PARENTS AND TEACHERS

WORKING TOGETHER FOR CHILDREN

Richland Two

Center for Child Development HANDBOOK 2017-2018

TABLE OF CONTENTS

4 Mission Statement

5 Welcome to Child Development

6 –7 Child Development Program Locations

8 Title I Parent Involvement Policy

9 Parent Involvement

10 Volunteers/Advisory Council

11 Teacher Qualifications

12 Educational Curriculum

12-14 Learning Centers

15 Daily Schedule/Field Trips

16 Screening, Assessment and Progress Reports

17-21 CFCD Student Procedures

21-23 Other Student Information

24 Richland School District Two Policy

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MISSION STATEMENT

The Richland Two Center for Child Development, in partnership with

families, caregivers, businesses and the Columbia Northeast community,

prepares each child to be a successful, lifelong learner by providing

nurturing, experience-rich programs for young children and their families,

while in a safe and structured environment.

PURPOSE OF THE TITLE ONE PROGRAM

The Center for Child Development will provide:

Opportunities for our students to develop the knowledge and

skills needed for their future education

An enriched, accelerated educational program

School-wide reform that includes a reduced teacher-student ratio

for increased instructional time

Staff with substantial opportunities for specialized training

Meaningful opportunities for parents to participate in their

children’s learning at school and at home

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Welcome to Richland Two Center for Child Development

A Title I Program

Richland Two’s Center for Child Development (CFCD) is funded by Title I of

the federal government and also utilizes some state funds to provide a full

school-day child development program at no cost to parents. CFCD fosters

children's’ development in four areas: cognitive, language, physical/motor,

and social-emotional development. Children are selected based on factors

that may negatively influence their school success and are admitted based

on greatest need.

Our goal is to provide a nurturing, experience-rich program for children and

to involve parents in the early education of their children. Parent

involvement is a prime factor in the degree and quality of a child’s

performance and achievement. In keeping with Title I guidelines, CFCD

provides a parent education program as part of our Parent Involvement

Policy. Parents of children who are enrolled in the CFCD program are

required to participate in parent education by having personal visits with our

parent educators and participating in a choice of other activities such as

workshops, school events, field trips, and volunteering in classrooms.

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Richland Two Title I

Center for Child Development

Title I Office: Richland Two District Office

Dr. Shawn Suber, Director of State and Federal Programs 803-787-1910

Center for Child Development Administrative Office:

7150 Trenholm Rd Ext. Columbia, SC 29223 (803) 699-2536

Lead Teacher: Quinne Evans

Curriculum Effectiveness Specialist: Terri Butts

Curriculum Effectiveness Specialist: Stephanie Fisher

Interventionist: Ami Carpenter

Administrative Assistant/Bookkeeper: Tammy Jackson

Data Coordinator/Receptionist/Registrar: Carmen Heard

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Bethel Hanberry Center 125 Boney Road Blythewood, SC 29016 803-691-6880 Principal: Mrs. Tracy Footman Bookman Road Elementary Center 1245 Bookman Road, Elgin, SC 29045 803-699-1724 Principal: Dr. Kendra Hill Bridge Creek Elementary Center 121 Bombing Range Road Elgin, SC 29045 803-462-3900 Principal: Mrs. Kristen Eubanks Catawba Trail Elementary Center 1080 Old National Highway Elgin, SC 29045 803-699-3501 Principal: Mrs. Denise Barth Conder Elementary Center 8040 Hunt Club Road Columbia, SC 29223 803-736-8720 Principal: Mrs. Paula China Forest Lake Elementary Center 6801 Brookfield Road Columbia, SC 29203 803-782-0470 Principal: Dr. Kappy Steck Jackson Creek Elementary 7150 Trenholm Rd Ext Columbia, SC 29223 803-79-3800 Principal: Dr. Sabina Mosso-Taylor Keels Elementary Center 7500 Springcrest Dr. Columbia, SC 29223 803-736-8754 Principal: Ms. Alvera Butler Killian Elementary 2621 Clemson Road Columbia, SC 29229 803-699-2981 Principal: Stacey Franklin Lake Carolina Elementary Center 1151 Kelly Mill Road Blythewood, SC 29016 803-714-1300 Principal: Dr. Andrea Berry

Langford Elementary Center 474 Langford Rd. Blythewood, SC 29016 803-691-4091 Principal: Ms. Kaseena Jackson Lonnie B. Nelson Elementary Center 225 Brickyard Road Columbia, 29223 803-736-8730 Principal: Mrs. Karen Beaman North Springs Elementary Center 1300 Clemson Road Columbia, SC 29229 803-736-3183 Principal: Dr. David Holzendorf Polo Road Elementary Center 1250 Polo Road Columbia, SC 29223 803-419-2226 Principal: Dr. Cassandra Bosier Pontiac Elementary Center 500 Spears Creek Road Elgin, SC 29045 803-699-2700 Principal: Dr. Katie Barber Rice Creek Elementary Center 4751 Hard Scrabble Road Columbia, SC 29229 803-699-2900 Principal: Mr. Stacey Gadson Round Top Elementary Center 449 Rimer Pond Road Blythewood, SC 29016 803-691-8676 Principal: Mrs. JeaneenTucker Sandlapper Elementary Center 1001 Longtown Road Columbia, SC 29229 803-691-4045 Principal: Mrs. Linda Hall

Windsor Elementary Center 9800 Dunbarton Drive Columbia, SC 29223 803-736-8723 Principal: Mrs. Beth Elliott

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Richland Two Center for Child Development

Title I Parent Involvement Policy

Parental involvement is a key element in the academic success of students.

The Center for Child Development, in accordance with Title I guidelines,

recognizes that parents play a significant role in helping their children

achieve high academic standards. According to the Title I Parental

Involvement policy, “when schools collaborate with parents to help their

children learn and when parents participate in school activities and decision-

making about their children’s education, children achieve at higher levels.”

In short, when parents are involved in education, children do better in

school. The Center for Child Development strives to ensure that all students

and parents feel welcomed and valued.

As part of a Title I program, parents are entitled to the following:

to know the qualifications of teachers in the program

to be a full partner in their child’s education

to be included in important decision making and to serve on an advisory

committee

to receive written notice of advisory council meeting dates and times

to receive comprehensive reports and information about their child’s

progress during parent-teacher conferences in October, February, and

May and through communication with their parent educator

to have the opportunity to annually evaluate the parent involvement

policy

Parents are invited to:

visit in the classroom for short

periods of time

volunteer to help in classrooms

chaperone class field trips

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PARENT INVOLVEMENT EXPECTATION

Parent involvement is a powerful predictor of school success and a required

component of our program. The Center for Child Development provides a

parent educator for each family in the program who offers high-quality

information and materials designed to help with parenting skills as well as

increased family literacy.

Each family is required to meet with their Parent Educator for a personal

visit and to participate in a choice of activities such as workshops, school

events and field trips with the child development class. The topics of

personal visits and workshops will range from nutrition to discipline to

educational activities. We will strive to offer time slots that work with your

schedule and ask that you make these involvement requirements a top

priority. This level of participation is mandatory for all families. Continued

absence from these requirements may result in punitive action including

suspension of your child from our program.

Parent commitments include:

Orientation, Home Visit, 3 Parent/Teacher Conferences, Personal Visit and

a choice of 3 other activities for a total of 9.

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VOLUNTEERS

We encourage all of our parents to volunteer throughout the school year.

Your parent educator will discuss with you the various opportunities for

volunteer work and help to match your interests and talents with the needs

in our program. Here are some examples of volunteer opportunities:

• Field trip chaperone

• Playground enhancement

• Arts and crafts projects

• Guest speaker

• Food preparation for student events

• Teacher Appreciation gifts

• Community relationships

CFCD TITLE I ADVISORY COUNCIL As the parent of a Center for Child Development student, you have a voice in your child’s education and are encouraged to participate in decisions made about the program. The CFCD Title I Advisory Council is comprised of administrators, teachers, parent educators, and most importantly parents who voluntarily work to: • Plan and evaluate activities

• Examine funding and make recommendations

• Examine parent involvement policies and procedures

• Obtain input from other parents

• Provide information to other parents

• Improve the program

The Council or TAC meets 4 times a year to review all aspects of the

program. Parents are encouraged to volunteer for this council and to be part

of the leadership of the program. Members are responsible for obtaining

information from other stakeholders, sharing and discussing it with TAC, and

then reporting back to parents and families, teachers, and other staff

members. If interested, parents may call the administrative office at 803-

699-2536 or turn in a card provided at Orientation.

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Teacher Qualifications

Richland School District Two is proud of the quality of our teachers. A federal law, the “No Child Left Behind Act,” requires school districts to notify parents that they have the right to request and receive information about the qualifications of their children’s teachers. This information includes: 1) Whether the teacher has met state certification requirements for the grade levels and subject areas in which he or she provides instruction. 2) Whether the teacher is teaching under provisional or emergency status through which some of the state’s requirements have been temporarily waived. 3) The college major, graduate certification or degree and the subject areas of the certification or degree. 4) Whether the parent’s children receive services from a teaching assistant and the qualifications of that assistant. If you would like information about the credentials of any teacher to whom your child is assigned, contact the Child Development Lead Teacher.

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EDUCATIONAL CURRICULUM

All CFCD Staff strive to provide instruction that is child-centered and based

on meaningful learning experiences. We follow the Teaching Strategies

GOLD Objectives aligned with the South Carolina Early Learning

Standards and address these objectives within the context of thematic units

and studies. A copy of the Teaching Strategies GOLD Objectives is

available at the CFCD administrative offices.

Our faculty and staff have been trained in the following programs and use

them as our core curricula:

Creative Curriculum, a program based on carefully designed learning centers.

Conscious Discipline, a social-emotional curriculum built on safety and

connection that enables children to become part of a positive school family

Get Set for School (HWT) a program to develop fine motor and writing skills,

language and literacy skills, and number and mathematics concepts.

INTEREST AREAS

Writing Center:

Reading and writing support each other. The more children do of each, the

better they will be at both. During the year, the children will use pencils,

markers, crayons, writing paper, and journals. In addition to the writing

center, writing will be integrated across the curriculum and into all the other

centers in the classroom. This center will encourage children’s writing so

they will enjoy putting their thoughts and ideas on paper.

Technology Center:

Computers support the development and learning that occurs in the

classroom. Developmentally appropriate software is utilized to enable each

student to engage in problem solving. In addition, children can collaborate in

making decisions and share their discoveries and creations. The use of

technology is matched to each student’s unique special needs, learning

styles, and individual preferences.

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Block Center:

Using blocks will help your child to develop perceptual skills needed for

reading and writing. He will discover whole-part relationships and experiment

with patterns. Your child will refine his hand-eye coordination by positioning

and balancing blocks. The child’s use of language will be broadened as

classifications are made by size and shape and constructions are labeled.

Book Center:

Reading is at the heart of all learning. In a relaxed and comfortable area, your

child will begin to understand and find pleasure in books shared with teachers

and friends. This experience will build a foundation for early literacy. Books

related to cultural relevance, science, social studies, careers, etc. will also be

available in other learning centers in the classroom.

Dramatic Play Center:

This center provides opportunities for children to explore the world around

them through special activities and props. As children grow in their

understanding of the world, the more independent and confident they become.

Manipulative Center:

Manipulative materials, include puzzles, dressing boards (buttoning, zipping,

snapping, lacing), Legos, tinker toys, bead stringing, etc. Through the use of

these materials, the child coordinates use of eyes and hands together, and

develops small muscles of the hands– important skills for reading and writing.

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Music Center:

Through music, your child will experience a variety of sounds and movement,

create rhythms with various instruments, and sing familiar songs. He will listen

for likenesses and differences, and through movement develop an awareness

of spatial concepts.

Sand and Water Play Center:

The sand and water play center provides experiences in measurement and

comparison of quantities. Children enjoy the sense of touch as they handle

wet and dry textures.

Math Center:

Math materials may include sorting trays, parquetry blocks, a wide variety of

objects for counting, pegs and pegboards, etc. Some activities in the math

center include sorting objects by shape, color, and size; matching objects one-

to-one; building math vocabulary– big, little, more, less, etc. Math center

activities are designed to provide the child with experiences that give meaning

to numbers and number relationships.

Science Center:

Science is one of the best ways to encourage a child’s natural curiosity about

the world around him. The child gains increased understanding through simple

experiments, utilizing trial and error, observation, predictions and discovery.

Art Center:

Every child needs to experiment with art media. Through painting, drawing,

cutting, pasting and manipulating clay, your child will learn to express his own

ideas through symbols which are a foundation for reading and writing. He will

develop small muscles, hand-eye coordination, visual perception and spatial

relationships. Frequent successful experiences in art help children develop

self-confidence.

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DAILY SCHEDULE The daily schedule is posted in each classroom. A sample schedule is as

follows:

7:45 am Children arrive; Selected centers open

8:00 am Breakfast

8:30 am Morning meeting and songs

9:00 am Outside play

9:30 am Large group/story/plan for centers

10:00 am Snack

10:15 am Centers/small group/individual instruction

11:45 am Bathroom, wash hands, select book

12:00 pm Large group activity/story

12:30 pm Lunch

1:00 pm Nap/rest time

2:00 pm Outside play

2:30 pm Centers/small group/individual instruction

2:45 pm Dismissal

FIELD TRIPS

The CFCD Mission Statement says that we provide an “experience-rich

program for young children and their families”. By visiting a zoo, taking a trip

to a farm, or going to a play, children connect words and ideas to places,

actions, and events. Because of the value of first-hand experiences, each

class arranges one or more field trips a month. The value of a class field trip

does not end with the trip itself, but is continued through such classroom

activities as experience stories, discussion, creative dramatics, and art. In

order for students to attend field trips, parents must:

1. Sign a permission form in advance. 2. Provide a working phone number where a family member may be reached

in case of emergency. 3. Pay field trip fees if any are required. Parents are encouraged to chaperone field trips but no children other than CFCD students are allowed to go along. No siblings may attend field trips because parents will be busy supervising CFCD students.

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SCREENING, ASSESSMENT and PROGRESS REPORTS

Each child’s development is evaluated through formal and informal

assessment. Formal screening takes place prior to admission into the program

This screening instrument is the DIAL-4 which assesses the child’s physical/

motor skills, concepts and language development. At the first conference, the

teacher will explain how the child development program will further develop

the child’s strengths and encourage development in any areas needing

improvement.

Ongoing assessments will take place using Teaching Strategies GOLD, an

online portfolio that parents can access. Informal assessment is based on the

GOLD Objectives, individual checklists, observations and narratives that

provide an overall picture of how each child develops and how his or her skills

compare to others of the same age.

Parents and teachers communicate on a daily basis through communication

folders. Teachers keep parents updated about student progress and parents

are encouraged to ask questions about their child or the program, and to

share information that would enable the teacher to better serve the child. More

formal progress reports will be provided during each of the three parent

conferences to be held at the following times: October, February and May.

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CFCD STUDENT PROCEDURES

TOILETING

Children must be toilet trained and able to manage toileting independently

before entry into the program and in order to remain in the program.

Procedures for toileting incidents are as follows:

1. The child will clean himself and will change into clothes provided by parents and kept at school. 2. The parent will be called if the child is unable to clean himself properly. 3. The parent may clean the child at school or should take the child home if the accident is severe or if the child has diarrhea. 4. Staff members are not permitted to assist with toileting. 5. Chronic toileting problems may result in dismissal from the program.

ILLNESSES OF CHILDREN

It is important that your child attend school regularly but sick children should

stay home. Children must be free of fever without Tylenol, Advil, or other

medication for 24 hours before they return to school. If your child

becomes ill or injured at school, you will be notified immediately. Children will

be sent home with fever, diarrhea, and/or vomiting. Each school has

enrollment information that lists the names of individuals authorized to pick up

children. It is the parent’s responsibility to keep phone numbers up to date.

Your school should be notified IMMEDIATELY of any changes in contact

person, emergency numbers, doctor’s number or hospital care. Failure to

keep contact information current can jeopardize the health and safety of the

child.

TRANSPORTATION

Children who reside within their school’s attendance zone may ride the school

bus to and from school with permission from the school principal and as space

allows.

Child Development students must be met at the bus stop by a responsible

adult. If no adult is at the bus stop to take charge of the student, the student

will be returned to the school. Parents who want younger students to be

escorted home by an older sibling (without an adult present) or unescorted

must provide an authorization letter to the school for forwarding to

Transportation. Parents must also provide an authorization letter to allow an

adult not related to the child to accompany them from the bus stop.

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ARRIVAL AND DEPARTURE All child development classes follow the same school hours as the school in

which they are located. Before and afterschool care is managed through the

school not CFCD. You will need to contact your school to see if before and

after school care is available to pre-k students. All schools require parents to

sign-out children if they’re picked up before dismissal. Parents or persons

authorized by the parent to pick up student must provide photo identification.

Child Development employees cannot sign a child in or out for the person

bringing or picking up the child.

LATE FEES

The centers are not staffed to accommodate children before or after center

hours. Children will not be permitted to enter the classroom prior to the start

time and must be picked up by the ending time designated by each school.

Parents will be charged $1.00 for every minute late after the school’s ending

time. Payment is due the following day or by arrangement with the teacher.

Problems with late pick-up or late fees will be reported to the Parent Educator

or Lead Teacher for intervention and possible dismissal of the child from the

program.

ABSENCES AND TARDIES

Good attendance is a habit that children need to learn early. Attendance is

related to a child’s ability to be successful in all areas of school: academics,

behavioral and social. Any time a child misses a day of school, it is a missed

opportunity to learn. Regardless of the reason a child is out of school, they

are missing instruction.

Children are expected to attend school everyday except when the student is

ill. Written documentation explaining why the child was out of school is

required for each absence. Keeping a child home for personal reasons such

as to be with a relative, to shop, for vacations, or because a parent is home is

not an appropriate reason for an absence. If a child is ill and will not be

attending for 2 or more days, the parent is expected to call the center.

Children should be in their classrooms on time each morning. Any child

arriving after the tardy bell rings will be marked tardy.

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The school attendance secretary will maintain records of all tardies and ab-sences. Parent notification of absences will be sent by your child's school. Parents may receive contact from school staff such as Parent Educators, School Social Workers, School Administrators, Teachers, etc. if concerns arise regarding attendance. Excessive absences, tardies and/or early dismissals may result in the need to develop an Attendance Intervention Plan (AIP).

Unverified Student Absences 3rd absence First contact from school requesting documentation for absences 5th absence Second contact from school requesting documentation for absences 7th absence Development of an Attendance Intervention Plan (AIP)

HOMEWORK CFCD does not assign homework. Families may occasionally be asked to

complete a simple project together that the student will share in class. Staff

often include tips and optional activities for skill development in their

newsletters and other communication, but these do not include worksheets or

drills. Our program believes in the essential need for children to play, to enjoy

time with family and to have unstructured time to pursue their own interests.

DISCIPLINE The Center for Child Development uses a classroom management program

that relies on personal relationships and the classroom community.

The “school family” is held together by good communication and by positive

relationships that are developed through lessons and activities. We embrace

the philosophy and practice the strategies of “Conscious Discipline”, our

social-emotional curriculum developed by Dr. Becky Bailey. Children feel safe

and connected and learn how to control themselves, become problem solvers,

and respond with love for each other as the best motivator for growth and

learning. The seven basic social skills that are taught and encouraged are

1. anger management

2. helpfulness, kindness, and sharing

3. assertiveness

4. impulse control

5. cooperation

6. empathy

7. problem solving

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Sometimes children have difficulty in developing the social skills needed for a

positive school family. When children’s behaviors interfere with the safety and

learning of others, then more direct intervention may be needed. The following

is a list of unacceptable behaviors: biting, kicking, hitting, throwing objects,

running away, spitting, and repeatedly refusing to obey the teacher.

In the case of biting, parents of both children involved will be notified and

the child who has bitten will be sent home immediately.

In all cases of unacceptable behavior, the teacher must report the

behavior to the Lead Teacher, school principal or the school’s designee

before sending a child home for the rest of the day. CFCD students may

return to school the following day.

Teachers are responsible for addressing behavior in the classroom. If a

teacher judges that an unacceptable behavior is significant or has persisted

for an undue length of time, the teacher has the responsibility to document

and bring the child’s behavior to the attention of the lead teacher or school

principal, who will also document the concerns. Reports to the lead teacher or

school principal, could result in

1) additional parent conferences or

2) referral to the program’s Intervention Assistance Team (IAT) or

3) dismissal from the program.

The faculty and staff of CFCD are willing to work with every child to overcome

behavior problems but must have the cooperation and efforts of the family in

order for the child to continue in the program. Families may be referred to

professionals within or out of the district for assistance in overcoming

problems and for the child to be allowed to remain in the program.

ADDRESSING CONCERNS

The Child Development administration and staff will strive to serve you and

your child in an excellent professional manner. If you have a concern you are

encouraged to set up a conference time with your child’s teacher. If your

concern remains unresolved, please contact the Lead Teacher to discuss the

issue. We are committed to hearing your concern and promise to do so within

three business days of receiving your request for a conference.

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CHILD ABUSE AND NEGLECT

It is the policy of the Richland School District Two Child Development Centers

to report, as required by law, any suspected incidents of child abuse and/or

neglect. Suspected incidents will be reported by the teacher directly to the

Richland County Department of Social Services at 803-714-7300. The school

nurse may be consulted in matters of suspected abuse or neglect.

INTERVENTION ASSISTANCE TEAM

Our school has an Intervention Assistance Team which meets monthly and

accepts referrals from parents and teachers concerning students who are

experiencing significant educational and/or behavioral problems. If you feel

that your child has some type of disability and is in need of special education,

accommodations, or related services, please contact your teacher, the lead

teacher, or the program interventionist listed at the beginning of the handbook

as soon as possible so that proper referrals can be made. Students may be

evaluated by professionals within the district free of charge and children

whose disabilities meet state and federal guidelines will be offered special

education services as determined by an individual education plan (IEP).

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OTHER STUDENT INFORMATION

MEALS AND SNACKS

Good nutrition is a vital part of your child’s day. Breakfast and lunch are

served in all centers. The cost of student’s meals is:

∗ Breakfast: $1.00

∗ Lunch: $2.60

You may send your child’s breakfast or lunch, but it must not require heating

or refrigeration. This limitation is based on concerns for health and safety.

Children who are tardy should eat breakfast prior to their arrival at school.

Applications for free or reduced price meals are available on the district

website at www.richland2.org/departments/food services. If applications for

reduced price meals are approved, the cost is $.30 for breakfast and $.40 for

lunch. Parents are responsible for all meal costs until applications are

approved. Meals may be paid by cash or check at school or by credit card

through the district website.

Snacks will be provided by parent donations throughout the year. Teachers

will develop a system for snack donation and will be in charge of distributing a

list of approved foods and beverages and for collecting items. All families are

expected to participate in snack donation that adheres to the district’s

Acceptable Snack Policy. Special cooking activities are often planned

throughout the year to accompany specific units of study and we encourage

students to try a wide variety of foods. Please alert your child’s teacher to any

food allergies that your child has.

CHILDREN’S CLOTHING & PERSONAL BELONGINGS

Children should not bring toys or personal items to school except on special

occasions. Children may bring a towel that will be stored in the classroom

cubbies for use during rest time. Please send a towel to school every Monday

and it will be sent home for washing every Friday. All outer garments such as

hats, coats, and gloves should be labeled with the child’s name. Mats for

resting and book bags are furnished by the program. Please do not send other

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BIRTHDAYS AND HOLIDAYS

If your school permits, each classroom will be allowed to have two

non-religious celebrations each year. The dates and times of these parties

are to be determined by the homeroom teacher. If you wish to arrange for an

in-class recognition of your child’s birthday, please contact your child’s teacher

to arrange. If you do not wish for your child to participate in birthday or holiday

celebrations, please notify your child’s teacher.

VISITORS AND OBSERVERS

We welcome visitors to our schools and in our classrooms. Prior to your visit,

please check your child’s class schedule to avoid conflicts such as field trips

or school-wide events. When visiting a school, you must report to the school

office to sign in and receive a Visitor’s Badge before going to the classroom.

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Family Educational Rights and Privacy Act Notification of Rights

The Family Educational Rights and Privacy Act allows schools to release

“directory information,” i.e., student’s name, address, photograph, participation in

officially recognized activities and sports, diploma or certificate, awards received,

and other similar information.

The district considers photographs to include digital images, including digital

photographs and recordings related to school or district-sponsored events, activities,

and special recognition, as “directory information.”

In addition, federal laws require schools to provide military recruiters, upon request,

with three directory information categories—names, addresses, and telephone list-

ings—unless parents have advised the school that they do not want their student’s

information disclosed.

If for some reason you object to your child’s inclusion/identification in publicized

school recognitions/events/activities, including on a school or district-maintained

website/Facebook page/Twitter/other social media, or wish to opt out of the provi-

sion for contact information to the military, you must, within 15 days of registration,

advise the principal in writing (annually) of the specific type of directory infor-

mation to withhold.

If you do not want Richland School District Two to release this directory

information about your student, you must send written notification to the

district’s Chief Communications Officer by Monday, September 6, 2017

or within 15 days of your child’s first day of school in the district.

A sample opt-out letter is on the district’s website:

https://www.richland2.org/Departments/communications/ Pages/

ReleaseofStudentInformation.aspx.

Send the notification to:

Chief Communications Officer Libby Roof

Richland School District Two

124 Risdon Way

Columbia, SC 29223

If you do not submit a written objection to the superintendent,

the district will be authorized to release this information as appropriate.

All district policies and the student handbook can be

found at:

www.richland2.org