (All Grade Levels)
To withdraw a student under age 18 from school, the parent or guardian must submit a written
request to the principal specifying the reasons for withdrawal and the final day the student will
be in attendance. Withdrawal forms are available from the principal’s office.
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A student who is age 18 or older, who is married, or who has been declared by a court to be an
emancipated minor may withdraw without parental signature.
Please provide the school at least three days’ notice of withdrawal so that records and
documents may be prepared.
A student’s continuous, consecutive absences without notification may result in administrative
withdrawal from enrollment.
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Glossary
The glossary provides legal and locally established definitions and is intended to assist readers
in understanding terms related to the
Student and Parent Handbook and the Student Code of
Conduct.
Accelerated instruction, including supplemental instruction, is an intensive educational
program designed to help an individual student acquire the knowledge and skills required at his
or her grade level. It is required when a student does not meet the passing standard on a state-
mandated assessment. Accelerated instruction may be provided by assigning a student to a
classroom teacher who is certified as a master, exemplary, or recognized teacher or by
providing supplemental instruction in addition to regular instruction.
ACT, or the American College Test, is one of the two most frequently used college or university
admissions examinations. The test may be required for admission to certain colleges or
universities.
ACT-Aspire is designed as a preparatory and readiness assessment for the ACT. This is
usually taken by students in grade 10.
ARD stands for admission, review, and dismissal. The ARD committee convenes for each
student who is identified as needing a full and individual evaluation for special education
services. The eligible student and his or her parents are members of the committee.
Attendance review committee is responsible for reviewing a student’s absences when the
student’s attendance drops below 90 percent, or in some cases 75 percent, of the days the
class is offered. Under guidelines adopted by the board, the committee will determine whether
there were extenuating circumstances for the absences and whether the student needs to
complete certain conditions to master the course and regain credit or a final grade lost because
of absences.
CPS stands for Child Protective Services.
DAEP stands for disciplinary alternative education program, a placement for students who have
violated certain provisions of the Student Code of Conduct.
DFPS stands for the Texas Department of Family and Protective Services.
DPS stands for the Texas Department of Public Safety.
DSHS stands for the Texas Department of State Health Services.
ED stands for the U.S. Department of Education.
Emergent bilingual student refers to a student of limited English proficiency. Other related
terms include English learner, English language learner, and limited English proficient student.
EOC (End-of-Course) assessments are state-mandated and are part of the STAAR program.
Successful performance on EOC assessments is required for graduation. These examinations
will be given in English I, English II, Algebra I, Biology, and U.S. History.
ESSA is the federal Every Student Succeeds Act.
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FERPA refers to the federal Family Educational Rights and Privacy Act, which grants specific
privacy protections to student records. The law contains certain exceptions, such as for
directory information, unless a student’s parent or a student 18 years of age or older directs the
school not to release directory information.
IEP stands for individualized education program and is the written record prepared by the ARD
committee for a student with disabilities who is eligible for special education services.
IGC is the individual graduation committee, formed in accordance with state law, to determine a
student’s eligibility to graduate when the student has failed to demonstrate satisfactory
performance on no more than two of the required state assessments.
ISS refers to in-school suspension, a disciplinary technique for misconduct found in the Student
Code of Conduct. Although different from out-of-school suspension and placement in a DAEP,
ISS removes the student from the regular classroom.
PGP stands for personal graduation plan, which is required for high school students and for any
student in middle school who fails a section on a state-mandated test or is identified by the
district as not likely to earn a high school diploma before the fifth school year after he or she
begins grade 9.
PSAT is the preparatory and readiness assessment for the SAT. It also serves as the basis for
the awarding of National Merit Scholarships.
SAT refers to the Scholastic Aptitude Test, one of the two most frequently used college or
university admissions examinations. The test may be required for admissions to certain colleges
or universities.
SHAC stands for School Health Advisory Council, a group of at least five members, a majority
of whom must be parents, appointed by the school board to help ensure that local community
values and health issues are reflected in the district’s health education instruction, as well as
assist with other student and employee wellness issues.
Section 504 is the federal law that prohibits discrimination against a student with a disability,
requiring schools to provide opportunities for equal services, programs, and participation in
activities. Unless the student is determined to be eligible for special education services under
the Individuals with Disabilities Education Act (IDEA), general education with appropriate
instructional accommodations will be provided.
STAAR is the State of Texas Assessments of Academic Readiness, the state’s system of
standardized academic achievement assessments.
STAAR Alternate 2 is an alternative state-mandated assessment designed for students with
severe cognitive disabilities receiving special education services who meet the participation
requirements, as determined by the student’s ARD committee.
STAAR Spanish is an alternative state-mandated assessment administered to eligible students
for whom a Spanish version of STAAR is the most appropriate measure of their academic
progress.
State-mandated assessments are required of students at certain grade levels and in specified
subjects. Except under limited circumstances, students must pass the STAAR EOC
assessments to graduate. Students have multiple opportunities to take the tests, if necessary,
for graduation.
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Student Code of Conduct is developed with the advice of the district-level committee and
adopted by the board and identifies the circumstances, consistent with law, when a student may
be removed from a classroom, campus, or district vehicle; sets out the conditions that authorize
or require the principal or another administrator to place the student in a DAEP; and outlines
conditions for out-of-school suspension and for expulsion. The Student Code of Conduct also
addresses notice to the parent regarding a student’s violation of one of its provisions.
TAC stands for the Texas Administrative Code.
TEA stands for the Texas Education Agency, which oversees primary and secondary public
education in Texas.
TELPAS stands for the Texas English Language Proficiency Assessment System, which
assesses the progress that emergent bilingual students make in learning the English language
and is administered for those who meet the participation requirements in kindergarten–grade
12.
TSI stands for the Texas Success Initiative, an assessment designed to measure the reading,
mathematics, and writing skills that entering college-level freshmen students should have if they
are to be successful in undergraduate programs in Texas public colleges and universities.
TXVSN stands for the Texas Virtual School Network, which provides online courses for Texas
students to supplement the instructional programs of public school districts. Courses are taught
by qualified instructors and are equivalent in rigor and scope to a course taught in a traditional
classroom setting.
UIL refers to the University Interscholastic League, the statewide, voluntary nonprofit
organization that oversees educational extracurricular academic, athletic, and music contests.
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APPENDICES
APPENDIX A
Options and Requirements
Information for providing assistance to students who have learning difficulties or
who may require special education services.
If a child is experiencing learning difficulties, the parent may contact the person listed below
to learn about the District’s overall general education referral or screening system for
support services. This system links students to a variety of support options, including referral
for a special education evaluation. Students having difficulty in the regular classroom should
be considered for tutorial, compensatory, and other support services that are available to all
students including a process based on Response to Intervention (RtI). The implementation
of RtI has the potential to have a positive impact on the ability of districts to meet the needs
of all struggling students.
At any time, a parent is entitled to request an evaluation for special education services.
Within a reasonable amount of time, the District must decide if the evaluation is needed. If
evaluation is needed, the parent will be notified and asked to provide consent for the
evaluation. The District must complete the evaluation and the report within the time
prescribed by law once the District receives the written consent for testing. The District must
give a copy of the report to the parent.
If the District determines that the evaluation is not needed, the District will provide the parent
with a written notice that explains why the child will not be evaluated. This written notice will
include a statement that informs the parent of their rights if they disagree with the District.
Additionally, the notice must inform the parent how to obtain a copy of the Notice of
Procedural Safeguards - Rights of Parents of Students with Disabilities. Additional
information regarding the IDEA is available from the District in a companion document, A
Guide to the Admission, Review, and Dismissal Process.
The following websites provide information to those who are seeking information and
resources specific to students and their families:
● Texas Project First (http://www.texasprojectfirst.org)
● Partners Resource Network (http://prntexas.org/)
The designated person to contact regarding options for a child experiencing learning
difficulties or a referral for evaluation for special education is:
Contact Person: Executive Director Special Student Services
Phone Number: 469-593-7500
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APPENDIX B
Richardson ISD Extracurricular Code of Conduct 2023-2024
Statement of Expectations:
The Richardson Independent School District believes that being involved in extracurricular
activities is an honor. Participation in one or more of these activities is considered a
privilege, not a right. The following are expectations of our students:
✓ Obtain a quality education as the primary reason for attending school
✓ Compete at the highest level while promoting good sportsmanship and courteous
behavior
✓ Exhibit positive leadership
✓ Develop and maintain high morals and ethical values
✓ Exhibit conduct becoming of a young adult
✓ Exhibit respect to sponsors, coaches, faculty, officials, opponents and fellow students
✓ Develop and show school pride
Standards for District Extra-Curricular Activities:
Richardson ISD students are expected to adhere to the District Student Code of Conduct as
it applies to school-related and/or school sponsored activities. Prior to participation in a
Richardson ISD Extracurricular activity, students and parents must also agree to abide by all
guidelines outlined in the Extracurricular Code of Conduct. Students involved in
extracurricular activities are expected to maintain high standards of ethical conduct.
Extracurricular participation is a privilege and not a right. Any misconduct that reflects
negatively on the Richardson Independent School District will fall under these Codes of
Conduct. These guidelines are developed to deal with misconduct that occurs within the
school’s jurisdiction as well as outside of the school’s jurisdiction, regardless of time or
location. Disciplinary action or suspension will be mandated to students who are involved in
any disciplinary infraction on or off campus including, but not limited to possession or use of
drugs, improper use of prescription medicines, alcohol or tobacco, violent behavior, any
inappropriate behavior including presence at functions where illegal substances are being
consumed and other offenses that result in the violation of the district Student Code of
Conduct, which in turn results in a In School Suspension (ISS) (other than tardies or dress
code violations), DAEP, Off Campus Suspension or expulsion. In the event that a student is
responsible for multiple violations prior to the initial investigation it may be determined that a
higher-level consequence be deemed appropriate.
Automatic student removal from a program:
Any inappropriate behavior, including representation on social media, that is disrespectful to
the district, school, program, or staff may result in immediate removal.
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RISD District-Wide Guidelines for Extracurricular Students:
Alcohol & Illegal Drugs
(Revised March 2023)
RISD expects that all students, including students who participate in any Extracurricular
Activities (Extracurricular Students) will conduct themselves at all times in an exemplary
manner that brings honor to the District, their school, and themselves. Participation in
extracurricular activities is a privilege and is conditioned on the student’s compliance with all
rules and regulations of the activity and District policies and guidelines, including these
guidelines. The use, possession, sale, or furnishing to others of alcohol or drugs of any kind
and/or being under the influence of alcohol or illegal substances is strictly prohibited (the
Prohibition). Any student who violates the Prohibition is not in compliance with the rules of
extracurricular participation and will be subject to disciplinary measures, which could result
in removal from the extracurricular activities in which the student participates.
These guidelines and statement of consequences apply to all extracurricular activities
sponsored by the Richardson Independent School District and to all Extracurricular
Students. The purpose of these guidelines is to deter and eliminate any use, possession,
sale, or the furnishing to others of alcohol or other drugs, help students avoid drug and
alcohol use, establish consistency in consequences across all activities for students who do
not comply with the Prohibition, promote a high quality educational experience in all
activities and assist RISD in maintaining order and a safe learning environment and to
promote a high level of civic and individual responsibility among students.
Extracurricular students are subject to these guidelines at all times throughout the twelve-
month calendar year, whether the extracurricular activity is “in season” or inactive and on
weekends and during school holidays. Refer also to Board Policy FO (Local).
To ensure consistency among activities, these guidelines shall be used by all extracurricular
groups. However, nothing in these guidelines prohibits an extracurricular activity sponsor
from developing activity guidelines and rules to address topics other than alcohol or illegal
drug activities.
The following definitions will apply to these guidelines:
●Leadership Position- A position or office an Extracurricular Student holds in an
organization or group either by election or appointment. Such positions may include
without limitation: captain, officer, squad leader, drum major, section chair, etc.
●In Proximity – To be captured via still picture, video, internet site, social media feed,
site, etc., or any other electronic capture where the school determines based on
reasonable evidence that the student knows or should know he/she is (i) in a place
where alcohol, illegal substances, and/or drug paraphernalia are present, and/or (ii)
possessing, using, and/or being under the influence of alcohol, illegal substances, and/or
drug paraphernalia. (e.g., social media posts shows student at social event where
alcohol is visible and being consumed; social media post shows student posing in front
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of cases of unopened alcohol; student captured holding and/or consuming alcohol or
illegal substances at a sporting event; Picture of student holding drug paraphernalia).
●Parent- A student’s biological or adoptive parent or parents, legal guardian, or other
person in lawful control of the student.
●Period of removal- Period of time during which an Extracurricular Student is excluded
from any participation in an extracurricular activity due to violation of the Prohibition.
During a period of removal, an Extracurricular Student may not wear his/her uniform,
travel with the team or organization, or otherwise act as a representative of the team or
organization.
●Prescription Drugs- A drug authorized by a licensed physician specifically for
that student. A student who uses a prescription drug in a manner prescribed by
the student’s physician and who has followed school policies in such use shall not be
considered to have violated this policy.
●Possession- To have an item in or on one’s personal being or property, including
without limitation, clothing, purse, backpack, private vehicle, motorcycle or bicycle used
for transportation to or from school or school-related events, telecommunication or
electronic device, or other property used by the student such as a desk, locker, or storage
area.
●Use (Alcohol/Substance) - Voluntarily introducing into one’s body, by any means, a
prohibited substance. For example, and without limitation, consuming or ingesting
alcohol in any manner is “use” of alcohol; smoking or ingesting marijuana, an unlawful
derivative or look-alike of marijuana, or other illegal substances is “use” of marijuana or
other illegal substance.
●Extracurricular Activities- School sponsored activities including but not limited to Dance
& Drill Teams, Bell Guards, Cheerleaders, Spirit Groups, Sports, Fine Arts, Clubs, UIL
governed Activities, Mock Trial, ACDEC, and other school sponsored student activities
unique to a campus.
An Extracurricular Student violates the Prohibition if he or she:
• Uses, possesses, sells, or furnishes alcohol or illegal substances to another;
• Receives an MIP (Minor in Possession), MIC (Consumption of Alcohol by a Minor),
DWI (Driving While Intoxicated), DUI (Driving Under the Influence of an Illegal
Substance), or other citation for the illegal use or possession of alcohol/drugs, or
furnishing alcohol/drugs to another in a non-school setting; Note: An Extracurricular
Student who receives an MIP, MIC, DUI, DWI, or other alcohol/drug citation shall
promptly notify the activity sponsor. An Extracurricular Student who fails to do so
may be subject to further disciplinary action once the activity sponsor or
administrator learns of the offense; is observed by a faculty or staff member using,
possessing, or furnishing to another student any drugs, including alcohol, on or off
school property (observation via internet site, video, still picture, or other media will
be considered);
• Receives any citation for or is arrested for illegal alcohol/drug activity or substance
on or off school property (See Note above);
• Performs or participates in an extracurricular activity while under the influence of
alcohol or other drugs.
• Is determined to be In Proximity to alcohol, illegal substance, and/or drug
paraphernalia.
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Process: When an activity sponsor or campus administrator learns that an Extracurricular
Student has violated the Prohibition, the sponsor or administrator will attempt to gather as
much information as is available about the suspected violation and shall immediately
communicate with the student and his/her parent to review the information. The sponsor or
administrator will take reasonable steps to ensure the student and his/her parents are
notified of the suspected violation of the Prohibition and to offer the student and his/her
parent a meeting with the administrator and/or sponsor and give them an opportunity to
provide information about the student’s suspected actions. Parents and/or students who
refuse to promptly meet with the sponsor or administrator forfeit their opportunity for a
conference. The administrator or sponsor will determine the start date for the consequence
and will notify the student and his/her parent in writing of the start date and reasons for any
consequences imposed.
When a student self-reports a violation of these guidelines that does not result in the
issuance of a citation or other penalty from law enforcement before the District otherwise
learns of the student’s actions, the District may, in its sole discretion, consider the student’s
self-report as a mitigating factor to support a reduced probationary period for a first offense.
A student or parent who is not satisfied with the outcome of the conference or the principal’s
decision may appeal the decision through the District’s Student and Parent Complaint Policy
(FNG (Local), but the consequence will not be delayed during any appeal. Copies of the
policy are available on the District’s website or may be obtained from the school.
CONSEQUENCES
All Extracurricular Students are expected to comply with these guidelines. An Extracurricular
Student who does not do so is subject to disciplinary action. While some offenses may be
so severe that they will result in immediate removal from the extracurricular activity and/or
Disciplinary Alternative Education Program (DAEP) placement, where appropriate, the
District will consider allowing a student who violates the Prohibition to serve a last chance
probationary period if the violation is the first instance in which the student has failed to
comply with these guidelines.
First Offense: Probationary Removal. Except where the severity or circumstance of a
student’s offense is so severe that immediate removal to DAEP or expulsion is required, a
student’s first violation of the Prohibition will result in the Extracurricular Student’s (i) removal
for the remainder of the school year from all leadership positions he or she holds, including
any such positions that the student might seek or be appointed to later in the school year;
and (ii) except where the first violation also results in DAEP placement or expulsion, removal
from all extracurricular activities for 20 school days or UIL Competition dates. (*See below.)
●The 20 school days or UIL Competition dates removal period start at the parent /
student / principal conference. If the parent/student forfeits the conference, the principal
will determine the start date;
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●During the 20-day removal period, the student and the parent must attend and
successfully complete the RISD alcohol / drug educational program. Students may be
required to have follow-up sessions with the Intervention Specialist on campus. The
student is responsible for all fees associated with the program. A student and parent
must complete the educational program before the student will be reinstated after the
removal period.
●If the leadership position from which the student is removed is connected with a credit
bearing class, the student may continue to remain enrolled in the class and the sponsor
will determine appropriate activities for the student.
●Students must participate in practices for the extracurricular activities while on
probation.
●Students may not wear or display identifying team or activity uniforms, attire, or
accessories.
●If competition or performance is scheduled during the summer or on a school holiday
(excluding weekends), any days on which the student’s team or group actually competes
or performs will be counted toward completion of the 20-day probation period.
● “UIL Competition Date” means a day on which the individual or group actually
competes or performs in a UIL or Non- UIL sponsored activity when the school is
represented.
●If the conduct results in the student’s placement in a DAEP, the period of removal will
be for the duration of the DAEP placement.
If the student violated the Prohibition due to him/her being determined to be In Proximity
without possession, use or being under the influence, and the student has not already
violated the Prohibition due to being In Proximity, the student may avoid the applicable
consequence (Probationary Removal or Removal) for the In Proximity violation provided the
student and his/her parent/guardian (i) participate in an administrative conference with the
principal, and (ii) successfully complete the alcohol/drug program by the date assigned
along with any follow up with the campus intervention specialist as determined by the
principal. A second Violation due to the student being In Proximity will be treated as a first
or second offense and subject to the applicable consequence (Probationary Removal or
Removal).
An Extracurricular Student can receive only one probation period for violating the Prohibition
during the students’ high school career.
Second Offense: A second offense will result in removal from all extracurricular activities
for 60 days and removal from leadership positions for the remainder of the school year.
• If the infraction occurs and/or is discovered 60 or less days prior to the end of the
school year, the student will be removed from all extracurricular activities and
leadership positions for at least 60 school days or UIL Competition dates. The
removal days may extend into the next school year.
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• Students may not wear or display identifying team or activity uniforms, attire, or
accessories.
• Students may not travel with the team or organization, or otherwise act as a
representative of the team or organization.
• At the beginning of a new school year, an Extracurricular Student is eligible to
participate in extracurricular activities and to pursue future leadership positions after
a second offense if the student has “sat out” of all extracurricular activities for no less
than 60 school days or UIL Competition days and has otherwise complied with all
conditions of his/her removal for the second offense.
Third Offense: A third offense may result in the student’s removal from all extracurricular
activities for the remainder of their school career.
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APPENDIX C
2023-2024 Extracurricular Activity Acknowledgment and Agreement Form
Student Statement:
My signature below certifies that I have read and understand the RISD District-Wide
Guidelines for Extracurricular Students. I agree to comply with all rules and regulations in
these guidelines and any additional rules adopted by my school as a condition of
participation as a member of an extracurricular activity. I understand that my failure to
comply with these guidelines may result in disciplinary action, including dismissal from all
extracurricular activities.
___________________________________________________________________
Printed Name of Student
___________________________________________________________________
Student Signature-Date Signed
Parent/Legal Guardian Statement (for students under 18 years of age):
My signature below certifies that I have read and understand the RISD District-Wide
Guidelines for Extracurricular Students. I understand that my student must comply with all
rules and regulations written in these guidelines and any additional rules adopted by my
student’s school as a condition of participation in an extracurricular activity. I understand
that his or her failure to comply may result in disciplinary action, including dismissal from all
extracurricular activities.
___________________________________________________________________
Printed Name of Parent or Legal Guardian
___________________________________________________________________
Signature of Parent or Legal Guardian-Date Signed
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APPENDIX D
Family Education Rights and Privacy Act (FERPA)
Notice of Parent and Student Rights
Except for disclosures to school officials, disclosures related to some judicial orders or
lawfully issued subpoenas, disclosures of directory information, and disclosures to the
parent or eligible student, § 99.32 of the FERPA regulations requires the school to record
the disclosure. Parents and eligible students have a right to inspect and review the record of
disclosures.
The Family Educational Rights and Privacy Act (FERPA) affords parents and students who
are eighteen (18) years of age or older ("eligible students") certain rights with respect to the
student's education records. These rights are:
1. The right to inspect and review the student's education records within forty-five (45)
days after the Richardson Independent School District (RISD or the District) receives
a request for access.
a. Parents or eligible students should submit to the school principal a written
request that identifies the records they wish to inspect. The principal or other school official
will make arrangements for access and notify the parent or eligible student of the time and
place where the records may be inspected.
2. The right to request the amendment of the student’s education records that the
parent or eligible student believes are inaccurate, misleading, or otherwise in violation of the
student’s privacy rights under FERPA.
a. Parents or eligible students who wish to ask the RISD to amend a record
should write the school principal, clearly identify the part of the record they
want changed, and specify why it should be changed. If the school decides not to amend the
record as requested by the parent or eligible student, the school will notify the parent or
eligible student of the decision and of their right to a hearing regarding the request for
amendment. Additional information regarding the hearing procedures will be provided to the
parent or eligible student when notified of the right to a hearing.
3. The right to provide written consent before the school discloses personally
identifiable information (PII) from the student's education records, except to the
extent that FERPA authorizes disclosure without consent.
4. The right to file a complaint with the U.S. Department of Education concerning
alleged failures by the [School] to comply with the requirements of FERPA. The
name and address of the Office that administers FERPA are:
Family Policy Compliance Office
U.S. Department of
Education 400
Maryland Avenue,
SW Washington, DC
20202
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The information below describes the disclosures of student records that RISD may make
without consent:
FERPA permits disclosure without consent to school officials with legitimate educational
interests. A school official is a person employed by the school as an administrator,
supervisor, instructor, or support staff member (including health or medical staff and law
enforcement unit personnel) or a person serving on the school board. A school official
also may include a volunteer or contractor outside of the school who performs an
institutional service of function for which the school would otherwise use its own
employees and who is under the direct control of the school with respect to the use and
maintenance of PII from education records, such as an attorney, auditor, medical
consultant, or therapist; a parent or student volunteering to serve on an official
committee, such as a disciplinary or grievance committee; or a parent, student, or other
volunteer assisting another school official in performing his or her tasks. A school official
has a legitimate educational interest if the official needs to review an education record in
order to fulfill his or her professional responsibility.
In addition, upon request, the District discloses education records without consent to
officials of another school district in which a student seeks or intends to enroll or is already
enrolled if the disclosure is for purposes of the student’s enrollment or transfer.
FERPA also permits the disclosure of PII from students’ education records, without
consent of the parent or eligible student, if the disclosure meets certain conditions found
in the FERPA regulations. RISD may disclose PII from the education records of a student
without obtaining prior written consent of the parents or the eligible student –
● To other school officials, including teachers, within the educational agency or
institution whom the school has determined to have legitimate educational
interests. This category includes contractors, consultants, volunteers, or other
parties to whom the school has outsourced institutional services or functions,
provided certain conditions are met.
● To officials of another school, school system, or institution of postsecondary
education where the student seeks or intends to enroll, or where the student is
already enrolled if the disclosure is for purposes related to the student’s
enrollment or transfer.
● To authorized representatives of the U.S. Comptroller General, the U.S. Attorney
General, the U.S. Secretary of Education, or State and local educational
authorities, such as the State educational agency in the parent or eligible
student’s State (SEA). Disclosures under this provision may be made in
connection with an audit or evaluation of Federal- or State-supported education
programs, or for the enforcement of or compliance with Federal legal
requirements that relate to those programs. These entities may make further
disclosures of PII to outside entities that are designated by them as their
authorized representatives to conduct any audit, evaluation, or enforcement or
compliance activity on their behalf.
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● In connection with financial aid for which the student has applied or which the
student has received, if the information is necessary to determine eligibility for the
aid, determine the amount of the aid, determine the conditions of the aid, or enforce
the terms and conditions of the aid.
● To State and local officials or authorities to whom information is specifically
allowed to be reported or disclosed by a State statute that concerns the juvenile
justice system and the system’s ability to effectively serve, prior to adjudication,
the student whose records were released.
● To organizations conducting studies for, or on behalf of, the school, in order to:
(a) develop, validate, or administer predictive tests; (b) administer student aid
programs; or (c) improve instruction.
● To accrediting organizations to carry out their accrediting functions.
● To parents of an eligible student if the student is a dependent for IRS tax purposes.
● To comply with a judicial order or lawfully issued subpoena.
● To appropriate officials in connection with a health or safety emergency, subject to §
99.36 of the Code of Federal Regulations (CFR).
● Information the school has designated as “directory information” under § 99.37 of the
CFR. APPENDIX E
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Responsible Use Guidelines and Agreement for
Technology Resources
Technology Mission Statement
The Richardson Independent School District (RISD or the District), in partnership with
the greater community, will, through the use of information and communication
technologies, engage, nurture, and challenge all learners to achieve academic and future
excellence.
Purpose
The Responsible Use Guidelines support the District’s technology mission statement and
vision, promote a strong sense of digital citizenship, and help ensure effective, safe,
productive, and instructionally sound use of the technology resources.
Application of Guidelines
The District’s technology resources include (without limitation) Internet and wireless
connectivity, network devices, telecommunication devices, and software. These guidelines
apply to all users of RISD’s computer networks, including the resources made available by
them, and all devices connected to those networks. No user may harm others through their
access and use of district technology resources.
These guidelines include access to any RISD electronics system while on or near school
property, in school vehicles and at school-sponsored activities, and includes the
appropriate use of district technology resources via off-campus remote access.
General Expectations
The purpose of an RISD user account is to allow the user to engage in connected
learning and shared opportunities via facilitated access to the RISD network.
RISD user accounts are owned by the District. Data in any account that constitutes
public information may be subject to disclosure pursuant to the Texas Public Information
Act.
RISD may retrieve all digital files associated with any user account any time without prior
notice and without the permission of any user. RISD reserves the right to monitor all
accounts and any content stored in, created, received, or sent through the RISD
computer network to maintain system integrity as well as to ensure responsible use. See
Board Policy CQ.
Student privacy controls that control the disclosure of information that could identify a
student are necessary to ensure compliance with the Family Educational Rights and
Privacy Act (FERPA) and state law. Parents/guardians provide the appropriate RISD
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permissions concerning disclosure of student directory information via the enrollment
card. These permissions must be followed with no exceptions.
RISD has put in place a Children’s Internet Protection Act (CIPA)-compliant, content
filtering solution to prevent access to certain sites that may contain material that is
inappropriate or of non-educational value, including gaming sites. RISD is not responsible
for content accessed by users who connect to the Internet via their own mobile WiFi-type
service or personal data plan (smartphones, air-cards, etc.). Visit https://goo.gl/GbzgrM for
the complete Federal Communications Commission of the CIPA rule.
The Children’s Online Privacy Protection Act (COPPA) should be followed when using
any district technology resource. Visit https://goo.gl/v9EQrq for the complete Federal
Trade Commission’s COPPA rule.
Student web publishing may occur only under the direct supervision of a classroom
teacher or school administrator and shall follow all guidelines established in Board Policy
CQ. Supervising teachers and administrators are responsible for all material students post
to a District or school sponsored website.
All data and information contained in the RISD technology resource systems remain the
property of the District.
Electronic mail transmissions and other use of RISD technology resource systems and
cloud-based solutions, including Internet access and data storage shall not be
considered a user’s personal information or property and may be monitored by
authorized individuals at any time to ensure appropriate use for educational purposes.
Digital Citizenship
Users of RISD technology resources should practice appropriate digital citizenship. All
information transmitted digitally is public and permanent. Appropriate digital citizenship
includes, without limitation:
Respecting Yourself. When applicable, select online names that are appropriate. Use
appropriate language/content in all online posts, as users continuously represent RISD
whenever and wherever they use online communications.
Protecting Yourself. Users will not publish personally identifiable information or data for
themselves or anyone else. Users are the custodians of their accounts and are
responsible for all activity initiated by and/or performed under their accounts. It is the
responsibility of each user to appropriately secure account credentials (user
IDs/passwords) and to maintain and back up all of their data. If a user is uncertain whether
a specific computer activity is permitted or appropriate, he/she should ask a
teacher/administrator before engaging in the activity.
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Users should only use online resources whose terms of service fall within the age
requirement of their or their students’ age. Many resources specifically state the resource
is for students thirteen (13) years and older.
Respecting Others. Users will not use technology resources to bully, harass or tease other
people. Users will not make an audio or video recording of any student, teacher,
administrator, volunteer, or visitor without prior permission from the subject. No user will
pose as someone else or pose as a user other than him or herself when online. Users will
not access, download, or modify accounts, files, or data belonging to others.
Protecting Others. Users will help maintain a safe computing environment by notifying
appropriate campus officials of inappropriate behavior, vulnerabilities, risks, and breaches
involving campus technology. Users will respect the privacy of others throughout the RISD
network and on the Internet and not share or access Users’ folders, files, or data without
authorization.
Respecting and Protecting Intellectual Property. Users will adequately cite any and all
websites, books, media, etc. used in creating homework or other school projects. Users will
respect all copyrights, requesting permission for the use of software, media, and the
intellectual property of others.
Google Workspace for Education
RISD offers Google Workspace for Education and all the tools it provides, including District-
wide emails for students in grades 2-12. A parent/guardian signature on the annual
Acknowledgement for the Student and Parent Guidebook and Student Code of Conduct
serves as the parent’s consent for his/her student(s) to have access to these services under
school district supervision.
District Account Management
Students and staff may be required to have accounts in third party systems
(SchoolWires, GAfE, Scholastic, Discovery Education, etc.) managed by RISD. These
RISD accounts will be used at school for instructional purposes, but also may be
accessed outside of school.
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These tools are deemed relevant to achieving the District’s vision, mission, and goals set
forth within the curriculum and instructional objectives. In addition, the use of these
accounts will help users master effective and proper online skills as required in the
Technology Application Standards. The third parties may collect information that is
subject to the Children’s Online Privacy Protection Act (COPPA). A parent’s signature on
the Acknowledgement authorizes the District to provide consent to those third parties
under COPPA. Information provided to third parties for such accounts will be limited to a
student’s name, unique username, student ID number, district provided email address
and birthdate (if required).
Single Sign On (SSO)
RISD maintains a Single Sign-On (SSO) solution to better serve the district’s digital sign-on
needs. The SSO portal consists of easy to use links to district sites and affiliated programs,
tailored for each individual. Authentication to these sites is bypassed in the single sign-on
environment. This allows both teachers and students to have faster access to common
district tools without the need for multiple passwords.
Students PK through 12 will have access to the SSO portal using their Google credentials.
(PK - 2 will have Google credentials to use SSO but will not retain access to Gmail.)
Staff will access SSO using their current Active Directory domains accounts.
Electronic Media Guidelines for Communication with Students
In accordance with the administrative regulations, a certified or licensed employee may use
electronic media to communicate with currently enrolled students about matters within the
scope of the employee’s professional responsibilities. Social media usage must be
responsible and follow the terms of use, including age, of the individual social media tool.
Employees may only use district approved resources for communication with students.
As role models for the District’s students, staff and faculty are responsible for their public
conduct even when they are not acting as District employees. Employees will be held to the
same professional standards in their public use of electronic media as they are for any other
public content. See Board Policy CQ.
Appropriate Use
Users must only open, view, modify, and delete their own computer files.
Internet use in the district must be directly related to educational responsibilities.
Users will be assigned individual email and network accounts and must use on
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those accounts and passwords that they have been granted permission by the district
to use. All account activity should be for educational purposes only.
Users must immediately report threatening messages or discomforting Internet
files/sites to an administrator.
Users must at all times use the District’s electronic communications system, including email,
wireless network access, and online tools/resources to communicate only in ways that are
kind and respectful.
Users are responsible at all times for their use of the district's electronic communications
system and must assume personal responsibility to behave ethically and responsibly, even
when technology provides them freedom to do otherwise.
Inappropriate Use*
The following actions are not permitted and could result in the consequences outlined in
the Student Code of Conduct.
● Users may not attempt to disable or bypass the RISD content filter, including the
use of wireless internet cards or personal hotspots.
● Users may not install unauthorized network access points, or other connections
that may not effectively integrate with existing infrastructure.
● Users may not launch denial of services attacks using personal or work
technology, hack or engage in behavior that attacks the network or internet
access.
● Users may not illegally access or manipulate the information of a private
database/system such as grade books and other student information systems.
● Users may not send, save, view, forward, or create harassing or
offensive content/messages.
● The District’s policies against harassment, bullying, and discrimination for students
and employees apply to the use of technology. See Board Policy CQ; see also
Board Policies DIA, FB, FFH, and FFI.
● Users may not use their accounts for non-school related activities including but
not limited to:
○ Using the Internet for financial gain, personal advertising, promotion,
non- government related fundraising, or public relations.
○ Using District technology resources for political advertising, or
religious proselytizing.
○ Using RISD email or District-provided/managed services for personal gain,
to engage in actions deemed inappropriate to others subject to District
policy.
● Users should not allow anyone to use a device specifically issued to them.
*In addition to the behavior described above, the Chief Technology Officer, Campus
Administrator, or Executive Director of Network Services, is responsible for determining what
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is considered to be inappropriate use of the RISD computer network. They may request to
disable a user’s account or network access at any time. Student discipline will be referred to
campus administration, while staff behavior will be referred to the employee’s supervisor and
Human Resources.
Acknowledgment and Agreement
I have read and will abide by these Responsible Use Guidelines. I understand that if I fail
to comply with these Guidelines, I will be subject to appropriate disciplinary consequences
which could include suspension of my user account(s) and network access as well as
other disciplinary/legal action including but not limited to: discharge from employment,
criminal prosecution and/or penalty under appropriate state and federal laws. My
signature on the Acknowledgment in the Employee Handbook or Student and Parent
Guidebook and Student Code of Conduct as appropriate, confirms my receipt of these
Guidelines and my agreement to follow them as a condition of access to District
Technology Resources.
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APPENDIX F
IMPORTANT ADDRESSES AND TELEPHONE NUMBERS
RISD Administration Building (469) 593-0000
400 South Greenville Avenue, Richardson 75081, http://www.risd.org
RISD Administration Annex
420 South Greenville Avenue, Richardson 75081
High Schools
Berkner High School and STEM Academy (469) 593-7000
1600 E. Spring Valley Rd., Richardson 75081
FAX (469) 593-7085
Lake Highlands High School (469) 593-1000
9449 Church Rd., Dallas 75238
FAX (469) 593-1030
HOTLINE (469) 593-1001
J.J. Pearce High School (469) 593-5000
1600 N. Coit Rd., Richardson 75080
FAX (469) 593-5169
Richardson High School (469)-593-3000
Arts/Law/Science Magnet (housed at RHS) (469) 593-3038
1250 E. Belt Line Rd., Richardson 75080
FAX (469) 593-3010
Nontraditional High School Program
Memorial Park Academy (469) 593-0450
410 S. Greenville Ave., Richardson 75081
Alternative Education Program
Christa McAuliffe Learning Center (469) 593-5800
900 S. Greenville Ave., Richardson 75081
FAX (469) 593-5805
Junior High Schools
Apollo Junior High (469) 593-7900
1600 Apollo Rd., Richardson 75081
FAX (469) 593-7911
Forest Meadow Junior High (469) 593-1500
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9373 Whitehurst Dr., Dallas 75243
FAX (469) 593-1461
Lake Highlands Junior High (469) 593-1600
10301 Walnut Hill Ln., Dallas 75238
FAX (469) 593-1606
Liberty Junior High (469) 593-7888
10330 Lawler Rd., Dallas 75243
FAX (469) 593-7764
Parkhill Junior High (469) 593-5600
16500 Shadybank Dr., Dallas 75248
FAX (469) 593-5500
Richardson North Junior High (469) 593-5400
1820 N. Floyd Rd., Richardson 75080
FAX (469) 593-5434
Richardson West Junior High (Arts and Technology Magnet) (469) 593-3700
1309 Holly Dr., Richardson 75080
FAX (469) 593-3666
Westwood Junior High (Math, Science, & Leadership Magnet) (469) 593-3600
7630 Arapaho Rd., Dallas 75248
FAX (469) 593-3508
Elementary Schools
Aikin Elementary 469) 593-1820
12300 Pleasant Valley Dr., Dallas 75243
FAX (469) 593-1763
Arapaho Classical Magnet (469) 593-6400
1300 Cypress Dr., Richardson 75080
FAX (469) 593-6448
Audelia Creek Elementary (469) 593-2900
12600 Audelia Rd., Dallas 75243
FAX (469) 593-2901
Big Springs Elementary (469) 593-8100
3301 W. Campbell Rd., Garland 75044
FAX (469) 593-8114
Bowie Elementary (469) 593-6000
7643 La Manga Dr., Dallas 75248
FAX (469) 593-6066
Brentfield Elementary (469) 593-5730
6767 Brentfield Dr., Dallas 75248
FAX (469) 593-5710
Canyon Creek Elementary (469) 593-6500
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2100 Copper Ridge Dr., Richardson 75080
FAX (469) 593-6511
Carolyn G. Bukhair Elementary 469) 593-4900
13900 Maham Rd., Dallas 75240
FAX (469) 593-4901
Dartmouth Elementary (469) 593-8400
417 Dartmouth Ln., Richardson 75081
FAX (469) 593-8408
Dobie Pre-Kindergarten School (469) 593-4100
14040 Rolling Hills Ln., Dallas 75240
FAX (469) 593-4011
Dover Elementary (469) 593-4200
700 Dover Dr., Richardson 75080
FAX (469) 593-4201
Forest Lane Academy (469) 593-1850
9663 Forest Lane, Dallas 75243
FAX (469) 593-1919
Forestridge Elementary (469) 593-8500
10330 Bunchberry Dr., Dallas 75243
FAX (469) 593-8502
Greenwood Hills Elementary (469) 593-6100
1313 West Shore Dr., Richardson 75080
FAX (469) 593-6111
Hamilton Park Pacesetter Magnet (469) 593-3900
8301 Towns St., Dallas 75243
FAX (469) 593-3950
Jess Harben Elementary (469) 593-8800
600 S. Glenville Dr., Richardson 75081
FAX (469) 593-8801
Lake Highlands Elementary (469) 593-2100
9501 Ferndale Rd., Dallas 75238
FAX (469) 593-2088
Mark Twain Elementary (469) 593-4800
1200 Larkspur Dr., Richardson 75081
FAX (469) 593-4799
Math Science Technology Magnet (469) 593-7300
450 Abrams, Richardson 75081
FAX (469) 593-7301
Merriman Park Elementary (469) 593-2800
7101 Winedale Dr., Dallas 75231
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FAX (469) 593-2751
Mohawk Elementary (469) 593-6600
1500 Mimosa Dr., Richardson 75080
FAX (469) 593-6610
Moss Haven Elementary (469) 593-2200
9202 Moss Farm Ln., Dallas 75243
FAX (469) 593-2158
Northlake Elementary (469) 593-2300
10059 Ravensway Dr., Dallas 75238
FAX (469) 593-2309
Northrich Elementary (469) 593-6200
1301 Custer Rd., Richardson 75080
FAX (469) 593-6201
Northwood Hills Elementary (469) 593-4300
14532 Meandering Way, Dallas 75254
FAX (469) 593-4301
O. Henry Elementary (469) 593-8200
4100 Tynes Dr., Garland 75042
FAX (469) 593-8221
Prairie Creek Elementary (469) 593-6300
2120 E. Prairie Creek Dr., Richardson 75080
FAX (469) 593-6308
Prestonwood Elementary (469) 593-6700
6525 La Cosa Dr., Dallas 75248
FAX (469) 593-6712
Richardson Heights Elementary (469) 593-4400
101 N. Floyd Rd., Richardson 75080
FAX (469) 593-4401
Richardson Terrace Elementary (469) 593-8700
300 N. Dorothy Dr., Richardson 75081
FAX (469) 593-8780
Richland Elementary (469) 593-4650
550 Park Bend, Richardson 75081
FAX (469) 593-4654
RISD Academy Elementary (469) 593-3300
13630 Coit Rd., Dallas 75240
FAX (469) 593-3307
Skyview Elementary (469) 593-2400
9229 Meadowknoll Dr., Dallas 75243
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FAX (469) 593-2423
Spring Creek Elementary (469) 593-4500
7667 Roundrock Rd., Dallas 75248
FAX (469) 593-4501
Spring Valley Elementary (469) 593-4600
13535 Spring Grove Ave., Dallas 75240
FAX (469) 593-4609
Springridge Elementary (469) 593-8600
1801 E. Spring Valley Rd., Richardson 75081
FAX (469) 593-8603
Stults Road Elementary (469) 593-2500
8700 Stults Rd., Dallas 75243
FAX (469) 593-2521
Thurgood Marshall Elementary (469) 593-6800
7666 Ferris Branch Blvd., Dallas 75243
FAX (469) 593-6801
Wallace Elementary (469) 593-2600
9921 Kirkhaven Dr., Dallas 75238
FAX (469) 593-2610
White Rock Elementary 469) 593-2700
9229 Chiswell Rd., Dallas 75238
FAX (469) 593-2706
Yale Elementary (469) 593-8300
1900 E. Collins Blvd., Richardson 75081
FAX (469) 593-8362
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APPENDIX G
Intradistrict Transfer Guidelines
Neighborhood School Concept
The Richardson Independent School District (RISD) is committed to the neighborhood
school concept. Where a student resides determines the schools he or she will attend. The
District maintains a comprehensive student assignment plan that is designed to support the
neighborhood schools concept, promote balanced enrollment and efficient use of facilities,
and comply with legal requirements. Any student, kindergarten through 12th grade, who
wishes to attend an RISD school outside of his/her neighborhood attendance area (the
"home school") must complete an Intradistrict Transfer Request and obtain District
approval to change schools. The Board of Trustees delegates to the Superintendent the
authority to accept or reject any transfer requests, provided that such an action is without
regard to economic status, mobility, language, disabling conditions, race, religion, color,
sex, disability, or national origin. Interdistrict transfers are accepted under Exceptions (see
guidelines).
Separate processes exist for assignments to magnet schools and for transfers pursuant to
special provisions of the Texas Education Code or federal law (e.g., school safety choice
transfer, victim of sexual assault transfer, bullying victim transfer, low- performing school
transfer, and/or disabled student sibling transfer).
Procedures for Intradistrict Transfer Request
Transfer request forms are available on the District website at
https://web.risd.org/enrollonline/transfer-requests. Parents desiring an intradistrict transfer
must complete the request form and submit it via email for processing. Incomplete forms
will be returned for completion. Families should complete online enrollment prior to
requesting a transfer. Every effort should be made to provide transfer support in the
families’ first language. Transfer requests must be approved by the principals of the home
and receiving schools and the superintendent's designee before a student may change
schools. A condition of every approved transfer is the requirement that the student maintain
prompt and regular attendance, that the student maintain good behavior, and that the
parent cooperates with the receiving school. See Rescissions.
Considerations of Transfer Request
In evaluating each transfer request, RISD will consider:
● individual needs of the student and reason provided on the transfer request;
● student's behavior and attendance history;
● overall effect the transfer will have on the home and receiving school;
*See
Note
● student's need for special instructional services not provided at the home school;
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● medical condition of the student as described in a letter from the student's medical
provider (letter must be submitted with the transfer request);
● a family request to have similar age siblings attend the same school;
● building capacity and any planned renovation projects;
● current enrollment, growth projections, and boundary issues;
● a request to allow a student who has moved to another RISD school attendance area
to continue to remain in the current school he/she has been attending;
● teacher allocations and class size; and/or
● other factors relevant to a particular transfer request, including student’s parents’
servicemember or law enforcement status.
Procedures for Transfer Continuance
Students currently on a transfer who are transitioning into a Learning Community that is not
within their home school boundaries from elementary to junior or junior to high school
may be offered a Continuance Transfer for the Upcoming Fall. This transfer document will
be sent home with transfer students in the spring. The document is only available through
campus office staff. Students must be in good standing with the current campus to be
eligible for a continuance and should complete the Continuance Contract provided on the
transfer document.
Procedures for Interdistrict Transfer Request
1) Children of full-time District Employees may be allowed to attend
District schools in accordance with DEB (Local).
a) As a benefit for employees, the RISD Board of Trustees has
authorized the District to accept for enrollment school-aged children of
employees who reside outside the District while the employee remains in
full-time employment by the District. Children of nonresident employees
must comply with all other rules applicable to transfer students.
b) Full-time professional contract employees, as well as non contract,
paraprofessional and classified employees, are eligible for this benefit
immediately upon their full- time employment. “Child” means a school aged
student who lives with the employee and is the employee’s natural or
legally adopted offspring or a school-aged child for whom a court or other
authority has designated the employee as the legal guardian. “Child” also
includes the natural or legally adopted offspring of an employee who does
not live with the employee if the employee is a noncustodial conservator of
the child and the employee had the legal authority to make educational
decisions for the child.
2) Resident students who become nonresidents during the course of a
semester may be permitted to continue in attendance tuition-free for the
remainder of the current grading period, provided academic, disciplinary,
and attendance records are satisfactory.
3) A senior student who becomes ineligible for tuition-free attendance at the
end of his or her junior year may be permitted to continue in attendance
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tuition-free throughout the senior year, provided academic, disciplinary, and
attendance records are satisfactory.
4) A student residing outside the District may be enrolled at the beginning of a
semester if the parent/guardian has purchased a residence in the District that
will be completed or occupied within ninety (90) days of enrollment and proof
of purchase (e.g., contract, loan document, bill of sale, etc.) is provided.
5) Students seeking an interdistrict transfer must complete a Non–Resident
Student Transfer Application form and provide any additional information as
may be required by the District. Out–of–District Transfers. Employees may
access the form on the RISD Intranet. Any individual that is not an employee
should obtain the form at their campus. The District shall assume no
responsibility for tuition required of students transferring out of Richardson
Independent School District. The District shall accept no responsibility for
transportation for transfer students, except as provided by statute or policy.
School Placement: The employee may indicate a school of choice; however, the
Superintendent or designee shall determine the school to which the transferee will be
assigned. Such determination will be made on the basis of: availability of space at the
desired campus and the effect of additional students in the grade levels; the campus
nearest or most convenient to the employee’s work assignment; and other relevant factors
affecting campus assignment. Once assigned to a campus, the student shall be
responsible for the student’s transportation.
Tuition: The Board of Trustees shall determine, annually and within statutory limits, the
amount of tuition, if any, to be charged.
Waivers: The Board of Trustees may waive tuition for a student upon written application by
the student or parent or guardian, upon the recommendation of the Superintendent.
Non–Payment: The District may initiate withdrawal of students whose tuition payments are
delinquent.
Appeals: Any appeals shall be made in accordance with FNG(LOCAL) and
GF(LOCAL), as appropriate.
Renewals: Employees should complete the transfer process each year by checking
the renewal box to confirm eligibility.
Rescission of Inter/Intradistrict Transfers
A Transfer request is a privilege. Approved transfers may be rescinded by the principal
where the student is enrolled due to the following reasons:
● Student becomes a disruption to school operation and/or a detriment to the
learning of other students;
● Student fails to maintain good conduct and behavior;
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● Student has excessive tardies and/or absences;
● Lack of parental cooperation;
● Change of the student’s residence;
● Falsification of residency, transfer, or enrollment documents; or
● Other relevant reasons determined by the building principal.
General Transfer Information
The superintendent's designee(s) will attempt to make a decision on a transfer request
within sixty (60) days after a completed request is received. However, the District may
delay a decision when the District determines a delay is necessary to properly consider
relevant information and operational needs. The receiving school principal will notify the
parent of approved requests. The home school principal will notify the parent of a denied
request.
The Board has delegated to the Superintendent/Designee(s) the authority to accept or
reject a transfer request
Timelines
Grade Level
Required Semester
Transfer Requests Accepted
Elementary
Fall 2023
April 15 - August 12
Junior High
Fall 2023
March 1 - August 12
High School
Fall 2023
March 1 - August 1
All Campuses
Spring 2024
October 1 - December 15
*Transfer requests outside this timeline will be considered only under extenuating
circumstances.
*Employee renewals may be submitted in the Spring during Upcoming School Year
Enrollment
Change of Residence
Transfer forms must be completed when a student moves into a new RISD home school
area but wants to remain in the school he or she has been attending. A student is
considered a transfer student subject to the transfer rules beginning at the time a request
is approved. A new transfer is required when a student wants to change schools.
Athletic and Other Extracurricular Participation
A student may not transfer for the purpose of participation in extracurricular activities.
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Athletics—Transfer students are not eligible for varsity athletic participation (per UIL
regulations) for one (1) year from the date the student begins in attendance at the new
school. Transfer students will be eligible for sub-varsity athletics provided the transfer is not
for athletic purposes and the UIL "Previous Athletic Participation Form" is signed by both the
sending and receiving schools. Transfers must be completed prior to the start of practices
for sports in question. If the transfer takes place after the start of the season, the athlete will
be placed in off-season.
Academic/Performing Arts Programs—To be eligible for other extracurricular activities,
transfer students must be enrolled and attending the transfer school fifteen calendar days
prior to the application deadline for tryouts or election.
Other—Eligibility for activities not regulated by UIL will be determined by RISD guidelines
for the specific program and/or any national or state regulations of the activity or
organization.
Staffing and Class Sizes
RISD will not increase staffing allocations to accommodate transfer requests. Consideration
of the effect of the transfer may differ at elementary and secondary schools:
Elementary—To ensure space is available at a campus for students who reside in the
attendance area, RISD generally will deny a request seeking a transfer to campuses where
the affected grade level enrollments are projected at ninety (90) percent or greater of class
size expectations (grades K-4, twenty-two (22) students per class; grades 5-6, twenty-eight
(28) students per class).
Secondary—A variety of factors will be considered to determine whether the transfer
would negatively affect the particular campus's ability to maintain reasonable class sizes
and any other situations associated with transfer request.
Transportation
RISD does not provide transportation for transfer students unless otherwise required by
law. Parents whose transfer requests are approved will be responsible for providing
transportation to and from the campus.
Appeal of Denial of Transfer Request
A parent/legal guardian who is not satisfied with a decision regarding a transfer request
may appeal the decision by submitting a letter describing the reasons for appeal to the
appropriate Assistant Superintendent of Administrative Services. A review committee from
the RISD Student Services Department will consider the appeal. Appeals must be
submitted to Dr. Matthew Gibbins, Assistant Superintendent of Administrative Services in
writing no later than three (3) school days of the initial denial. A parent who is not satisfied
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with the decision of the appeal committee must follow Board Policy FNG to seek further
review of the administrative decision.
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APPENDIX H
Guidelines: Freedom from Bullying and Harassment
Reference: Board Policy FFI
Bullying Prohibited
RISD prohibits the bullying, which includes cyberbullying, of any student, prohibits
retaliation against any person who in good faith reports bullying or otherwise is involved in
an investigation of a complaint of bullying or harassment, and establishes procedures for
responding to reports of bullying. This document is designed to provide guidance to District
administrators who implement the Board’s policy and to persons who report complaints of
bullying and harassment.
Campus principals are expected to implement and monitor school-wide, classroom, and
individual practices that teach and support positive student behaviors and to provide
appropriate consequences for students who engage in bullying type behaviors.
All staff members will participate in the process of implementing practices for consistently
teaching respectful behavior, preventing and stopping bullying on their respective
campuses, and encouraging the prompt reporting of such behavior. In addition, principals
will train their staff on how to respond to complaints of bullying from parents, students, or
third parties.
Questions concerning these guidelines may be directed to the campus principal or
the Director of Prevention Programming at 469-593-9119.
Definition of “Bullying”
Texas law defines bullying as a single significant act or a pattern of acts by one or more
students directed at another student that exploits an imbalance of power and involves
engaging in written or verbal expression, expression through electronic means, or physical
conduct [which occurs in situations over which the school has jurisdiction] and (i) has the
effect or will have the effect of physically harming a student, damaging a student’s
property, or placing a student in reasonable fear of harm to the student’s person or of
damage to the student’s property; (ii) is sufficiently severe, persistent or pervasive enough
that the action or threat creates an intimidating, threatening, or abusive educational
environment for a student; (iii) materially and substantially disrupts the educational process
or the orderly operation of a classroom or school; or (iv) infringes on the rights of the victim
at school; and includes cyberbullying.
Cyberbullying is bullying that is done through the use of any electronic communication
device, including through the use of a cellular or other type of telephone, a computer, a
camera, electronic mail, instant messaging, text messaging, a social media application, an
Internet website, or any other Internet-based communication tool.
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Note: RISD’s policies apply to
● bullying that occurs on or is delivered to school property or to the site of a school-
sponsored/related activity on or off school property;
● bullying that occurs on a publicly or privately-owned school bus or vehicle being
used for student transportation to/from school or a school-sponsored/related activity;
and
● cyberbullying that occurs off school property or outside of a school
sponsored/related activity if the cyberbullying (i) interferes with a student’s
educational opportunities, or (ii) substantially disrupts the orderly operation of a
classroom, school, or school- sponsored/related activity.
Not all offensive conduct between students rises to the level of bullying. Conduct that may
not constitute bullying as defined above still may violate expected standards of conduct
and may subject the actor to disciplinary measures.
Reporting Alleged Bullying
RISD takes all reports of bullying and harassment seriously and will conduct an appropriate
investigation to address any such reports and will take appropriate actions designed to stop
any current incidents of bullying and prevent future incidents.
Student training and campus procedures should emphasize the importance of promptly
reporting alleged bullying and harassment to an appropriate adult. Any student who believes
that he or she has been bullied or suspects that another student has been bullied should
immediately report the conduct to the principal, counselor, or teacher.
Any District employee who receives a report of, witnesses, learns of, or suspects an
incident of bullying involving students anywhere on campus, at an off-campus school-
related activity, or in a District vehicle shall immediately report the information to the
principal. The report may be made orally or in writing. A report also may be made
anonymously. The principal shall ensure an oral report is reduced to writing.
Any staff member who witnesses an incident of suspected bullying or other inappropriate
behavior should take appropriate steps to stop the inappropriate behavior in addition to
reporting the incident.
Notification to Parent/Guardian
The parent/guardian of the alleged victim of an incident of bullying must be notified on or
before the third business day after the date the incident is reported.
The parent/guardian of the alleged bully must be notified within a reasonable amount of
time after the alleged incident.
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Note: These timelines reflect the maximum period for providing parental notification in
compliance with the Education Code. In most cases, notification of the parents of both
students should occur on the same or next school day of the incident.
Investigating Reports of Bullying
An appropriate District official will conduct an investigation of a report of suspected bullying.
The scope and nature of the investigation shall rest within the discretion of the official based
on the nature of the allegations.
The District will, to the greatest extent possible, maintain the privacy of the complainant,
persons against whom a complaint is filed, and witnesses or other persons who provide
information in an investigation. Limited disclosure of information may be necessary to
conduct a thorough investigation.
The campus should promptly notify the Director of Prevention Programming (X30800) upon
receipt of an allegation of bullying. The Director will assist the campus through the
investigation.
Classroom Investigations. These guidelines are not intended to replace the normal
classroom management procedures each classroom teacher employs to manage and
maintain student behavior. When a teacher observes or otherwise becomes aware of
alleged bullying behavior during class time, the teacher should do the following:
1. Separate the alleged victim from the alleged bully.
2. Speak separately with each of the students involved to give them the opportunity to
present their stories about what occurred.
3. Speak with any witnesses or bystanders who may have been present or involved to
determine what they observed, heard, or know. Encourage them to speak up directly on
behalf of the alleged victim if they should witness further incidents or to get help from
school personnel.
4. If the teacher believes the conduct meets the definition of bullying (which includes
cyberbullying), he/she shall immediately refer the matter to the principal. Otherwise, the
teacher should administer logical and appropriate consequences at the classroom level.
A teacher who has any question whether alleged conduct constitutes bullying should
immediately contact the principal.
5. In accordance with customary campus practices and expectations, contact the parents
of the students involved and explain what happened and what was done in response to the
incident.
6. The classroom teacher should record the incident in the student’s discipline notebook,
folder, or other classroom document where classroom discipline information is
maintained, and/or otherwise follow campus procedures for reporting student disciplinary
concerns (e.g., office referral, principal referral, etc.).
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Campus Administrator Investigative Procedures.
1. The principal or other campus administrator who receives a report of bullying should
first take any appropriate steps to immediately protect the student from the alleged
situation or any retaliation. Remind the complainant that the District takes all complaints of
bullying seriously and does not tolerate bullying, harassment, retaliation, or discrimination.
2. Determine the specific allegation of bullying – What is the specific conduct the
complainant alleges against the accused student(s)? Talk to the alleged victim
separately to determine, who, what, where, and when the complaint of conduct
allegedly occurred. Keep an open mind as you gather information. Avoid reaching
conclusions before you have all of the evidence.
3. Interview and obtain a written statement from the alleged victim when possible. If the
alleged victim is unable or unwilling to provide a written statement, the investigator
should carefully document all allegations of bullying behavior. The
Bullying/Harassment/Retaliation: Report Investigation Documentation Form (the
Investigation Form) also should be completed which also requires the investigator to
describe the alleged bullying.
4. Consider and investigate the specific allegations in the complaint and take such steps
that you, as the investigator, determine are reasonably necessary to thoroughly and
carefully investigate the complaint. Investigation steps may include (without limitation):
● Interview the accused student (present all allegations and allow him/her to
respond; remind student of prohibition against retaliation)
● Interview student witnesses
● Interview employees who may have relevant knowledge
● Obtain written statements from persons interviewed on an age appropriate basis
● Review pertinent documents (e.g., communications between students, written,
oral, and/or electronic, etc.)
● If the allegations involve electronic communications, attempt to obtain hard copies
of the evidence (texts, emails, photos, screen shots, etc.)
● Evaluate consistencies and inconsistencies in the statements and other evidence
● If property damage is alleged, inspect damaged property (take photographs of
damage if appropriate
● If physical injury is alleged, review medical records if available. Ensure student is
referred to the nurse for examination and further referral, as appropriate
● Gather tangible evidence, if any
● Inspect the scene of the alleged incident if relevant
● Determine whether any alleged incidents were recorded by school video
surveillance. If so, document the date/time/camera number and ensure captured
image is retained
5. Witnesses should be interviewed separately. Remind witnesses that no person who
provides information in an investigation will be subject to any retaliation for his or her
participation and to notify the investigator immediately if any retaliation occurs. Further
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remind the witnesses that the investigation is confidential and to respect the privacy of
his/her fellow students by not discussing the matter with other students.
6. After completing all investigatory activities the investigator believes are reasonably
necessary to fairly and thoroughly address the allegations, the investigator should analyze
all information obtained and make a determination whether the alleged conduct meets the
definition of bullying (policy FFI) or harassment or other prohibited conduct (policy FFH).
7. Determine appropriate school disciplinary consequences for the accused student. Refer to
the Student Code of Conduct. School consequences may be appropriate even if bullying
did not occur if the conduct violated other school rules.
8. A student who is the victim of bullying based on the investigation and who used
reasonable self-defense in response to the bullying may not be subject to disciplinary
action.
9. If the accused student is a student with a disability and bullying is found, any disciplinary
consequences must comply with the student’s IEP or § 504 Plan and applicable procedural
safeguards.
10. Depending on the alleged conduct, referrals to law enforcement or CPS may be
appropriate. If illegal conduct is suspected or alleged, immediate referrals to outside
agencies may be appropriate.
11. Identify any other corrective action or interventions that may be necessary and
appropriate to address the current situation and eliminate future bullying incidents. Refer to
the sample strategies and interventions included below.
12. The parent/guardian of the alleged victim and alleged bully should be notified of the
outcome of the investigation.
13. Keep notes and dates of interviews and other investigatory activities. Investigation
should be documented via the Investigation Form.
14. Keep the original forms and investigatory materials and bullying documentation on
campus and send copies to the appropriate area superintendent for your campus.
Note: Suspected bullying also may include the elements of discrimination, prohibited
harassment, sexual harassment, dating violence, and/or retaliation. Officials investigating
allegations of inappropriate interactions should refer to policy FFI, Student Welfare
Freedom from Bullying, and policy FFH, Student Welfare Freedom from Discrimination,
Harassment, and Retaliation when conducting their investigation.
Available interventions, strategies, and corrective action to address incidents of bullying
include but are not limited to the following:
● Conference separately with alleged victim and alleged bully and include parents of
each as appropriate
● Monitor situation closely, particularly if specific allegation cannot be corroborated
● Meet periodically with alleged victim
● Meet periodically with alleged bully
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● Refer complainant, accused student, and witnesses to campus counselor
● Administer disciplinary consequences as outlined in the Student Code of Conduct
● Administer consequences as outlined in any applicable extracurricular code of
conduct
● Loss or limitation of technology privileges at school and limited access to District-
provided electronic devices if cyberbullying occurred
● Work with counselor to develop appropriate strategies to minimize interactions
between involved students
● Issue administrative directives to students concerning expected conduct
● Refer matter to district police or outside law enforcement agency or Child Protective
Services as appropriate
● Change schedule/class for alleged bully
● Change schedule/class for alleged victim
● Change school rules
● Provide additional training to the involved students, class, grade level, and/or entire
school
● Provide additional staff training
● Transfer alleged bully or alleged victim to another campus (FDB Legal) (Refer to
Transfer section below)
Transfer of Students Involved In Bullying
RISD desires to retain students in their neighborhood schools where possible. However,
either a student who has been found to have been subjected to bullying or a student found
to have engaged in bullying may transfer to another campus under appropriate
circumstances. This transfer option has significant implications, including disruption in the
educational process, and may only be considered after a variety of interventions and
disciplinary consequences have been applied unsuccessfully.
Transportation. RISD does not provide transportation to a student transferred because of
bullying unless such transportation is otherwise required by law.
Transfer of Students Who Engage in Bullying. The campus principal may recommend to the
appropriate Executive Director or Assistant Superintendent that a student found to have
engaged in bullying be transferred to another campus under the following circumstances:
● The campus administrator’s thorough investigations concluded that the student
engaged in bullying as defined herein on at least two separate occasions during the
last twelve (12) months. A single, egregious instance of bullying (particularly
involving multiple students or significant disruption of the school) also may support a
recommendation to transfer.
● Campus strategies and interventions, including appropriate discipline under the
Student Code of Conduct, have been documented but have been unsuccessful to
eliminate the bullying.
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● Campus administrator(s) have communicated with the student’s parent/guardian on
more than two occasions to address the student’s inappropriate conduct.
Note: Campus administrators must provide documentation of all strategies and
interventions, discipline, campus investigations, and parent contacts along with the request
for administrative transfer.
The appropriate assistant superintendent will make the final decision concerning a request
to transfer, including the school to which the student may transfer. At the time a student is
transferred under this section, a Student Support Plan shall be developed to outline
appropriate positive behavioral supports for the student and to identify further disciplinary
steps to consider if the bullying behavior persists.
Students Who Are Subjected to Bullying. The parent/legal guardian of a student found to
have been subjected to bullying may request that the student be transferred to another
campus. A request under this section will only be considered under the following
circumstances:
● The campus administrator’s thorough investigation concluded that the student was
subjected to bullying as defined herein on at least one occasion.
● After a reasonable period of time, the campus-based strategies and interventions
have not been effective to stop the bullying conduct as evidenced by campus
documentation.
● A parent/guardian who seeks a transfer under this section must complete an
Intradistrict Transfer Request Form. The form is available at the campus or on the
website at https://web.risd.org/enrollonline/transfer-requests
The appropriate assistant superintendent will make the final decision concerning a request
to transfer, including the school to which a student may transfer.
Special Circumstances. Notwithstanding the foregoing, some incidents of bullying may be so
severe or pervasive that immediate transfer or other interventions may be appropriate.
Bullying Complaint Process
Step 1 - Report of bullying received (complaint form, e-mail, call, conference, letter,
student/teacher/parent report, direct observation, anonymous report, etc.).
Step 2 - Take immediate steps to ensure student is safe from the alleged bullying. Step 3 -
Investigate allegations in a timely manner (usually within 10 school days).
Step 4 - Notify parent of alleged victim no later than three business days after report of
incident and notify parent of alleged bully within a reasonable time after the incident.
Step 5 - Determine whether bullying occurred.
Bullying is:
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1. A single significant act or a pattern of acts by one or more students directed at
another student that exploits an imbalance of power and involves engaging in written or
verbal expression, expression through electronic means, or physical conduct (which
occurs in situations over which the school has jurisdiction)
AND
1. (i) Has the effect or will have the effect of physically harming a student, damaging a
student’s property, or placing a student in reasonable fear of harm to the student’s
person or of damage to the student’s property; (ii) is sufficiently severe, persistent or
pervasive enough that the action or threat creates an intimidating, threatening, or
abusive educational environment for a student; (iii) materially and substantially
disrupts the educational process or the orderly operation of a classroom or school;
or (iv) infringes on the rights of the victim at school.
Bullying includes cyberbullying, which is bullying that is done through the use of any
electronic communication device, including through the use of a cellular or other type of
telephone, a computer, a camera, electronic mail, instant messaging, text messaging, a
social media application, an Internet website, or any other Internet-based communication
tool.
Step 6 - Determination is made and appropriate action is taken:
Behavior does not meet the definition of bullying: apply consequences and/or action plans
as appropriate and notify parents of findings.
Behavior does meet the definition of bullying: apply consequences, implement corrective
actions and notify parents of findings.
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APPENDIX I
Notification of Rights Under the Protection of Pupil Rights Amendment (PPRA)
The PPRA affords parents of elementary and secondary students certain rights regarding
the conduct of surveys, collection and use of information for marketing purposes, and
certain physical exams. These include, but are not limited to, the right to:
Consent before students are required to submit to a survey that concerns one or more of
the following protected areas (“protected information survey”) if the survey is funded in
whole or in part by a program of the U.S. Department of Education (ED)–
1. Political affiliations or beliefs of the student or student’s parent;
2. Mental or psychological problems of the student or student’s family;
3. Sex behavior or attitudes;
4. Illegal, anti-social, self-incriminating, or demeaning behavior;
5. Critical appraisals of others with whom respondents have close family
relationships;
6. Legally recognized privileged relationships, such as with lawyers, doctors, or
ministers;
7. Religious practices, affiliations, or beliefs of the student or student’s parent; or
8. Income, other than as required by law to determine program eligibility.
Receive notice and an opportunity to opt a student out of –
1. Any other protected information survey, regardless of funding;
2. Any non-emergency, invasive physical exam or screening required as a condition of
attendance, administered by the school or its agent, and not necessary to protect the
immediate health and safety of a student, except for hearing, vision, or scoliosis
screenings, or any physical exam or screening permitted or required under State law;
and
3. Activities involving collection, disclosure, or use of personal information collected
from students for marketing or to sell or otherwise distribute the information to others.
(This does not apply to the collection, disclosure, or use of personal information
collected from students for the exclusive purpose of developing, evaluating, or providing
educational products or services for, or to, students or educational institutions.)
Inspect, upon request and before administration or use of –
1. Protected information surveys of students and surveys created by a third party;
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2. Instruments used to collect personal information from students for any of the above
marketing, sales, or other distribution purposes; and
3. Instructional material used as part of the educational curriculum.
These rights transfer from the parents to a student who is eighteen (18) years old or an
emancipated minor under State law.
Richardson Independent School District (RISD or District) maintains policies, developed in
consultation with parents, regarding these rights, as well as arrangements to protect student
privacy in the administration of protected information surveys and the collection, disclosure,
or use of personal information for marketing, sales, or other distribution purposes. RISD will
directly notify parents of these policies at least annually at the start of each school year and
after any substantive changes. RISD also will notify directly, such as through U.S. Mail or
email, parents of students who are scheduled to participate in the specific activities or
surveys noted below and will provide an opportunity for the parent to opt his or her child out
of participation of the specific activity or survey. RISD will make this notification to parents at
the beginning of the school year if the District has identified the specific or approximate
dates of the activities or surveys at that time. For surveys and activities scheduled after the
school year starts, parents will be provided reasonable notification of the planned activities
and surveys listed below and be provided an opportunity to opt their child out of such
activities and surveys. Parents also will be provided an opportunity to review any pertinent
surveys. Following is a list of the specific activities and surveys covered under this direct
notification requirement:
● Collection, disclosure, or use of personal information collected from students for
marketing, sales, or other distribution.
● Administration of any protected information survey not funded in whole or in part by
ED.
● Any non-emergency, invasive physical examination or screening as described
above.
Parents who believe their rights have been violated may file a complaint with:
Student Privacy Policy Office (formerly Family Policy Compliance Office)
U.S. Department
of Education 400
Maryland Avenue,
SW Washington,
D.C. 20202
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Appendix J
Student Cell Phone Guidelines
To promote the best possible learning and social environment in Richardson ISD (RISD or
District), students will not use their cellphones during the school day, unless provided
permission from an authorized district employee during the instructional day. The intent of
the cell phone policy is to establish a cell phone-free environment and avoid cell phones
distracting from learning as well as causing a loss of instructional time.
Statement of Expectations
Campus administrators will state expectations clearly and reinforce the importance of
maintaining a cell phone-free environment at the beginning of the year.
Administrators will monitor cell phone violations to inform the need for reinforcement
and support. Also, any headphone usage will occur based on the approval and
expectations set by individual classroom teachers. RISD’s continued focus will be on
the mitigation of educational distractions precipitated by the use of cellphones during
instructional time.
Consequences
If a student uses their phone during the school instructional day without the explicit
permission of an authorized District employee, it will result in the confiscation of the
cell phone and adherence to the following graduated offenses stated below.
Authorized district employees who will be responsible for cell phone confiscation will
include administrators and teachers.
1st Offense
·Phone will be kept in the assistant principal’s office for the day, parent is contacted.
·Student or parent can retrieve cellphone at the end of the day.
·Offense noted on Focus with cellphone violation action code chosen.
2nd Offense
·Phone will be kept in the assistant principal’s office for the day, parent is contacted.
·Student or parent can retrieve cellphone at the end of the day.
·Offense noted on Focus with cell phone violation action code chosen.
3rd Offense
·Phone will be kept in the assistant principal’s office for the day, parent is contacted.
·Warning to student and parent about additional consequences that will happen for non-
compliance of cellphone-free environment.
·Offense noted on Focus with cell phone violation action code chosen.
·Student assigned school detention.
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4th Offense
·Phone will be kept in the assistant principal’s office for the day.
·In-person meeting scheduled with parent.
·Offense noted on Focus with cellphone violation action code chosen.
·Student assigned lunch detention.
5th Offense
·Phone will be kept in the assistant principal’s office for the day, parent is contacted.
·Offense noted on Focus with cellphone violation action code chosen.
·Three (3) days of ISS.
6th Offense and beyond
·Violations of the cellphone policy beyond the fifth (5th) offense may result in
the assignment of out-of-school suspension.
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Appendix K
RISD Guidelines: Elementary Student Dress
Clothes must be worn in a way that private areas are all fully covered. Undergarments,
except straps and waistbands, should not be visible. All items listed in the “must wear” and
may wear” categories below must meet this basic principle.
Student must wear (while following the basic principle above):
● A top (opaque) with a sleeve/strap and must cover the stomach, back, and
chest area
● A bottom (opaque), such as pants/jeans or the equivalent of a
skirt, sweatpants, joggers, leggings, dress, or shorts
● Closed toe shoes
Students may wear, as long as these items do not violate basic principle above:
● Fitted pants, including leggings, yoga pants, and skinny jeans
● Ripped jeans as long as underwear and private body parts are not exposed
● Athletic shorts & athletic skirts
● Religious headwear
Students cannot wear:
● Images, language or symbols that depict tobacco products, drugs, drug
paraphernalia, alcohol, violence, hate speech, profanity, pornography, gang
symbols, or other illegal activities.
● Images or language that creates a hostile or intimidating environment based
on a protected class or group.
● Accessories that could be considered dangerous or could be used as a
weapon.
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Appendix L
RISD Guidelines: Secondary Student Dress
Clothes must be worn in a way that private areas are all fully covered. Undergarments,
except straps and waistbands, should not be visible. All items listed in the “must wear” and
“may wear” categories below must meet this basic principle.
Student must wear (while following the basic principle above):
● A top (opaque) with a sleeve/strap and must cover the stomach, back, and chest
area
● A bottom (opaque), such as pants/jeans or the equivalent of a skirt, sweatpants,
joggers, leggings, dress, or shorts
● Shoes or sandals
● School ID badge must be visible
Students may wear, as long as these items do not violate basic principle above:
● Fitted pants, including leggings, yoga pants, and skinny jeans
● Ripped jeans as long as underwear and private body parts are not exposed
● Athletic shorts & athletic skirts
● Religious headwear
● Hoodies (hood must not cover head)
● Pajama pants
Students cannot wear:
● Images, language or symbols that depict tobacco products, drugs, drug
paraphernalia, alcohol, violence, hate speech, profanity, pornography, gang
symbols, or other illegal activities.
● Images or language that creates a hostile or intimidating environment
based on any protected class or group.
● Accessories that could be considered dangerous or could be used as a weapon.
● Bandanas of any color
